The role of task analysis in understanding problem-solving behavior     

Ray G. Stephens  R. Bhaskar  Jesse F. Dillard 《Instructional Science》1981,10(1):23-45

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How acceptable do older adults find the concept of being physically active? A systematic review and meta-synthesis     

Laura J. McGowan  Angela Devereux-Fitzgerald  Rachael Powell  David P. French 《International review of sport and exercise psychology》2018,11(1):1-24

Despite the significant health benefits of regular physical activity for older adults, only a minority achieve recommended levels. To develop effective interventions, the reasons for the low levels of physical activity in this population must be understood. The present review identifies and synthesizes qualitative studies concerning the acceptability of physical activity to community dwelling older adults. A systematic search of four electronic databases identified 10 studies meeting inclusion criteria. These were appraised, and findings were combined and compared using thematic synthesis. Older adults construed physical activity as a by-product of other activities, rather than as a purposeful activity within itself. This seemed to be linked to their self-perception as an ageing member of society, with physical activity considered irrelevant, and competing roles and responsibilities (e.g., family) taking precedence. Additionally, older adults appeared to experience conflict between maintaining their autonomy and accepting the physical and social vulnerabilities associated with ageing. As older adults do not see physical activity as purposeful within itself, interventions promoting moderate or vigorous physical activity are likely to have limited success. As even small increases in physical activity benefit older adults, future interventions may wish to target the reduction of sedentary behaviour in this population.  相似文献   

“It's Wrong to Exclude Girls From Something They Love.” Adolescents’ Attitudes About Sexism in Science,Technology, Engineering,and Math     

Rachael D. Robnett  Jennifer E. John 《Child development》2020,91(1):e231-e248

The current research examined adolescents’ attitudes about sexism in fields related to science, technology, engineering, and math (STEM). The ethnically diverse sample (61% East Asian) was composed of 629 adolescents (M_age = 16.09) who attended a public school in the United States. Participants responded to closed- and open-ended questions about the prevalence and severity of sexism in STEM. We used latent profile analysis to classify participants into latent classes according to their responses. Of note, one latent class included participants who perceived sexism in STEM as a fairly common and very serious problem. Relative to the other classes, participants in this class were more likely to be girls and showed higher STEM value. Qualitative analyses illustrated that the participants in each class reasoned in fundamentally different ways about sexism in STEM.  相似文献   

Gifted education policy and advocacy: Perspectives for school psychologists     

Kristen R. Stephens 《Psychology in the schools》2020,57(10):1640-1651

Education laws and policies serve to guide the way programs and services are implemented in schools. The transition from law or policy to implementation can be fraught with complications that impact the education system across many levels. According to Viennet and Pont (2017), one of the areas that can either hinder or support the transition from policy to practice is “inclusive stakeholder engagement” (p. 3). School psychologists are an important stakeholder in the education system thus they should have familiarity with gifted education policy to ensure students are being served appropriately—both academically and socio-emotionally. This article will introduce school psychologists to (a) federal and state laws impacting gifted students, (b) the role litigation, due process, and research has in shaping policy, and (c) relevant gifted education policy considerations.  相似文献   

Merits of special class, resource, and itinerant plans for teaching partially seeing children     

T M Stephens  J W Birch 《Exceptional children》1969,35(6):481-485

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A Look at the Anatomy Educator Job Market: Anatomists Remain in Short Supply     

Adam B. Wilson  Andrew J. Notebaert  Audra F. Schaefer  Bernard J. Moxham  Shiby Stephens  Caroline Mueller  Michelle D. Lazarus  Aaron Z. Katrikh  Williams S. Brooks 《Anatomical sciences education》2020,13(1):91-101

In 2002, a widely publicized report projected an anatomy educator shortage based on department chairpersons' perceptions. Now, 17 years later, the question lingers: “Does an anatomy educator shortage persist and, if so, how severe is the shortage?” Trends in the number, type, and fill rate of anatomy educator job openings were explored by analyzing job posting in the United States over the past two years. A survey was distributed to leaders of anatomy-related departments in the United States, Canada, and European Union. Most departmental leaders who responded (65% or more) from the United States/Canada (n = 81) and the European Union (n = 52) anticipate they will have “moderate” to “great” difficulty hiring anatomy educators in gross anatomy, histology, and embryology over the next five years. Within the United States, the number of anatomy educator job postings at medical schools more than doubled from at least 21 postings in 2017 to 52 postings in 2018. Twenty-one percent of postings between 2017 and 2018 were never filled. While the number of anatomy educator openings within the United States/Canada is perceived to remain in a steady state for the next five years, the European Union estimates a five-fold increase in the number of openings. Departmental leaders prioritize anatomy educator applicants who have teaching experience (mean ± SD = 4.64 ± 0.84 on five-point Likert scale), versatility in teaching multiple anatomy disciplines (3.93 ± 1.07), and flexibility in implementing various teaching pedagogies (3.69 ± 1.17). Collectively, these data suggest the shortage of anatomy educators continues in the United States/Canada and the European Union.  相似文献   

How does Donor Dissection Influence Medical Students' Perceptions of Ethics? A Cross-Sectional and Longitudinal Qualitative Study     

Georgina C. Stephens  Charlotte E. Rees  Michelle D. Lazarus 《Anatomical sciences education》2019,12(4):332-348

The contribution of donor dissection to modern anatomy pedagogy remains debated. While short-term anatomy knowledge gains from dissection are questionable, studies suggest that donor dissection may have other impacts on students including influencing medical students' professional development, though evidence for such is limited. To improve the understanding of how anatomy education influences medical student professional development, the cross-sectional and longitudinal impacts of donor dissection on medical students' perceptions of ethics were explored. A cross-sectional and longitudinal qualitative study was undertaken at an Australian university where student responses to online discussion forums and in-person interviews were analyzed. Data were collected across the 1.5 years that undergraduate medical students received anatomy instruction (three semesters during first and second years). A total of 207 students participated in the online discussion forums, yielding 51,024 words; 24 students participated in at least 1 of 11 interviews, yielding over 11 hours of interview data. Framework analysis identified five themes related to ethics in an anatomical education context: (1) Dignity, (2) Beneficence, (3) Consent, (4) Justification for versus the necessity of dissection, and (5) Dichotomy of objectification and personification. The dominant themes of students' ethical perceptions changed with time, with a shift from focusing on donors as people, toward the utility of donors in anatomy education. Additionally, themes varied by student demographics including gender, ancestry, and religiosity. Together this study suggests a strong impact of donor dissection on priming students' focus on medical ethics and provides further advocacy for formal and purposeful integration of medical ethics with anatomy education.  相似文献   

Clinical information seeking in traumatic brain injury: a survey of Veterans Health Administration polytrauma care team members          下载免费PDF全文

Timothy Hogan  Rachael Martinez  Charlesnika Evans  Karen Saban  Eric Proescher  Monica Steiner  Bridget Smith 《Health information and libraries journal》2018,35(1):38-49

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Metaphors for Learning: a Guide for Teachers     

Rachael Anderman Lancor 《Science & Education》2018,27(7-8):815-820

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Observing adolescents with attachment difficulties in educational settings – a tool for identifying and supporting emotional and social difficulties in young people aged 11–16     

Dr Rachael King 《Educational Psychology in Practice》2017,33(4):455-456

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