共查询到20条相似文献，搜索用时 46 毫秒
1.
《Journal of Further & Higher Education》2012,36(4):567-581
Colleague supervision is increasingly used in UK modern (post-92) universities to support the progress of academic staff to doctoral qualifications. Denicolo (2004) argues that it is a ‘role relationship that has been largely ignored or undervalued by administration’ (p. 693) and colleague students and supervisors ‘felt more vulnerable’ than other students/supervisors (p. 706). This small-scale research amongst students and staff in a colleague supervision relationship at a single UK modern university tests Denicolo’s (2004) propositions and those of Deuchar (2008) on supervision styles. It found that students did not feel ‘vulnerable’ but considered there were significant benefits from colleague supervision. They, and some supervisors, were also very supportive of group supervision methods that, alongside conventional individual supervision, gave strong support to the progress of colleague students to timely completion of their doctoral studies. As many UK modern universities are attempting to build research capacity through doctoral research training, the use of group supervision alongside colleague supervisors may offer benefits in a time when supervisory capacity has been stretched. 相似文献
2.
Pam Schuetz 《Community College Journal of Research & Practice》2013,37(4-6):305-324
This mixed-methods study develops, operationalizes, and tests a new conceptual model of community college student engagement. Themes emerging from participant observations and semistructured interviews with 30 adult students enrolled at a Large Best Practices Community College (LBPCC) over the 2005–2006 academic year are used to guide selection of Self-Determination Theory (Deci & Ryan, 1985, 2000, 2002) to frame the new conceptual model. Structural equation modeling techniques confirm that variables and relationships proposed by the new model represent a good fit with data from over 1,000 students surveyed in the Community College Survey of Student Engagement. Findings from this study suggest that community college engagement and related outcomes can be fostered by tuning campus policies, practices, and climates to promote students' senses of belonging, competence, and autonomy. 相似文献
3.
William A. Sandoval 《学习科学杂志》2013,22(1):150-161
Andrew Elby (this issue) argues that researchers in the field of personal epistemology should beware insistence on a narrow definition of epistemology to guide this work. His argument is a response to suggestions (Hofer & Pintrich, 1997; Sandoval, 2005) that the study of personal epistemology should focus on people's views about knowledge and knowing and not conflate those with views about learning. His main concern is that learners' views about knowledge and their views about learning may, in fact, be conflated and that an insistence on definitional clarity could lead to a mischaracterization of cognitive structures. In this response I argue that clarity in the definition of theoretical constructs does not imply exclusion of views about learning from the study of personal epistemology. Furthermore, given the history of this area of research, failing to more clearly define our constructs makes real theoretical progress difficult. 相似文献
4.
5.
《Clearing house (Menasha, Wis.)》2012,85(6):210-223
AbstractMuch debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching. 相似文献
6.
Lorraine T. Dorfman 《Educational gerontology》2013,39(11):1032-1045
Little is known about the impact of the end of mandatory retirement on professors over the long term. This follow-up study investigated the ten-year experience of professors who chose not to retire from a major research university after the elimination of the age 70 mandatory retirement in 1994. The initial interview study was conducted in 1998 (Dorfman, 2000, 2002). All surviving professors (n = 13; age 80–84) agreed to be reinterviewed in 2007. The study investigated major reasons for continuing to work or retire, professional and nonprofessional activities, perceptions of departmental and institutional atmosphere and student and faculty attitudes toward older faculty, and preparation and plans for retirement. Content analysis of the tape-recorded open-ended questions revealed that employed professors continued to work mainly because they enjoyed it. Retired professors retired mainly because of age or felt it was time to retire. Retired professors as well as their employed counterparts continued professional activities, primarily research. Both groups reported mixed reactions to the overall atmosphere in their departments and university as well as to student and faculty attitudes toward older faculty, with one-third of retirees reporting departmental or institutional pressures to retire. The major type of planning for retirement was financial. 相似文献
7.
Guan-Chyun Lin Zhonglin Wen Herbert W. Marsh Huey-Shyan Lin 《Structural equation modeling》2013,20(3):374-391
The purpose of this investigation is to compare a new (double-mean-centering) strategy to estimating latent interactions in structural equation models with the (single) mean-centering strategy (Marsh, Wen, & Hau, 2004, 2006) and the orthogonalizing strategy (Little, Bovaird, & Widaman, 2006; Marsh et al., 2007). A key benefit of the orthogonalizing strategy is that it eliminated the need to estimate a mean structure as required by the mean-centering strategy, but required a potentially cumbersome 2-step estimation procedure. In contrast, the double-mean-centering strategy eliminates both the need for the mean structure and the cumbersome 2-stage estimation procedure. Furthermore, although the orthogonalizing and double-mean-centering strategies are equivalent when all indicators are normally distributed, the double-mean-centering strategy is superior when this normality assumption is violated. In summary, we recommend that applied researchers wanting to estimate latent interaction effects use the double-mean-centering strategy instead of either the single-mean-centering or orthogonalizing strategies, thus allowing them to ignore the cumbersome mean structure. 相似文献
8.
Katie E. Cherry Professor Susan Brigman Celinda Reese-Melancon Allison Burton-Chase Kayla Holland 《Educational gerontology》2013,39(3):168-178
The purpose of this study was to examine relationships among memory aging knowledge and memory self-appraisal in college students and community-dwelling older adults. Participants completed the Knowledge of Memory Aging Questionnaire ([KMAQ] Cherry, Brigman, Hawley, & Reese, 2003) and the Memory Functioning Questionnaire ([MFQ] Gilewski, Zelinski, & Schaie, 1990). We hypothesized that poorer performance on the KMAQ stereotype scale, suggesting an ageist response bias, would be associated with more negative self-appraisals of memory. Results confirmed that responses on the KMAQ stereotype scale were significantly associated with responses on the MFQ Frequency of Forgetting scale and two shorter scales derived from the full MFQ, the memory self-efficacy scale (Zelinski & Gilewski, 2004), and a revised Seriousness of Forgetting scale after controlling for age and educational level. Implications of these findings for the development of instructional materials to improve memory aging knowledge and memory self-appraisal in adulthood are discussed. 相似文献
9.
Lisa Ruble Jessie Birdwhistell Michael D. Toland John H. McGrew 《Journal of educational and psychological consultation》2013,23(4):259-283
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. 相似文献
10.
11.
Oshima, Raju, Flowers, and Slinde (1998) described procedures for identifying sources of differential functioning for dichotomous data using differential bundle functioning (DBF) derived from the differential functioning of items and test (DFIT) framework (Raju, van der Linden, & Fleer, 1995). The purpose of this study was to extend the procedures for dichotomous DBF to the polytomous case and to illustrate how DBF analysis can be conducted with polytomous scoring, common to psychological and educational rating scales. The data set used was parent and teacher ratings of child problem behaviors. Three group contrasts (teacher vs. parent, boy vs. girl, and random groups) and two bundle organizing principles (subscale designation and random selection) were used for the DBF analysis. Interpretations of bundle indexes in the context of child problem behaviors were presented. 相似文献
12.
This study used statistical simulation to calculate differential statistical power in dynamic structural equation models with groups (as in McArdle & Prindle, 2008). Patterns of between-group differences were simulated to provide insight into how model parameters influence power approximations. Chi-square and root mean square error of approximation (RMSEA) power approximation procedures were used to compare the effects of parameter manipulations and how researchers should interpret findings. The chi-square power of perfect fit calls for at least 270 individuals to detect moderate differences, whereas the RMSEA procedure of close fit seems to require as many as 1,450 participants. It is shown that parameters that provide input into the change score that the transfer leads to affect power versus indirect pathways. A discussion of differences in approximation values and future research directions follows. 相似文献
13.
There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole lessons resulted in positive instructional effects for students with ASD and DD (Ganz, 2007). However, it is not known whether DI is more effective than other language interventions. The purpose of this study was to compare DI to an established intervention, discrete trial teaching. Thirteen students with ASD or participated in the study and data were collected using curriculum-based assessment. An independent samples t-test indicated that there was a statistically significant difference in student performance for the group who received DI. Results and their implications will be discussed. 相似文献
14.
Relevant aspects of the example provided by Raykov and Marcoulides (2001) are emphasized, specifically the distinctiveness of infinitely many members of its sequence of equivalent structural equation models. This emphasis appears to be needed in light of recent statements by Markus (2002), whose intended counterexamples do not present a disconfirmation of any of the developments of Raykov and Marcoulides (2001). Issues pertaining to differentiation between equivalent models are also discussed. 相似文献
15.
Andrew Elby 《学习科学杂志》2013,22(1):138-149
Some researchers, including B. K. Hofer and P. R. Pintrich (1997) and W. A. Sandoval (2005), argue for defining personal epistemology as views about the nature of knowledge and knowing but not views about the nature of learning. Others continue using a more expansive definition of personal epistemology that includes views about learning. I argue that the scope of personal epistemology should not be decided entirely a priori. If people's views about the nature of knowing and knowledge turn out to be separable from (despite being intertwined with) their views about the nature of learning, then it makes sense to define 2 separate areas of study corresponding to those 2 separable sets of psychological constructs. From some theoretical perspectives, however, empirical results may support the interpretation that views about knowledge are inseparably entangled with views about learning. In that case, excluding views about learning from personal epistemology obscures rather than elucidates the content and cognitive structure of students' views. To be clear, I do not think the community should decide, now, to etch “views about the nature of learning” into the definition of personal epistemology. I argue instead that it is more productive not to converge on a definition until further empirical and theoretical progress points us toward the best way to “cut up [nature] … along its natural joints” (Plato, 1995, p. 64). 相似文献
16.
James D. Slotta 《学习科学杂志》2013,22(1):151-162
This article responds to an article by A. Gupta, D. Hammer, and E. F. Redish (2010) that asserts that M. T. H. Chi's (1992, 2005) hypothesis of an “ontological commitment” in conceptual development is fundamentally flawed. In this article, I argue that Chi's theoretical perspective is still very much intact and that the critique offered by Gupta et al. is itself based on a flawed interpretation of Chi's theory. The purpose of this article is to address that misconception of Chi's work and to clarify her overall theoretical perspective. I begin by reviewing Chi's theory of ontological commitments, making an important comment about her position on the nature of expert conceptualizations. I review the methodological approaches used by J. D. Slotta and M. T. H. Chi (2006) to measure ontological commitments and comment on the instructional implications of Chi's theory. I then address the misconception held by Gupta et al. about Chi's work and call for more empirical research to tease apart the differences between Chi's view of “parallel ontologies” and Gupta et al.'s view of “flexible ontologies.” 相似文献
17.
General practitioners (GPs) need advanced skills in geriatric assessment to be competent to treat the increasing number of elderly patients. Continuing medical education in geriatrics for GPs is heterogeneous, and not assessed for effectiveness. In this study we compared the educational effects of three geriatric post-graduate training methods on GPs. GPs in the health district of the Nijmegen University Medical Centre (The Netherlands) were offered a variety of training options in geriatric assessment: (1) a formal one-day teacher centered conference (TCC), (2) an interactive GP-centered day of workshops (GCW), and (3) participation in a project of knowledge translation, linked to a research project of geriatric intermediate care (GKT). Pre-post measures were taken of the attitudes of GPs towards the elderly (Aging Semantic Differential, 1969), attitudes towards geriatric patients (Maxwell & Sullivan, 1980; Rosencranz & McNevin, 1969) and geriatric competencies (Robinson, Barry, Renick, et al., 2001). After training, neither the attitudes towards the elderly nor geriatric patients changed in any of the three groups. The TCC did not show a significant change in perceived competencies, while the GCW and GKT group improved. A formal large group conference is ineffective in improving GPs' geriatric assessment skills, while small interactive workshops and participation in a project of knowledge translation are equally effective. None of the three training methods improved or worsened attitudes toward the elderly in general or the geriatric patients in particular. 相似文献
18.
Yiwei Chen Jiaxi Wang Robert M. Kirk Olivia L. Pethtel Allison E. Kiefner 《Educational gerontology》2013,39(11):825-833
The primary purposes of the present study were to examine age differences in adaptive decision making and to evaluate the role of numeracy in mediating the relationship between age and adaptive decision making. Adaptive decision making was assessed by the Cups task (Levin, Weller, Pederson, & Harshman, 2007). Forty-six younger (18 to 24 years old) and 37 older adults (61 to 89 years old) completed the Cups task. In addition, the Numeracy Scale (Lipkus, Samsa, & Rimer, 2001) was used to measure individual numeric ability. Adaptive decision making was operationalized by the Expected Value sensitivity (i.e., the product of probability and outcome magnitudes) across the gain and the loss domains. Older adults had significantly lower Expected Value sensitivity than young adults. In addition, older adults demonstrated significantly lower numeracy than younger adults. Finally, numeracy partially mediated the relationship between age and adaptive decision making. It is suggested that older adults’ declined decision making may be partially due to their declined numeric abilities. Implications were discussed in numeracy education and public policies concerning older adults. 相似文献
19.
Marietta Del Favero Janice M. Hinson 《Community College Journal of Research & Practice》2013,37(5):389-408
The press for implementing technology based instructional delivery systems in community and technical colleges is well documented. Yet faculty face numerous challenges in integrating technology into instruction (AL-Bataineh & Brooks, 2003; Groves & Zemel, 2000; Khoury, 1997). Stimulating faculty ownership in technology, diffusion of technology use throughout institutions, and linking technology use to the faculty reward system are key concerns addressed in this proposed tool for evaluating faculty technology integration performance. The tool is based on research on faculty development (Howery, 1997) and the technology adoption process (Hall, Loucks, Rutherford, & Newlove, 1975). Stimulating development of faculty expertise linked to technology goals is the goal of applying the tool. 相似文献
20.
Anne Boomsma 《Structural equation modeling》2013,20(3):518-540
In structural equation modeling, Monte Carlo simulations have been used increasingly over the last two decades, as an inventory from the journal Structural Equation Modeling illustrates. Reaching out to a broad audience, this article provides guidelines for reporting Monte Carlo studies in that field. The framework of discourse is set by a number of steps to be taken in such research, matching outlines of experimental design by Paxton, Curran, Bollen, Kirby, and Chen (2001) and Skrondal (2000). Throughout the article, reference is made to exemplary publications and, occasionally, to imperfect reporting. 相似文献