Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities     

Patterson MB  Mellard D 《Learning disabilities research & practice》2008,29(3):133-144

Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences in demographic, academic, and life experience variables between the adult learners with and without SLD included: prior participation in special education, having both an SLD diagnosis and a high school diploma, low reading scores, middle age, and negative perceptions about limitations due to reading abilities. A post-hoc regression analysis found SLD status significantly contributes to variance in reading level when controlling for age and IQ. From these findings we conclude that SLD status should be considered an educationally relevant variable in adult education that warrants a diagnostic or clinical teaching approach.  相似文献   

Book reviews     

Donna Patterson  Ulf Staberg  Nathan Deen 《International journal for the advancement of counseling》1982,5(4):305-307

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The Counseling Practicum: An Ethical Issue     

C. H. Patterson 《Counselor Education & Supervision》1968,7(3):322-324

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Jean Perrin and the triumph of the atomic doctrine     

Patterson G 《Endeavour》2007,31(2):50-53

One of the central dogmas of modern science is that the world around us can be understood in terms of microscopic chemical entities known as atoms. It may come as a surprise that this notion has only been widely acknowledged since the 1910s. The French physicist Jean Perrin had a hand in many of the key developments that led to the emergence of the atomic doctrine. His life story relates how new technologies were used to 'see' these invisible particles of philosophy and how scientists were able to determine their size and composition. The indivisible atoms of the ancients were replaced by the highly structured elements of chemistry.  相似文献   

Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates     

Kevin Deighton  Joanne Hudson  Andrew J. Manley  Mariana Kaiseler  Laurie B. Patterson  Zoe H. Rutherford 《Journal of Further & Higher Education》2019,43(4):494-507

An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings.  相似文献   

Cross-cultural or intercultural counseling or psychotherapy     

C. H. Patterson 《International journal for the advancement of counseling》1978,1(3):231-247

Summary We have reviewed the problems in counseling or psychotherapy posed by cultural differences. Few if any solutions to these problems have been proposed. It has been the general conclusion that theories and methods of psychotherapy developed in Western culture are not applicable in other cultures.This view is rejected on the basis that there are universals of human nature, a basic one being the common motive of self-actualization. The goal of counseling or psychotherapy is to facilitate the development of self-actualization in clients. Cultures can be evaluated in terms of their contribution to the self-actualization of their members. The major conditions for the development of self-actualizing persons are known, and must be present in counseling or psychotherapy as practiced with any client, regardless of his culture. These conditions are not time-bound nor culture-bound. The problems of practicing counseling or psychotherapy in other cultures are viewed as problems of implementing these conditions. Certain characteristics of clients which present obstacles to the implementation of the conditions are associated with certain cultures. Until cultural changes lead to changes in these characteristics, counseling or psychotherapy will be difficult and in some cases impossible with certain clients from certain cultures. Structuring and client education and training may change client expectations and make therapy possible. In any case, however, to accede to client expectations, abandoning methods which have been demonstrated to be related to self-actualization as an outcome of counseling or psychotherapy, is to abandon self-actualization as the goal, and to accept goals which are often inconsistent with self-actualization.  相似文献   

From description to explanation: An empirical exploration of the African‐American pipeline problem in STEM     

Bryan A. Brown  J. Bryan Henderson  Salina Gray  Brian Donovan  Shayna Sullivan  Alexis Patterson  William Waggstaff 《科学教学研究杂志》2016,53(1):146-177

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Innovative Arts Programs Require Innovative Partnerships: A Case Study of STEAM Partnering between an Art Gallery and a Natural History Museum     

Jacqualine Grant  Delaney Patterson 《Clearing house (Menasha, Wis.)》2016,89(4-5):144-152

ABSTRACT

The arts animate learning because they are inherently experiential and because of their potential to develop creative and critical thinking skills in students. These same skills are valued in science, technology, engineering, and math (STEM) education, but the arts have not been consistently included in STEM lessons. We transformed our STEM programming into STEAM programming (STEM plus arts) by creating an innovative partnership between two informal learning environments, the Braithwaite Fine Arts Gallery and the Garth and Jerri Frehner Museum of Natural History at Southern Utah University. The partnership resulted in a STEAM learning program that integrated art and science for K-12 students. We incorporated an art exhibition, a hands-on lesson in art, and an immersive lesson in science that culminated in a student project that merged concepts from both art and science. Through programs each fall from 2012 through 2014, we helped over 6,000 students from southern Utah use concepts from art to deepen their understanding of caterpillar defenses, fish ecomorphology, and pollinator biology.  相似文献   

Engaging Faculty in Assessment of Institutional Learning Outcomes     

Judith Canner  Sarah P. C. Dahlen  Ondine Gage  Nelson Graff  Shar Gregg  Daniel F. Shapiro  Vivian Waldrup Patterson  Swarup E. Wood 《Assessment Update》2020,32(3):1-16

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The Black Women’s Gathering Place: reconceptualising a curriculum of place/space     

Arianna Howard  Ashley Patterson  Valerie Kinloch  Tanja Burkhard  Ryann Randall 《Gender and education》2016,28(6):756-768

ABSTRACT

This article de-centres imperialist, capitalist, patriarchal traditions of critical approaches in Curriculum Studies via an examination of experiences shared at The Black Women’s Gathering Place (BWGP), a non-traditional space where a diverse, intergenerational group of Black women engage with each other through the sharing of stories. In the BWGP, we enact components of Pinar’s [2004. What is Curriculum Theory? Mahwah, NJ: Lawrence Erlbaum] concept of currere, simultaneously re-entering our collective and individual pasts and re-imagining our futures in an effort to reconcile our public and private selves. Taking up tenets of Black feminist theory, theoretical framings of hidden curriculum, and components of Ng-A-Fook’s [2007. An Indigenous Curriculum of Place: The United Houma Nation’s Contentious Relationship with Louisiana’s Educational Institutions. New York, NY: Peter Lang] ‘Curriculum of Place,’ we reconceptualise a curriculum of place/space that negotiates dominant norms expressed in social environments. In this space, we validate traditional knowledges upheld in communities of Black women across the Diaspora. The BWGP allows us to argue for a re-presentation of extant knowledge by and about Black women.  相似文献