Bringing Guidance Research and Practice Closer Together: The UK National Guidance Research Forum Website

This article outlines the development of a website in the UK that seeks to bring guidance research and practice closer together. The shared knowledge base underpinning the website was created from the contextualised problems faced by potential user groups (policy makers, managers, practitioners, students, trainees, researchers and trainers). Six expert groups, drawn from these user groups, looked at key issues related to their expertise and provided an on-line commentary on relevant documents and research findings. This developmental process represented a major contribution to research capacity building within the UK guidance community.

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Zusammenfassung. Forschung und Praxis der Berufsberatung näher zusammenbringen: Das Internet-Forum Berufsberatungsforschung in England Dieser Artikel stellt die Entwicklung eines Internetangebots in England vor, dessen Ziel es ist, die Forschung auf dem Gebiet der Berufsberatung und die Berufsberatungspraxis näher zueinander zu bringen. Die vereinigte Wissensbasis, auf der dieses Internetangebot beruht, wurde auf der Grundlage von kontextbezogenen Fragestellungen zusammengetragen, denen potenzielle Benutzergruppen (politische Entscheidungsträger, Führungskräfte von Beratungsdiensten, Berater, Studenten, Wissenschaftler, Lehrende und Lernende) gegenüberstehen. Sechs Expertengruppen, die diesen Benutzergruppen entsprechen, bewerteten zentrale Aspekte und erstellten einen Online-Kommentar zu wichtigen Dokumenten und Forschungsergebnissen. Dieser Entwicklungsprozess lieferte einen wesentlichen Beitrag zur Weiterentwicklung der Leistungsfähigkeit der Forschung innerhalb des Berufsberatungsfeldes in England.

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Resumen. Acercando la Investigación y la Práctica de la Orientación: la Página Web del Foro Nacional de Investigación sobre Orientación del Reino Unido Este artículo describe el proceso de desarrollo de una página Web en el Reino Unido que busca un mayor acercamiento entre la investigación y la práctica de la orientación. La base de conocimientos que fundamenta los contenidos de la página se ha creado a partir de la contextualización de los problemas a los que se enfrentan diversos grupos de usuarios potenciales (responsables de las políticas, gestores, orientadores en ejercicio, estudiantes, orientadores en formación, investigadores, y formadores). Seis grupos de expertos, provenientes de estos grupos de usuarios, examinaron algunas cuestiones fundamentales relacionadas con su campo de experiencia, e hicieron comentarios on-line sobre documentos relevantes y resultados de investigación. Este proceso de desarrollo ha supuesto una gran contribución y un importante avance en la construcción de la capacidad investigadora dentro de la comunidad orientadora del Reino Unido.

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Résumé. Approcher la recherche et la pratique en orientation: le site Web du forum de la recherche nationale britannique en orientation Cet article décrit le développement d’un site Web au R-U qui cherche à rapprocher la recherche et la pratique en orientation. La base de connaissances partagées qui sous-tend le site Web a été créée à partir de problèmes contextualisés face auxquels des groupes d’utilisateurs potentiels (décideurs, directeurs, praticiens, étudiants, stagiaires, chercheurs et formateurs) peuvent se trouver. Six groupes d’experts, tirés de ces groupes d’utilisateurs, ont examiné les questions clés liées à leur expertise et fourni un commentaire en ligne sur la documentation pertinente et les résultats de la recherche. La mise en oeuvre de ce processus représente une contribution importante à l’élaboration d’un potentiel de recherche au sein de la communauté britannique de l’orientation.

     

Exploratory factor analysis of parent ratings of child and adolescent anxiety: A preliminary investigation

This study explored the factor structure of a parent rating scale designed for use in the assessment of child and adolescent anxiety. A total of 176 usable surveys were returned from parents of children in grades kindergarten through 11. Exploratory common factor analyses on the 29‐item scale suggested one second‐order factor yielding an internal consistency estimate of .93 which accounted for 70% of the covariance among items. © 1999 John Wiley & Sons, Inc.     

The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students

The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed.     

Comparison of learning in two context-based university chemistry classes

ABSTRACT

Context-based learning (CBL) is advocated as beneficial to learners, but more needs to be understood about how different contexts used in courses influence student outcomes. Gilbert defined several models of context that appear to be used in chemistry. In one model that achieves many criteria of student meaning-making, the context is provided by ‘personal mental activity’, meaning that students engage in a role to solve a problem. The model’s predicted outcomes are that students develop and use the specialised language of chemistry, translate what they learn in the immediate context to other contexts, and empathise with the community of practice that is created. The first two of these outcomes were investigated in two large-enrolment university chemistry courses, both organised as this CBL model, in which students were introduced to kinetic molecular theory (KMT). Sample 1 students (N₁?=?105) learned KMT through whole-class kinaesthetic activity as a human model of a gas while focusing on a problem identifying substances in balloons filled with different gases. Sample 2 students (N₂?=?110) manipulated molecular dynamics simulations while focusing on the problem of reducing atmospheric CO₂. Exam answers and pre-/post-test responses, involving a new KMT context, were analysed. Students in Sample 1 demonstrated a stronger understanding of particle trajectories, while Sample 2 students developed more sophisticated mechanistic reasoning and greater fluidity of translation between contexts through increased use of chemists’ specialised language. The relationships of these outcomes to the contexts were examined in consideration of the different curriculum emphases inherent in the contexts.     

Convergent validity of the BASC and SSRS: Implications for social skills assessment

The present study examined the psychometric relationship between two new rating scales, the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992) and the Social Skills Rating System (SSRS; Gresham & Elliott, 1990), for a sample (N = 53) of minority kindergarten children using both parent and teacher ratings. The similarities and differences between these instruments were investigated through correlational and content analyses. In general, the results provide preliminary convergent validity evidence for the BASC and SSRS. In regard to the Social Skills subscale of the BASC, convergent validity evidence was demonstrated for the parent form of this instrument, but not the teacher form, when the SSRS Social Skills scale was used as the criterion. In addition, the correlations between the various scales of the BASC and SSRS were in the expected direction. That is, the correlation between the BASC Adaptive Skills Composite and the SSRS Social Skills scale was moderate in the teacher group (r = .44) and high in the parent group (r = .54). Similarly, correlations between the BASC Hyperactivity, Aggression, and Externalizing scales and the SSRS Problem Behaviors scale ranged from .50 to .60 and .50 to .56 in the teacher and parent groups, respectively. Implications regarding the practical utility of the BASC and SSRS for assessing social skills functioning, in particular, were presented. © 1996 John Wiley & Sons, Inc.     

Effects of obesity on breast size,thoracic spine structure and function,upper torso musculoskeletal pain and physical activity in women

Purpose:This study investigated the effects of obesity on breast size,thoracic spine structure and function,upper torso musculoskeletal pain and physical activity participation in women living independently in the community.Methods:A total of 378 women were divided into 3 groups(Not Overweight:body mass index(BMI)=22.5±0.2 kg/m^2(mean±SE);Overweight:BMI=27.4±0.3 kg/m^2;Obese:BMI=35.4±0.3 kg/m^2).Outcome variables of breast volume(mL),thoracic flexion torque(N·m),thoracic kyphosis(degrees),upper torso musculoskeletal pain(score) and time spent in physical activity(min) were calculated and compared among the 3 groups,adjusting for between-group differences in age.Results:There was a significant main effect of BMI on all outcome variables.Participants classified as Obese displayed significantly larger breasts,had greater thoracic flexion torques and reported less time participating in physical activity relative to the participants who were classified as Not Overweight and Overweight.Participants in the Obese group also displayed significantly more thoracic kyphosis and reported significantly more upper torso musculoskeletal pain compared to their counterparts who were classified as Not Overweight.Conclusion:This study is the first to demonstrate that increased obesity levels were associated with compromised kyphosis and loading of the thoracic spine,as well as increased symptoms of upper torso musculoskeletal pain and reduced time spent in physical activity in women living in the community.We recommend further research to determine whether evidence-based interventions designed to reduce the flexion torque generated on the thoracic spine can improve these symptoms of upper torso musculoskeletal pain and the ability of women with obesity to participate in physical activity.     

Honours: a taken-for-granted pathway to research?

In this paper we examine variations in Honours programs in Australian universities and the consequences that this has for students who wish to undertake higher degrees by research after their undergraduate programs have been successfully completed. Our review of universities’ Honours programs across rural, regional, and urban Australia has indicated that there is a degree of variation that is localised as far as each university is concerned, and that there is a lack of consistency in various universities’ application of policies or procedures in the implementation of their Honours programs. We conclude by calling for greater consistency across universities in Australia in the awarding of Honours, certainly, but also suggesting that a review needs to be undertaken as part of national, systematic and orchestrated project.