共查询到20条相似文献，搜索用时 916 毫秒
1.
《Journal of College Student Psychotherapy》2013,27(2):138-148
This study assesses short-term and long-term learning outcomes of Question, Persuade, Refer (QPR) suicide prevention training in a college setting. Two hundred seventy-three participants completed pretest, posttest, and follow-up surveys regarding suicide prevention knowledge, attitudes, and skills. Results indicated: (a) increases in suicide prevention knowledge, attitudes, and skills both from the pretest to the posttest and from the pretest to the follow-up test on 8 items (warning signs, how to ask about suicide, influencing help-seeking, how to get help, knowledge of local resources, talking about resources, accompanying person to get help, and calling a crisis line); and (b) short-term increases on 2 items (suicide prevention facts and appropriateness of asking about suicide). Implications for campus-wide suicide prevention efforts are discussed. 相似文献
2.
RONALD GOODENOW 《比较教育学》1996,32(2):197-216
The emergence of global communications networks raises many new questions on the nature of pluralism, community, the delivery of education, the construction of knowledge and the role of comparative educators in a post-Cold War, post-industrialized world. Issues of ownership and power, how knowledge and services are defined and distributed and how technological 'have-nots' are given full and autonomous access to networks will become major policy issues. Educators will need to broaden their perspectives to be more interdisciplinary and knowledgeable of trends and learnings in many different professional and occupation areas if they are to effectively meet the increasing challenges to traditional learning and institutions posed by the new network environment. The author addresses these issues, cites his learning from the rapidly growing area of telemedicine and concludes with recommendations to assist comparative educators address a growing international crisis in education. 相似文献
3.
The primary purpose of the study was to create and psychometrically test an instrument which measured teachers’ perceptions of characteristics of professional development. The sample consisted of elementary teachers from five school districts in Washington State participating in a district improvement initiative. Results of exploratory factor analysis resulted in a five-component solution which provided evidence of construct validity. All components/subscales had moderate to strong internal consistency as measured by Cronbach’s alpha. The secondary purpose was to determine if characteristics of professional development predicted teachers’ use of new knowledge and skills, and student learning outcomes, thus contributing to the predictive validity of the instrument. There was a slight, but significant, correlation between Active Learning in Classroom and teachers’ use of new knowledge and skills, as measured by classroom observation scores. A small negative correlation emerged between Collective Participation and student learning, as measured by student scores on the state’s mathematics assessment. Potential uses of the instrument, called Characteristics of Teacher Professional Development (CTPD), are discussed. 相似文献
4.
Cevriye Ergül Meral Çilem Ökcün-Akçamuş Gözde Akoğlu Seher Yalçın Burcu Kılıç Tülü Zeynep Bahap Kudret 《Psychology in the schools》2023,60(1):234-254
In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables. 相似文献
5.
P. Taylor Webb 《Discourse: Studies in the Cultural Politics of Education》2007,28(2):279-295
Educators are experiencing a knowledge crisis and, as a result, they are committing epistemological suicide. The crisis is born out of two different conceptions of teacher knowledge, each containing a limitation that generates fissures within the respective knowledge paradigm. Educators commit epistemic suicide when surveillance technologies, masked as performance-based accountability systems, demand evidence of their knowing. Unable to account for their knowledge, educators fabricate pedagogical and curricular apparitions to be seen as compliant. I discuss how pedagogical fabrications constitute a teacher's subjectivity through the processes of exterritorializing, deterritorializing, and reterritorializing their knowledge. In the end, I argue that any conception of teacher knowledge ought to include overt conceptualizations of power within professionalization attempts. I sketch a politics of meaning as a way to reclaim teacher knowledge. 相似文献
6.
高校应努力建设预防大学生自杀的系统工程 总被引：5，自引：0，他引：5
大学生自杀事件频发给高校工作者提出了严峻的挑战,高校应努力建设预防大学生自杀的系统工程。为此,要走出两个认识误区：“预防大学生自杀,高校无能为力”和“自杀无法预防”;构建三个工作系统：心理健康教育宣传系统、心理危机预警咨询系统和心理危机救助干预系统;遵循四项工作原则：普及教育的原则、早期识别的原则、及时阻止的原则和学校与家庭、社会三结合的原则。 相似文献
7.
Scott Schaefle Marlowe H. Smaby Cleborne D. Maddux Jennifer Cates 《Counselor Education & Supervision》2005,44(4):280-292
The purpose of this study was to determine if counseling students acquire counseling skills and transfer those skills to their work with actual clients. Students' skills were measured by the Skilled Counseling Scale at pretest (before training), Posttest 1 (immediately after training), and Posttest 2 (at the end of a master's‐degree program). Eighteen of 19 skills scores showed significant improvement from pretest to Posttest 1, and 15 of 19 skills scores showed significant improvement from pretest to Posttest 2. 相似文献
8.
Jennifer Debski Candy Dubord Spadafore Susan Jacob Debra A. Poole Michael D. Hixson 《Psychology in the schools》2007,44(2):157-170
Practitioner‐members of the National Association of School Psychologists (N = 162) completed questionnaires regarding their suicide prevention and postvention roles, training, preparedness, and knowledge. Most were crisis team members, yet less than one‐half reported graduate training in suicide risk assessment and less than one‐fourth in postvention. Compared to nondoctoral‐level practitioners, doctoral‐trained practitioners felt better prepared to handle suicidal students. Most respondents had participated in a suicide risk assessment in the past 2 years, with few using standardized measures. Performance was moderately strong on questions about knowledge of risk factors, warning signs, and appropriate steps to respond to a suicidal student, but respondents showed less familiarity with postvention recommendations intended to discourage contagion. Training suggestions were identified. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 157–170, 2007. 相似文献
9.
Pui-sze Yeung Connie Suk-han Ho David Wai-ock Chan Kevin Kien-hoa Chung 《Reading and writing》2016,29(9):1935-1958
A 3-year longitudinal study among 239 Chinese students in Grades 2–4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading comprehension and written composition). Phonetic radical knowledge was the only significant longitudinal predictor of word reading, whereas all orthographic skills examined were significant longitudinal predictors of word spelling. Reading comprehension was uniquely predicted by semantic radical knowledge. A model showing the relationships between orthographic skills and literacy skills was postulated. 相似文献
10.
The goal of this longitudinal study was to examine which skills in early literacy determine the development of word recognition, reading comprehension, and spelling in the 2nd grade of the elementary school. A cohort of pupils was followed and tested during the 2nd year of kindergarten and the beginning of the 1st and 2nd grade. It appeared that mainly 2 skills determined the development of word recognition: rapid naming of letters and knowledge of letters. Reading comprehension was predicted to a large extent by vocabulary, rapid naming of letters, letter knowledge, and phonemic awareness. The skills that determined the development of spelling were rapid naming of numbers and letter knowledge. 相似文献
11.
The present study sought to determine the relative contributions of two aspects of school adjustment to children’s academic progress. We asked if social integration and persistence of effort mediate effects of preschool academic skills, peer problems, and disruptive behavior on Grade 4 achievement. Results based on a German sample of children from preschool to Grade 4 (N = 526) indicated that persistence of effort in Grade 1 but not social integration predicted later achievement. Preschool disruptive behaviors were associated with lower levels of persistence. Peer problems negatively predicted social integration. Results showed further that students who entered school with stronger math skills were more likely to persist in academic tasks and to be socially well-integrated. Persistence mediated the total effect of preschool math skills on both Grade 4 math (22%) and reading (54%) achievement. The findings substantiate the mediating role of persistence on academic trajectories over the elementary years. 相似文献
12.
G?khan ?zsoy 《Asia Pacific Education Review》2011,12(2):227-235
The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics
achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version
of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results
demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance
of mathematics achievement could be explained with metacognitive knowledge and skills. 相似文献
13.
Sarah P. McGeown Rhona S. Johnston Emma Medford 《Learning and individual differences》2012,22(3):360-364
This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (.22 S.D.) and post-test 5;03 (.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and analytic phonics, or by a synthetic phonics approach, where children were taught solely to sound and blend letters to read unfamiliar words. The results illustrated differences in the skills supporting children's word reading based on their method of reading instruction. For the eclectic group, pre-test letter knowledge, vocabulary and rhyming skills predicted later reading ability, whereas for the synthetic phonics group, letter knowledge, phonemic awareness and memory span predicted later reading skill. The results suggest that children will draw upon different cognitive skills when reading if they are taught to use different word recognition strategies. 相似文献
14.
郑光豹 《安顺师范高等专科学校学报》2014,(5):124-126
社会转型、利益调整、矛盾激化、突发事件呈逐年上升的趋势,给社会带来了巨大的损失。西部民族地区的社会生态环境给基层领导干部提出了更严峻的挑战,文章分析了西部民族地区引发社会矛盾的干部因素,提出加强基层领导干部作风建设、强化危机意识、提升预警和处置能力、学习危机处置技巧、加强干群良性互动的对策建议。 相似文献
15.
Doris Choy Sylvia Chong Angela F. L. Wong Isabella Y.-F. Wong 《Asia Pacific Education Review》2011,12(1):79-87
This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their
first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation
programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions.
The results of the study showed significant increases in beginning teachers’ perceptions of their pedagogical knowledge and
skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the
development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications
of findings for induction and mentoring of beginning teachers are discussed. 相似文献
16.
In response to the well documented divisiveness throughout the 2016 presidential campaign, faculty members at one university developed a “teach-in” to help students identify and respond to the resulting difficult communications in positive ways. This was accomplished through planned activities implementing micro/macro theories and skills. In March 2017, as part of Social Work Month, 71 BSW and MSW students participated in a Teach-in event. Paired sample t-tests showed significant differences between pre-post test scores on seven measured items. The teach-in appeared to be successful in increasing student preparedness to talk to individuals with differing political opinions through self-reflective participatory exercises related to their own (and conflicting) political perspectives, knowledge related to understanding contemporary political conflicts, and instruction on positively and professionally responding to divisive communications. Social work educators are important catalysts in helping students effectively respond to and advocate for those threatened during these divisive times. Teach-ins may also be an appropriate tool for addressing contemporary issues when curriculum requirements provide limited options for additional elective course offerings. 相似文献
17.
As the second leading cause of death for adolescents, suicide is a major concern for school personnel. School psychologists' training in mental health makes them well-positioned to lead in suicide prevention efforts; however, studies have shown a lack of preparedness in crisis intervention and, more specifically, suicide risk assessment. This study surveyed practicing school psychologists (N = 92) to explore their perception of both their role and competency in suicide risk assessment. Suicide risk assessment was defined as a broad term pertaining to any measures taken in suicide prevention, intervention, or postvention. The majority of school psychologists reported having a primary role at the tertiary level (i.e., intervening with a student identified as needing help). Participants indicated lacking adequate graduate preparation; however, most participants were confident in their knowledge of suicide and suicide risk assessment and were comfortable identifying and intervening with a student who is suicidal. Implications for practice and directions for future research are discussed. 相似文献
18.
Performance in science reasoning tasks is a significant objective in modem science instruction and increasing emphasis is being placed on the development of higher cognitive processes in science education. An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. As the neuromathematical model includes a variable representing verbal ability, it is to be expected that a direct relationship exists between the amount of knowledge gained as predicted by the model and reasoning ability. The purpose of this research is to derive a formal quantitative statement for the relationship between knowledge acquisition predicted by the neuromathematical equation and scientific reasoning skills. A linear regression equation is obtained relating performance on a science reasoning task to the amount of information acquired as predicted by the neuromathematical model. This research provides a first approximation to providing a theoretical and empirical link between information processing and higher cognitive thought processes in science education. 相似文献
19.
陈萌 《涪陵师范学院学报》2009,25(4)
<金色笔记>中的人物的自杀情绪和自杀行为,隐含了莱辛在这部作品中所表现的死亡主题.<金色笔记>中的死亡主题可以从三个方面进行解读:自杀意识与安娜的精神危机,自杀主题和爱拉的情感危机,自杀行为和汤姆的失明.通过对这些自杀现象的解读,从而说明在莱辛构筑的形式世界里个体生命在混乱的外部世界中求生存的意义. 相似文献
20.
The present study sought to extend a recent study by Savage, Carless and Stuart , by looking at the pre‐test phonological skills that predicted improvements in letter‐sound knowledge and nonword reading. Results showed overall that phoneme manipulation predicted improvements in nonword reading and letter‐sound knowledge even when pre‐test scores on the respective dependent variables were controlled. Pre‐test letter‐sound knowledge was an independent predictor of nonsense word reading. Overall, onset‐rime manipulation did not add to the prediction of outcome. Onset‐rime manipulation predicted decoding improvements in a subgroup where children were exposed to both rime and phoneme‐based teaching. 相似文献