Scholars committed to opportunities in psychological education: a training and mentoring program for future psychologists of color     

Rebecca L. Fix  Madison W. Silverstein  Nadratu Nuhu  Wendy N. Gray 《Mentoring & Tutoring: Partnership in Learning》2020,28(1):44-59

ABSTRACT

Although strides towards inclusivity and racial equality have been made in graduate education, many barriers to graduate education remain for racial/ethnic minorities. In response, we created Scholars Committed to Opportunities in Psychological Education (SCOPE), a mentor-based program for racial/ethnic minority undergraduates. 63 racial/ethnic minority undergraduates completed the SCOPE curricula and pre- and post-program questionnaires regarding graduate school application knowledge, application confidence, stress, self-efficacy, and SCOPE program satisfaction. Mentors completed a training and questionnaires in one SCOPE cohort. Knowledge about the GRE, the application process, and application confidence increased, and stress decreased, following SCOPE. The result of this work is a portable mentoring program that can be used across disciplines and demographics to increase inclusivity and equality.  相似文献   

Theoretical and Practical Perspectives for the Future of Educational and Vocational Guidance in Australia     

Patton  Wendy  McMahon  Mary 《International Journal for Educational and Vocational Guidance》2002,2(1):39-49

This article highlights therelationship between social change andeducational and vocational guidance provision,and emphasises the theoretical and practicalimperative to renew and refocus educational andvocational (career) guidance services. Afterdescribing the major influences on a changingeducational and vocational guidance nature andprovision, it describes a number of specificdevelopments in Australia.  相似文献   

Designing STEAM Education: Fostering Relationality through Design‐Led Disruption     

Abbey MacDonald  Kit Wise  Kate Tregloan  Wendy Fountain  Louise Wallis  Neil Holmstrom 《The International Journal of Art & Design Education》2020,39(1):227-241

A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined.  相似文献   

Scaling Performance Assessments: A Comparison of One-Parameter and Two-Parameter Partial Credit Models     

Anne R. Fitzpatrick  Valerie B. Link  Wendy M. Yen  George R. Burket  Kyoko Ito  Robert C. Sykes 《Journal of Educational Measurement》1996,33(3):291-314

In one study, parameters were estimated for constructed-response (CR) items in 8 tests from 4 operational testing programs using the l-parameter and 2- parameter partial credit (IPPC and 2PPC) models. Where multiple-choice (MC) items were present, these models were combined with the 1-parameter and 3-parameter logistic (IPL and 3PL) models, respectively. We found that item fit was better when the 2PPC model was used alone or with the 3PL model. Also, the slopes of the CR and MC items were found to differ substantially. In a second study, item parameter estimates produced using the IPL-IPPC and 3PL-2PPC model combinations were evaluated for fit to simulated data generated using true parameters known to fit one model combination or ttle other. The results suggested that the more flexible 3PL-2PPC model combination would produce better item fit than the IPL-1PPC combination.  相似文献   

Transgender and gender expansive education research,policy and practice: reflecting on epistemological and ontological possibilities of bodily becoming     

Wayne Martino  Wendy Cumming-Potvin 《Gender and education》2018,30(6):687-694

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Coloured overlays and their benefit for reading     

Arnold Wilkins  Elizabeth Lewis  Fiona Smith  Elizabeth Rowland  Wendy Tweedie 《Journal of Research in Reading》2001,24(1):41-64

Children in mainstream schools compared text on white paper with identical text covered in turn by each of ten differently‐coloured plastic overlays. More than 50% reported improved perception with one or more colours, and were given the best colour to use. About half used the overlays for more than three months and their reading speed increased when the overlays were used. In Study I children were examined twice using different methods and examiners. 47% chose the same colour on both occasions, and showed the greatest improvement in reading fluency, reliable at retest. In Study II children were issued with a random colour, and the greatest improvements in reading speed occurred when the random colour was the same as that previously chosen. Phonological reading strategies were not related to visual symptoms, or the benefit from overlays. Across individuals, reading speed varied by a factor of more than three, for good and poor readers. Study III provided estimates of the prevalence of improvements based on a sample of 426 children from 12 schools: 5% of children read more than 25% faster with a coloured overlay.  相似文献   

More Than Manga     

Wendy Rowberry 《The International Journal of Art & Design Education》2002,21(2):99-105

This paper describes a partnership project between Hazel Grove High School, Stockport and Cornerhouse Gallery, Manchester, during June 2001. In celebration of National Children’s Art Day, all year 10 students (14–15 year olds) spent a full day at the Cornerhouse, engaging with different types of manga (the Japanese word for comic). Pupils explored its diversity and developed their own storyboards and graphic styles. Pupils worked alongside artist, Adela Jones, with each pupil making their own sculptural comic book at school the following week. All artwork produced was exhibited either at the Cornerhouse or at school in celebration of the project. This was a unique experience for all pupils and staff, and the outcomes of the project exceeded all expectations.  相似文献   

Representations of rural lesbian lives in young adult fiction     

Wendy Keys  Elizabeth Marshall  Barbara Pini 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):354-364

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The Relationship Between Career Maturity and Work Commitment in a Sample of Australian High School Students     

Wendy Patton  Peter A. Creed 《Journal of Career Development》2002,29(2):69-85

The present study reports on a study conducted with 377 Australian students enrolled in grades 9 through 12. The Australian version of the Career Development Inventory (CDI-A; Lokan, 1984) and a work commitment measure modified for the Australian context (Rowley & Feather, 1987) were administered. Analyses were conducted with the four subscales of the CDI-A as the dependent measures, and two levels of work commitment (high/low), four levels of age (14–17) and gender (female/male) as the independent variables. Work commitment was moderately correlated with all subscales of the CDI-A. Gender differences were evident on work commitment and career maturity. A striking finding was the strong relationship between work commitment and the knowledge component of career maturity for females. Findings are discussed in the context of changing educational and labour market opportunities and the role of education programs in career maturity development.  相似文献   

Can training improve marker accuracy at detecting contract cheating? A multi-disciplinary pre-post study     

Phillip Dawson  Wendy Sutherland-Smith 《Assessment & Evaluation in Higher Education》2019,44(5):715-725

Contract cheating occurs when students outsource assessed work. In this study, we asked experienced markers from four disciplines to detect contract cheating in a set of 20 discipline-specific assignments. We then conducted a training workshop to improve their detection accuracy, and afterwards asked them to detect contract cheating in 20 new assignments. We analysed the data in terms of sensitivity (the rate at which markers spotted contract cheating) and specificity (the rate at which markers spotted real student work). Pre-workshop marker sensitivity was 58% and specificity was 83%. Post-workshop marker sensitivity was 82% and specificity was 87%. The increase in sensitivity was statistically significant, but the increase in specificity was not. These results indicate that markers can often detect contract cheating when asked to do so, and that training may be helpful in improving their accuracy. We suggest that markers’ suspicions may be crucial in addressing contract cheating.  相似文献