Bridging the Research-to-Practice Gap in School-Based Consultation: An Example Using Case Studies     

David Barnett  Renee Hawkins  F. Edward Lentz Jr. 《Journal of educational and psychological consultation》2013,23(3):175-190

Intervention integrity or adherence describes qualities of carrying out an intervention plan and in research is fundamentally linked to experimental validity questions addressed by measurement of independent and dependent variables. Integrity has been well described in conceptual writing but has been a continuing thorny subject in research and practice with some possibility of misunderstandings. In consultation practice, in contrast to research, adherence questions may be best viewed as a triage situation in that teams examine risks and costs of decisions and plan for sufficient intervention implementation checks accordingly. Furthermore, in consultation practice the measurement of intervention adherence is not necessarily needed for internal validity arguments if internal validity evidence is a key characteristic of prior research used in problem solving. However, adherence estimates remain critical for many aspects of decision making. As much thought and resources may be dedicated to the measurement of intervention adherence as are dedicated to the measurement of dependent variables or outcome measures for both consultation practice and research depending on the decision purpose.  相似文献   

Ecology's oldest pattern?     

Hawkins BA 《Endeavour》2001,25(3):133-134

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Effects of stance width on performance and postural stability in national-standard pistol shooters     

Richard N. Hawkins  Joellen M. Sefton 《Journal of sports sciences》2013,31(13):1381-1387

Abstract

The aim of the present study was to determine whether changing stance width would result in a corresponding change in postural and/or pistol stability. Twelve national-standard male air pistol shooters performed 10 shots each at five stance widths (30 cm, 45 cm, 60 cm, 75 cm, and 90 cm). Postural stability was determined by measuring centre-of-pressure changes with a dual force-platform system. Shooting mechanics measures were determined by a NOPTEL ST-2000 optoelectronic training system. Medial-lateral centre-of-pressure excursion (F _4,44 = 7.17, P < 0.001, effect size = 0.99) and speed (F _4,44 = 77.03, P < 0.001, effect size = 3.88) were reduced as stance width decreased. Centre of gravity fine (the percentage of time held within an area the size of the ten-ring) improved during narrower stance widths (F _4,32 = 12.49, P < 0.001, effect size = 0.71). Our findings suggest that stance width affects postural and pistol stability in national-standard air pistol athletes. Moreover, the current method of suggesting a wider stance to improve shooting performance should be reconsidered and perhaps air-pistol shooters should use a 30-cm stance width to improve postural stability and shooting performance.  相似文献   

Developing Positive Attitudes Toward Interprofessional Collaboration Among Students in the Health Care Professions     

Juyoung Park  Michele Hawkins  Elwood Hamlin  Wesley Hawkins  Jo Ann M. Bamdas 《Educational gerontology》2013,39(12):894-908

This study examined whether attitudes toward interprofessional collaboration (Physician-Nurse, Physician-Social Worker, Nurse-Social Worker) held by medical, social work, and nursing students changed after completing an interprofessional curriculum consisting of (a) Interprofessional Education Development Session and (b) the Senior Aging and Geriatrics Educator mentoring program. The 15-item original and two modified versions of the Jefferson School of Attitudes Toward Physician-Nurse Collaboration (JSAPNC) were administered as pretest/posttest. Of the 186 participants who completed the pretest, 156 (84%) completed the posttest. Results showed that the medical students (n = 52) reported the most positive change in attitude toward all three pairs of interprofessional collaboration. Social work students (n = 55) reported the least positive attitudes toward Physician-Social Worker collaboration and nursing students (n = 49) reported the least positive attitudes toward Physician-Nurse collaboration. It is recommended to evaluate the interprofessional curriculum and other factors, such as the possible influence of the facilitator in group discussions, and that future studies include a rigorous design that monitors content of each educational session to ensure integrity across groups. Postgraduate follow-up measures could be used to enhance positive attitudes toward interprofessional collaboration.  相似文献   

Socioeconomic status,mental wellbeing and transition to secondary school: Analysis of the School Health Research Network/Health Behaviour in School-aged Children survey in Wales     

Graham F. Moore  Rebecca E. Anthony  Jemma Hawkins  Jordan Van Godwin  Simon Murphy  Gillian Hewitt  G. J. Melendez-Torres 《British Educational Research Journal》2020,46(5):1111-1130

Young people's wellbeing is often lowest where they assume a relatively low position within their school's socioeconomic hierarchy, for example, among poorer children attending more affluent schools. Transition to secondary school is a period during which young people typically enter an environment which is more socioeconomically diverse than their primary school. Young people joining a school with a higher socioeconomic status intake relative to their primary school may assume a relatively lowered position within their school’s socioeconomic hierarchy, experiencing a detriment to their wellbeing as a consequence. This article draws on data from 45,055 pupils in Years 7 and 8, from 193 secondary schools in Wales, who completed the 2017 Student Health Research Network (SHRN) Student Health and Wellbeing (SHW) survey. Pupils reported which primary school they previously attended, and survey data on wellbeing were linked to publicly available data on the free school meal entitlement of schools attended. In cross-classified linear mixed-effects models, with primary and secondary school as levels, mental wellbeing varied significantly according to both primary and secondary school attended. A higher school-level deprivation was associated with worse mental wellbeing in both cases. Mental wellbeing was significantly predicted by the relative affluence of a child's primary and secondary school, with movement to a secondary school of higher overall socioeconomic status associated with lowered wellbeing. These findings highlight transition to secondary school as a key point in which socioeconomic inequality in wellbeing may widen, and thus as an important focal point for intervention to reduce health inequalities.  相似文献   

Shifting Perspectives on Comparative Research: A view from the USA     

John N. Hawkins  Val D. Rust 《比较教育学》2001,37(4):501-506

The evolution of scholarship in comparative education in the USA has reached a point where several observations are possible. While there is variation in methodology and theory, three principal perspectives tend to be represented in most contemporary articles published in the top journals in the field. These might be referred to as being area studies based, social science disciplinary based, or development/planning studies based. In this article we briefly trace the evolution of these perspectives, identify some stress points in the field, and look ahead to whether or not the field is facing competition among these perspectives or convergence. We suggest that the field of comparative education, not being bound by one or another of these perspectives, can play a significant role in the reconstruction of learning.  相似文献   

Choices and Commitment: A Comparison of Teacher Candidates' Profiles and Perspectives in China and the United States     

Zhixin Su  John N. Hawkins  Tao Huang  Zhiyi Zhao 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,8(2):611-635

In this article, the researchers report findings from a recent national study of teacher education in China, in comparison to similar data from national and case studies in the United States. The study aims at understanding and comparing the profiles and entry perspectives of Chinese versus American teacher candidates. The researchers demonstrate that there are both similarities and differences in the demographic characteristics of the Chinese and American teacher candidates. The Chinese education students come from less privileged backgrounds in socioeconomic status and academic preparation. Although they share some of the noble ideas about becoming teachers, the overwhelming majority of the Chinese students do not intend to commit to teaching as a lifelong career. They cite the low status of the teaching profession and the poor benefits for teachers as primary reasons for leaving teaching. The researchers urge Chinese and American policy makers and teacher educators to revise their policies and practices in light of the study findings in order to recruit qualified young people into teacher education programs and more importantly to retain good teachers in the profession.  相似文献   

A preliminary investigation of the concurrent validity of reading comprehension rate: A direct,dynamic measure of reading comprehension     

Christine E. Neddenriep  Andrea D. Hale  Christopher H. Skinner  Renee O. Hawkins  Beth D. Winn 《Psychology in the schools》2007,44(4):373-388

Reading comprehension rate (RCR) is a direct measure of reading skills that may be useful in formatively evaluating students reading beyond the fourth‐grade level. To investigate the concurrent validity of RCR, we correlated RCR, reading comprehension level (RCL), and words correct per minute (WC/M) with the Broad Reading Cluster Scores of the Woodcock‐Johnson III Tests of Achievement (WJ‐III ACH) across 88 students in 4th, 5th, and 10th grades. Results showed that aloud‐RCR was significantly correlated with the WJ‐III ACH scores for 4th‐grade (r = .90; n = 22), 5th‐grade (r = .87; n = 29), and 10th‐grade (r = .65; n = 37) students. Regression analysis specified a one‐predictor model for 4th‐grade students (aloud‐RCR), a two‐predictor model for 5th‐grade students (WC/M and aloud‐RCR), and a one‐predictor model for 10th‐grade students (WC/M). Discussion focuses on directions for future research and applied issues related to RCR probe passage development. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 373–388, 2007.  相似文献   

The Association between Physical Activity Behavior and Commonly Reported Barriers in a Worksite Population     

Heather R. Bowles  James R. Morrow Jr.  Bruce L. Leonard  Margaret Hawkins  Paul M. Couzelis 《Research quarterly for exercise and sport》2013,84(4):464-470

Recent experiments on the ski simulator produced ambiguous results and raised unanswered questions concerning the true nature of “novice” behavior and the occurrence of behavioral changes during learning. The aim of the present experiment was to analyze the evolving behavior of three beginners during six practice sessions on a ski simulator. The position of the apparatus platform was recorded as time series and used for constructing dynamical models, including stiffness and damping functions. The results showed that novices tended to exploit a Rayleigh damping behavior during the first trials and then transition toward a van der Pol damping. These results replicate previous observations by Nourrit, Delignières, Caillou, Deschamps, and Lauriot (2003) and suggest the transition to the expert behavior could arise early in practice, when the task is of moderate difficulty. The discussion focuses on the properties of the observed learning dynamics and proposes a global conceptualization for acquiring complex motor skills.  相似文献   

The Teacher's other Role     

Vincent J. Hawkins 《Clearing house (Menasha, Wis.)》2013,86(3):102-103

Given that many high school students come to school unmotivated to learn, the purpose of this article is to examine various motivational constructs and to determine if educators are incorporating the most effective motivational strategies. In fact, adolescents vary from adults physically, cognitively, emotionally, and physiologically and, therefore, they generally differ in their perceptions on the effectiveness of a variety of motivational practices. Students are more likely to attribute their own motivation to their intrinsic desire to learn or as a result of the goals they adopt. Teachers, on the other hand, believe students are more likely to be motivated as a result of the teachers’ actions. Teachers do not always recognize which motivational constructs are the most effective, demonstrating the value of pre-service and in-service programs that stress student motivation. If educators wish to maximize student academic achievement, they must understand how to motivate students successfully.  相似文献