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1.
This article describes the development of an instrument – the Career and Talent Development Self‐Efficacy Scale (CTD‐SES) – for assessing students’ self‐efficacy in applying life skills essential for personal talent development, acquisition of positive work habits, and career exploration. In Study 1, data were obtained from a large sample of Chinese middle‐school students (N=15,113) in Grades 7–9 in Hong Kong. The CTD‐SES is an 18‐item questionnaire with subscales containing items that address students’ orientations toward developing their own talents, acquiring and applying positive work habits, and exploring their career possibilities. Evidence is provided for internal consistency, temporal stability, and factor structure of the CTD‐SES. Goodness of fit statistics provided support for a three‐primary‐factor‐plus‐higher‐factor model, and this solution was used in the statistical analyses. The data also indicated that students with plans for university study reported significantly higher scores than those without on all three domains of career and talent development. In Study 2 (N=308) Grade 10 high‐ability students’ scores in CTD‐SES were correlated with scores in career decision self‐efficacy and academic performance. The development and validation of CTD‐SES is the first step toward investigating career exploration, work habits, and talent development among Asian middle‐school adolescents.  相似文献   

2.
《学校用计算机》2013,30(3-4):77-86
SUMMARY

The current study chronicles what one professor learned from teaching a distance education course with and without the aid of PowerPoint multimedia presentation software. It compares student ratings of three lectures from the same classes by the same professor; the first, a traditional lecture without any audiovisual aids; the second, a lecture supplemented by PowerPoint notes outlining the lecture; and finally, a multimedia lecture utilizing PowerPoint notes with pictures, music and animations. Students reacted no differently to any of the presentations when delivered by an experienced teacher. The students did, however, prefer PowerPoint multimedia to PowerPoint outline presentations. Suggestions for the optimal uses of presentation software are provided.  相似文献   

3.
ABSTRACT

This research project included two studies that investigated (a) differences between technology use in tech-knowledgeable and less tech-knowledgeable older persons, (b) cognitive and affective variables and their association with the application of technology, and (c) the implications of these variables on the design of remote-delivered caregiver education. Study 1 findings suggested that high technology (e.g., Internet delivered education) reduced stress among the tech-knowledgeable group. In Study 2, which focused on the less tech-knowledgeable group, neither high technology (e.g., telehealth-delivered education) nor low technology (e.g., phone-delivered education) was associated with the cognitive and affective measures used in the study. Implications in the training of older caregivers with digital technology are discussed for negotiating the affective and cognitive features in remote delivered caregiver eduational protocols.  相似文献   

4.
《师资教育杂志》2012,38(4):461-475
ABSTRACT

The aim of the study was to explore the motives underpinning career mobility, and the impact of such mobility on changing the perceptions of senior teacher educators from Israel who have experienced cross-cultural professional transitions during the mid-career stage (hereafter referred to as ‘internationally oriented teacher educators’). A thematic analysis of five interviewees’ retrospective narratives highlighted three motives driving career mobility: the opportunity for professional development; the joy of adventure and challenge; and the need to bring about a fundamental change in their careers. In addition, two categories of changes in perceptions that occurred following international mobility were mapped: (a) pluralistic perceptions in a multicultural higher education environment, and (b) culture of learning among the younger generation. The discussion raises similarities and differences between the findings and the literature on career mobility in higher education.  相似文献   

5.
BackgroundTeaching 21st-century skills is widely recognized as an important task of higher education. However, an overview of which skills students need to obtain a sustainable career is missing. Using the Framework for 21st Century Learning (P21, 2019a) and the model of sustainable careers (de Vos et al., 2020), we aimed to take stock of current knowledge on which 21st-century skills are considered important for social sciences students’ sustainable career development and how these skills contribute to their career sustainability.MethodsFor this systematic review, we searched EconLit, ERIC, International Bibliography of the Social Sciences (IBSS), PsycINFO, Scopus, Sociological Abstracts, and Web of Science on May 28, 2021. We selected peer-reviewed empirical articles that were published between 2003 and 2019 and addressed graduates' and employers' perspectives on the skills needed for social sciences graduates’ career sustainability. Twelve articles met all our selection criteria and were included for a thematic analysis after quality appraisal.ResultsThe included articles operationalized the career sustainability of social sciences graduates mostly in terms of finding a job and maintaining employment, to a lesser extent as high job performance, job satisfaction, and work engagement. Communication and problem solving skills were most frequently reported by both social sciences graduates and employers as crucial for a sustainable career. In addition, critical thinking, initiative and self-direction, and social and cross-cultural skills were also reported as important skills. None of the studies investigated mechanisms that would explain how these skills would exactly contribute to social science graduates’ career sustainability.DiscussionThe results of this review showed that studies to date have addressed only a limited number of career sustainability indicators. Moreover, explanatory mechanisms have largely been ignored. This is an important gap in the literature that future studies would need to address by building on the existing sustainable career development models.  相似文献   

6.
ABSTRACT

The purpose of this study was to answer the following two questions: (1) Do significant differences exist in high-school learning experience, interests, self-efficacy, and career aspirations between male and female science, technology, engineering, and mathematics (STEM) students? (2) Can high-school learning experiences, interests, and self-efficacy significantly predict career aspirations, and do differences exist between male and female STEM students? This study highlighted the gender gap between male and female university students who had already chosen STEM majors with similar academic ability. A total of 407 first-year students were surveyed at a 4-year research university in Taiwan. For the data analysis, a t-test and multiple regression analysis were used, and the findings indicated that male STEM students had greater family support than their female counterparts. The variable of task value could significantly predict STEM career aspirations for both male and female students, whereas the variable of STEM course self-efficacy could only significantly predict that of male students. In conclusion, the findings highlighted that the motivation of task value was a vital factor for predicting STEM career aspirations, whereas the factor of family support was the main gap between male and female STEM students in terms of their high-school learning experiences.  相似文献   

7.
The Educational and Career Interest scale, a self-report instrument measuring high school students’ educational and career interest in STEM, was developed and validated in two studies conducted during 2010 and 2011. Study 1 included data from 92 high school students, in which exploratory factor analysis (EFA) was conducted with an initial item pool of 20 items. EFA identified three factors: educational and career interest in science, educational and career interest in technology, and educational and career interest in mathematics. Study 2 utilized data from 658 students to revisit the three-factor model using confirmative factor analysis. The two studies provide strong evidence that the scale is both valid and reliable.  相似文献   

8.
BackgroundPreliminary evidence suggests that sexual minority (e.g. lesbian, gay, bisexual, and same-sex attracted) youth are overrepresented in child welfare services. Yet, no study to date has been able to test this hypothesis with national data.ObjectiveUsing a two-study design, we test whether sexual minority youth are overrepresented in child welfare, foster care, and out-of-home placement using nationally representative data from the United States.Participants and settingStudy 1 data are from the National Longitudinal Study of Adolescent to Adult Health (n = 14,154; Mean age = 15.4). Study 2 data are from wave three of the National Survey of Child and Adolescent Well-Being II (n = 1309; Mean age = 15.0).MethodsFor Study 1, we use adjusted logistic regression models to test differences in lifetime foster care involvement between sexual minority and heterosexual youth. In Study 2, we calculate a Disproportionality Representation Index (DRI) – a ratio of sample prevalence relative to the general population – to estimate whether sexual minority youth were overrepresented in child welfare and out-of-home care.ResultsStudy 1 results indicate that sexual minority youth are nearly 2.5 times as likely as heterosexual youth to experience foster care placement (aOR = 2.43, 95% CI 1.40, 4.21, p = .002). Results from Study 2 show that sexual minority youth were largely overrepresented in child welfare services (DRI = 1.95–2.48) and out-of-home placement (DRI = 3.69–4.68).ConclusionsFindings are the first to demonstrate sexual minority youth’s overrepresentation in child welfare, foster care, and out-of-home placement using nationally representative data and emphasizes the need for focused research on sexual minority youth involved in the child welfare system.  相似文献   

9.
Abstract

In higher education, supporting students with special educational needs (SEN) necessitates an understanding of these needs, additional teaching aids and innovative ideas. The teacher must be an integral part of this support process, and this is difficult for the majority of teachers, due to their lack of core understanding of SEN. However, teachers can focus on their core skills and content knowledge, and have immense alacrity to explore potential options to support their students with SEN. I decided to support my students with SEN by adapting my PowerPoint presentations according to their requirements. PowerPoint presentations usually provide concisely summarised information to students that often lead to confusion in their pre-lecture or post-lecture review. This lack of comprehensive subject information within PowerPoint presentations can have serious implications for students with SEN and their note-takers if no other teaching resources or aids are available to help them. Students with SEN and note-takers reported this concern to me at Aberystwyth University, UK. Consequently, I began to explore ways to make my PowerPoint presentations extra helpful for my students with SEN. After a review of best practices for students with SEN based on universal design for learning and a few trials, I developed a dual PowerPoint presentation (DPP), lecture handouts and comprehensive lecture notes. Subsequently, I successfully employed this approach in the delivery of some of the undergraduate modules of a BSc computer science programme. Feedback from students with SEN, note-takers and the student support department, and examination results showed the success and potential of this DPP approach.  相似文献   

10.

Using a multiple‐case study design, this research explored influences on choice of major and career related decisions of seven gifted female students from the end of high school through college over a five‐year period. Major findings suggested that academic preparation opportunities that could limit ability to achieve prominence in chosen careers by limiting access to academic programs and institutions were disappearing for females; future orientation that included dual career marriage and family expectations were consistently expressed over time, and changes in choice of major and institution, as well as career indecision were experienced. Career guidance interventions may have facilitated the career decision making efforts of these gifted females and deficits in career development may be a major barrier to career attainment for gifted females.  相似文献   

11.
ABSTRACT

In his 2013 article “Slow Ideas,” Harvard professor and MacArthur fellow Atul Gawande discusses two forms of disciplinary change. He describes two surgical innovations from the mid-19th century, and traces why one (anesthesia) was easily and rapidly adopted, whereas the other (antiseptic) was accepted only slowly, over the course of decades. This happened because the more significant innovation (antiseptic) required a fundamental redefinition of the profession of surgery, including a significant rethinking of the field’s methods and values. Instead of “warriors against disease,” surgeons needed to become scrupulously sterile practitioners of cleanliness—and many, advanced in their careers, resisted such a change. This article contents that usability and user experience represent a similarly slow change in the field of techncial communication, and that we are still in the midst of transformations within our discipline which may require similar redefinition of scholarly work within this field.  相似文献   

12.
ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.  相似文献   

13.
Abstract

This study demonstrates the positive effects on achievement in academic subjects (English language arts, mathematics, science) and overall grade point average (GPA) of the New York City Board of Education-City University of New York Tech-Prep model. This model uses medical laboratory technology as its career area. In addition, this study shows that the model is gender neutral. Furthermore, this study makes evident that high school students who graduate from this Tech-Prep program enter college better prepared than non-Tech-Prep students (as indicated by their freshman placement examination results), have fewer required remedial courses, have higher college GPAs, and have higher retention/completion rates. These data indicate that Tech-Prep, which links occupational education with academics for career and postsecondary education preparation, is a model for educational reform.  相似文献   

14.
This paper proposes three new measures of components STEM career preferences (affinity, certainty, and goal), and then explores which dimensions of science learning activation (fascination, values, competency belief, and scientific sensemaking) are predictive of STEM career preferences. Drawn from the ALES14 dataset, a sample of 2938 sixth and eighth grade middle-school students from 11 schools in two purposefully selected diverse areas (Western Pennsylvania & the Bay Area of California) was used for the analyses presented in this paper. These schools were chosen to represent socio-economic and ethnic diversity. Findings indicate that, overall, youth who are activated towards science learning are more likely to have affinity towards STEM careers, certainty about their future career goals, and have identified a specific STEM career goal. However, different dimensions of science learning activation are more strongly correlated with different aspects career preference across different STEM career foci (e.g. science, engineering, technology, health, etc.). Gender, age, minority status, and home resources also have explanatory power. While many results are consistent with prior research, there are also novel results that offer important fodder for future research. Critically, our strategy of measuring affinity towards the specific disciplines that make up STEM, measuring STEM and health career goals separately, and looking at career affinity and career goals separately, offers interesting results and underscores the value of disentangling the conceptual melting pot of what has previously been known as ‘career interest.’ Study findings also have implications for design of science learning opportunities for youth.  相似文献   

15.
This paper reports the results of a three-stage usability test of a modeling tool designed to support learners’ deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students’ task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students’ mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students’ productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students’ use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning.  相似文献   

16.
ABSTRACT

In a networked society, humans are connected through mobile devices to always-on networks, and these technologies merge with us in new ways. In this environment, studying human-networked interactions involves an expanded type of usability. In this article, we argue that a key component of usability is how humans connect and disconnect from these networks. For this reason, the authors advocate studying how users connect and disconnect between online and offline contexts in their everyday life. Such an effort involves questioning our assumptions about the role of connection in usability and introduces methodological issues in studying these processes. These shifts require our research to be more multidisciplinary and more methodologically demanding, with major implications for the portability and durability of technical communication research.  相似文献   

17.
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18.
ABSTRACT

The formal evaluation of Integrated Learning Systems (ILSs) in United Kingdom schools has raised questions about the professional development of teachers as they worked with pupils using the system. In this paper we will present evidence to show that by encouraging the use of information technology for more effective management of learning, and through the use of diagnostic material provided by the system about students, the use of ILSs can encourage the professional development of individual teachers.  相似文献   

19.
ABSTRACT

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, χ2(1) = 0.878, p = .349, φ = ?0.075. Results were inconclusive for a difference in observed inquiry instruction as Fisher's Exact Test was insignificant but had a medium effect size, p = .228, φ = 0.283. Computer-based standardized tests emerged as a novel technology integration barrier. These findings have implications for school policy, professional development, and future research.  相似文献   

20.
ABSTRACT

This paper examines the use of matrices and strategies in mapping personal (professional) development in an individual’s career. In order to optimise opportunities, identify positive steps, and make impactful career moves, we must first employ strategies to understand and reflect on who we are, where we want to go, and why. Utilising matrices and lived experience, this paper argues that there are ways to maximise what we can give to a given situation, opportunity or challenge to equip us with the skills, mind-set and wherewithal to achieve a greater sense of fulfilment.  相似文献   

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