The authors present Phase II of a 9‐month study of the relationship between emotional intelligence and counseling self‐efficacy. One‐hundred eighteen counselors‐in‐training and professional counselors completed the Counseling Self‐Estimate Inventory (COSE) and Emotional Judgment Inventory (EJI). There was a significant correlation between 2 of the EJI scales (Identifying Own Emotions and Identifying Others' Emotions) and 4 of the 5 COSE scales. Students' perceived counseling self‐efficacy showed a significant gain when compared with that of professional counselors over the 9‐month period. Results support findings of Phase I (W. E. Martin, C. Easton, S. Wilson, M. Takemoto, & S. Sullivan, 2004), which indicated that emotional intelligence may be a unique construct inherent in persons who are preparing for careers as professional counselors. 相似文献
American organizations bringing assistance to deaf people in developing countries unintentionally create relationships of dependency or oppression rather than relationships of support. Using qualitative methods, the author examined the effectiveness of development assistance provided to the Jamaican Deaf community by two American churches, one American nongovernmental organization, and one U.S. federal agency. Documents were reviewed and observations were made. Interviews were conducted with more than 60 deaf and hearing people involved with the American organizations, the Jamaican organizations, and deaf Jamaican beneficiaries. The author concludes that the Jamaican Deaf community was often excluded in planning, designing, or evaluating programs, and was unsatisfied with the American assistance it received. Results also indicate that the American organizations were poorly prepared to work with the Deaf community. Suggestions for American organizations wishing to strengthen and empower deaf people through development assistance in developing countries are proposed. 相似文献
Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969–2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (rpooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability. 相似文献
In this paper, we report an enquiry into elementary preservice teachers’ learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary Initial Teacher Education in English universities, we co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen preservice teachers at two universities focused on their expressed awareness of their approach to the mathematical activity. Preservice teachers’ prospective planning and post-teaching evaluations of similar activities in their classrooms were also examined. We draw on aspects of enactivism and the notion of reflective “spection” in the context of teacher learning, tracing threads between preservice teachers’ retro-spection of learning and pro-spection of teaching. Our analysis indicates that increasing sensitivity to their own embodied processes of generalisation offers opportunities for novice teachers to respond deliberately, rather than to react impulsively, to different pedagogical possibilities. The paper contributes a new dimension to the discussion about the focus of novice elementary school teachers’ retrospective reflection by examining how deliberate retrospective analysis of doing mathematics, and not only of teaching actions, can develop awarenesses that underlie the growth of expertise in mathematics teaching. We argue that engaging preservice teachers in mathematics to support deliberate retrospective analysis of their mathematics learning and prospective consideration of the implications for teaching can enable more critical pedagogical choices.
The aim of this study was to establish the relationship between selected physiological variables of rowers and rowing performance as determined by a 2000 m time-trial on a Concept II Model B rowing ergometer. The participants were 13 male club standard oarsmen. Their mean (+/- s) age, body mass and height were 19.9+/-0.6 years, 73.1+/-6.6 kg and 180.5+/-4.6 cm respectively. The participants were tested on the rowing ergometer to determine their maximal oxygen uptake (VO2max), rowing economy, predicted velocity at VO2max, velocity and VO2 at the lactate threshold, and their velocity and VO2 at a blood lactate concentration of 4 mmol x l(-1). Percent body fat was estimated using the skinfold method. The velocity for the 2000 m performance test and the predicted velocities at the lactate threshold, at a blood lactate concentration of 4 mmol x l(-1) and at VO2max were 4.7+/-0.2, 3.9+/-0.2, 4.2+/-0.2 and 4.6+/-0.2 m x s(-1) respectively. A repeated-measures analysis of variance showed that the three predicted velocities were all significantly different from each other (P<0.05). The VO2max and lean body mass showed the highest correlation with the velocity for the 2000 m time-trial (r = 0.85). A stepwise multiple regression showed that VO2max was the best single predictor of the velocity for the 2000 m time-trial; a model incorporating VO2max explained 72% of the variability in 2000 m rowing performance. Our results suggest that rowers should devote time to the improvement of VO2max and lean body mass. 相似文献
This study examined the effect of black family structure on the perceived social climate as measured by the Family Environment Scale. The 64 black families were selected to fill the four cells of a 2 × 2 factorial design of 1- versus 2-parent black families by grandmother residing in the home of the family versus living 10 or more miles away. The family climate was significantly different among the four family structures and between this sample and the normative sample of Moos and his associates. No significant differences were found among the family structures on their Family Incongruence scores. The subscale scores of this black sample were similar to the scores of other black and partly black samples. These results suggest that black families are not a homogeneous group, but rather different black family structures are associated with different family climates. Further research is needed to understand the impact family climate has on child-rearing practices and child outcomes within these diverse family structures. 相似文献
A considerable amount of information is available concerning the adjustment problems that students from developed countries experience when they transfer from school to university. Comparatively little is known about the problems of African students, despite the existence of a number of factors which might be expected to produce large numbers of problems and relatively severe problems. Having adopted certain criteria regarding the acceptability or otherwise of adjustment problems, a preliminary survey was conducted at the University of Zambia in order to see whether adjustment problems existed and to give some insight into the type of problem experienced. The survey indicated the presence of a large number and wide variety of problems and a questionnaire was subsequently developed in order to test the potency, generality and persistency of the student's difficulties. The results obtained with a representative sample of 242 first-year and 60 fourth-year students showed that there are problems which are sufficiently potent, general and/or persistent to be a cause for concern to the university authorities. 相似文献