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61.
Abstract This paper describes a discipline‐based academic development project based upon a tripartite relationship between departmental staff, work‐based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the ‘reflective practitioner’, to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work‐based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships. 相似文献
62.
Matt Allwood Kate Allen Anna Price Rachel Hayes Vanessa Edwards Susan Ball 《Emotional and Behavioural Difficulties》2013,18(4):361-371
ABSTRACTThis paper assesses the reliability and validity of the teacher-completed Pupil Behaviour Questionnaire (PBQ), by comparing it to the already extensively validated teacher-completed Strengths and Difficulties Questionnaire (SDQ). Participants included 2074 primary school children participating in a universal school-based trial and 41 vulnerable children who were taking part in a study exploring the impact of exclusion from school. Exploratory factor analysis results (first factor accounts for 80.8% of the variation in the items) and the high Cronbach’s alpha value of 0.85 indicate that the PBQ consists of one substantive factor/dimension. Strong correlations between the total PBQ score and the conduct sub-scale (Spearman’s correlation coefficient (rs) = 0.67) and total difficulties score (rs = 0.59) of the SDQ indicate convergent validity. This study suggests that the PBQ is a reliable measure, and provides some evidence of validity. Further work is needed to test the PBQ in an older, more diverse populations and to measure sensitivity to change. 相似文献
63.
The present study seeks to identify factors among university students that may be associated with homophobic attitudes and whether homophobia may be reduced by educational interventions, such as knowledge-based curricula found in college sexuality courses. Participants were 128 undergraduate students attending a small, private university in the northwestern region of the United States. At the beginning and end of the fall semester 2004, survey packets consisting of a demographic questionnaire, the Sexual Opinion Survey, the Homophobia Scale, a sexual knowledge survey, and the Bem Sex Role Inventory were administered to students attending a human sexuality class and a comparison group of students enrolled in professional and social science introductory courses. Relative to the comparison group, homophobia levels significantly decreased over the course of the semester among students attending the sexuality class. The effect of attending the class on reducing homophobia was partially mediated by an increase in self-reported knowledge about sexual matters. Taken together, these results suggest that the knowledge-based curriculum of sexuality courses may play an important role in affecting broader attitudes about sexuality among college students, including attitudes about homosexuality. 相似文献
64.
How well do young people understand their developing sexuality and what this means? This paper reports on findings from the Our Lives: Culture, Context and Risk project, which investigated sexual behaviour and decision-making in the context of the everyday life experience and aspirations of Indigenous and non-Indigenous young people (16–25 years) in the Northern Territory, Western Australia and in South Australia. Using qualitative data, this paper focuses on what participating young people thought was necessary to improve the quality of sexuality education. Participants suggest that current forms of sexuality education are too clinical, didactic and unengaging, and are missing in relevant content. Young people requested more information on relationships, first sexual experiences and negotiating condom use. These requests indicate that young people realise that they need more knowledge in order to have healthy relationships, which conflicts with the popular belief that providing young people with open, honest information around sex will encourage them to have sex or increase sexual risk taking. Making sexuality education more of a priority and listening to the needs of young people could be a positive step towards improving sexual health and well-being. 相似文献
65.
Mary Mohni Jolene Rogers Al Zeitz 《Community College Journal of Research & Practice》2013,37(6):501-502
Iowa Lakes Community College responded to a national need for wind-energy technicians. The Wind-Energy and Turbine Program aligned industry and academic competencies with experiential learning components to foster exploration of additional renewable energy applications. Completers understand both the physical and academic rigor a career in wind energy demands. 相似文献
66.
67.
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding, or regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all, reading skills. Results are discussed in terms of current models of reading development. 相似文献
68.
Although it is well recognized that reading skills vary in people with autism spectrum disorders (ASD), reasons for this variability are not well understood. We used the simple view of reading model to investigate both word decoding and text comprehension processes in two well-established subtypes within the autism spectrum, those with age-appropriate structural language skills and those structural language impairments. Generally, participants with language impairments performed less well than those with age-appropriate language skills. Word-level reading was a relative strength for both groups, although it showed declines with age. Comprehension weaknesses were especially marked among those with poor structural language skills. Reading outcomes in ASD are related to variations both in decoding and comprehension and in the oral language skills that support the development of these processes. 相似文献
69.
Linda Webster Steven E. Knotek Leslie M. Babinski Dwight L. Rogers Mary M. Barnett 《Journal of educational and psychological consultation》2013,23(3-4):281-301
This qualitative study applied methods used in discourse analysis to investigate how a consultant's questioning supported the goal of group consultation to empower beginning teachers to become effective problem solvers in their work environment. The focus of the study was on the process of questioning and communicative coherency as the group evolved over the course of the school year. The participants in this study were 7 White elementary school teachers in their first year of teaching. There were 12 sessions held over an 8-month period. The investigators found evidence of a parallel process between the coordinate consultation process and coherency in consultative discourse, such that as the coordinate process developed and improved, so did the coherency of group discourse. Implications for practice, training, and future research are discussed. 相似文献
70.
Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children’s literature. We asked: When White pre-service teachers are in a context that enables talk about race, racism and anti-racism, what do they talk about? What conceptual and discursive tools do they use? We were guided by these questions, along with theoretical perspectives of racial literacy, multicultural discourses and a form of critical discourse analysis referred to as ‘positive discourse analysis’ or ‘reconstructive discourse analysis’. Our analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions. We argue for a continued theorization of critical discourse analysis alongside of racial literacy and multicultural discourses. 相似文献