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91.
Susan V. Lester Radha J. Horton-Parker Laurie M. Craigen Judith C. Durham 《International journal for the advancement of counseling》2018,40(4):398-413
Bhutan has recently invited the profession of counseling to aid in responding to growing mental health problems, social and family issues, and school and career guidance needs. This study is a phenomenological investigation of the experiences of Bhutanese counselors with Western counseling in order to understand the cultural fit between Bhutan and Western counseling orientations. Eleven participants were interviewed and four themes identified: conceptualization of counseling, Bhutanese culture, Bhutanese counseling, and the relationship between Western counseling and Bhutan. Suggestions are made for a potential model of Bhutanese counseling, counselor training, ongoing Western contributions, and the further development of the counseling profession. 相似文献
92.
Place-based education for environmental behavior: a ‘funds of knowledge’ and social capital approach
Austin R. Cruz Samantha T. Selby William H. Durham 《Environmental Education Research》2018,24(5):627-647
In this paper we suggest that a new theoretical framework is needed within environmental education in the discussion of rural, underserved communities in Latin America. We argue that a community-resources approach, comprised of funds of knowledge and social capital, should be incorporated into contemporary research on place- and community-based education and environmental behavior. The model we present builds upon previous research in the areas of education, anthropology, social capital, and environmental education. These perspectives are discussed in accordance with their relevance to high school students in one of the most bio-diverse regions of Central America: the Osa Peninsula of Costa Rica. In this context, we suggest that promoting environmental behavior is both contextualized by and dependent upon social and community interactions, or ‘mediations,’ after Lev S. Vygotsky. We believe that the framework presented here may contribute to increased socio-economic, academic, and environmental benefits for underserved, Latin American communities. 相似文献
93.
Kory Floyd 《Communication Studies》2016,67(4):379-398
Social bonds are necessary for human survival and affectionate communication is paramount for their formation and maintenance. Consequently, affection deprivation—the condition of receiving less affectionate communication than desired—is associated with social pain, and contemporary research indicates that social pain has substantial neurological overlap with physical pain. Thus, it was proposed that affection deprivation would be associated with the sensation of physical pain as well as with poor-quality sleep. Three studies involving a total of 1,368 adults from nearly all U.S. states and several foreign countries revealed significant associations between affection deprivation, physical pain, and multiple facets of disturbed sleep. 相似文献
94.
This study extends previous research examining the relations between Cattell‐Horn‐Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average‐achieving peers. The cognitive profile of the low Math Calculation Skills group (n = 68) was similar to that of their average‐achieving peers. The low Math Reasoning group (n = 52) scored lower than their average‐achieving peers on the cognitive abilities as a set and on Fluid Reasoning and Comprehension–Knowledge. When individual profiles were considered, approximately half of the children with normative math weaknesses demonstrated commensurate weaknesses in one or more cognitive abilities, which may inform diagnostic models of learning disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 1–12, 2005. 相似文献
95.
96.
Lynna J. Ausburn Floyd B. Ausburn 《Educational technology research and development : ETR & D》1978,26(4):337-354
A fresh approach to instructional design, one that emphasizes the importance of cognitive style as a learner characteristic,
is presented here. The authors report that 11 dimensions of the characteristic have been found, suggesting that individuals
differ in the way they process information. Noting that cognitive styles are stable, resistant to change by training and bear
little relation to general ability, the authors advocate assisting the learner whose information-processing pattern is not
compatible with the task to be learned by plannedsupplantation involving overt alteration of the task requirement with which the learner is having difficulty. They propose a three-step
instructional design plan with which to move“beyond individual instruction to individualized instruction” in which“differences
in learners need not result in differences in learning.” 相似文献
97.
Journal of Science Teacher Education - 相似文献
98.
The exchangeability of brief intelligence tests for children with intellectual giftedness: Illuminating error variance components’ influence on IQs 下载免费PDF全文
This study examined the exchangeability of total scores (i.e., intelligent quotients [IQs]) from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored live by one set of primary examiners and later scored by a secondary examiner. For each student, six IQs were calculated, and all 216 values were submitted to a generalizability theory analysis. Despite strong convergent validity and reliability evidence supporting brief IQs, the resulting dependability coefficient was only .80, which indicates relatively low exchangeability across tests and examiners. Although error variance components representing the effects of the examiner, examiner‐by‐examinee interaction, the examiner‐by‐test interaction, and the test contributed little to IQ variability, the component representing the test‐by‐examinee interaction contributed about one‐third of the variance in IQs. These findings hold implications for selecting and interpreting brief intelligence tests and general testing for intellectual giftedness. 相似文献
99.
Floyd Vest 《Educational Studies in Mathematics》1973,5(1):147-155
Summary From a general and systematic point of view, this article has attempted to answer the questions, How do models and equations relate?, How does one teach this relationship? In the process, a systematic procedure for analyzing this task of teaching operations with the use of models and developing teaching strategies has been demonstrated. In applying the several concepts of this article to the preparation of a lesson, the teacher can (a) choose models and a family of equations, (b) choose an analysis of the equations into constituent parts involving family or equation levels, (c) choose an analysis of models into their critical attributes, and (d) plan a strategy utilizing direct correlates or oblique correlates for connecting the equations and models at a general or instance level. On the basis of such planning, the teacher will develop with a class a knowledge of the parts of the equation, the critical parts of the model, and correlates for connecting the two.Without utilizing these concepts, teachers have been found to attempt the introduction of the connection between an equation and a new model simply by placing the illustration (instance of a model) and equation together on the chalkboard and reading the equation. (This may seem absurd, but the author is aware of a film designed to present exemplary teaching in which this is done and has observed student teachers overlooking the necessity for carefully connecting the model and the equation.) Such practices as these in the context of the common telling-teaching process suggest that teachers' commentaries should provide extensive analyses and direct correlates [7].The four concepts (correlates, analysis of models and families of equations at the general and instance level, oblique correlates, and adequacy of analysis of models and equations) have been referred to as general concepts. They are general in the sense that they can be applied to the use of models of any operation. As was pointed out earlier, this level of generality extends to more than forty families of models of operations and inverse operations on whole numbers. It also extends to the use of models of operations in other number systems. 相似文献
100.
Words correct per minute: The variance in standardized reading scores accounted for by reading speed
Jacqueline L. Williams Christopher H. Skinner Randy G. Floyd Andrea D. Hale Christine Neddenriep Emily P. Kirk 《Psychology in the schools》2011,48(2):87-101
The measure words correct per minute (WC/M) incorporates a measure of accurate aloud word reading and a measure of reading speed. The current article describes two studies designed to parse the variance in global reading scores accounted for by reading speed. In Study I, reading speed accounted for more than 40% of the reading composite score variance in 4th‐, 5th‐, and 10th‐grade students. In Study II, reading speed accounted for more than 30% of the reading/language arts composite score variance of fourth‐ and fifth‐grade students. Across both studies, when reading speed was combined with words read correctly and converted to WC/M the additional variance accounted for was less than 10% with one exception, fourth‐grade students' reading/language arts scores. These findings are consistent with various theories regarding reading speed, provide direction for future researchers, and may assuage those concerned that WC/M is primarily a measure of aloud, accurate word reading (i.e., word calling). © 2010 Wiley Periodicals, Inc. 相似文献