School Psychologists' Sense of Self-Efficacy for Consultation     

Meaghan C. Guiney  Abigail Harris  Akane Zusho  Anthony Cancelli 《Journal of educational and psychological consultation》2014,24(1):28-54

The Consultation Self-Efficacy Scale (CSES) was developed and validated to assess school psychologists' perceptions of self-efficacy for engaging in school-based consultation. A pilot study with graduate students (N = 92) indicated high internal consistency (α = .99) and provided evidence of discriminant validity, as a group with more consultation experience had significantly higher total self-efficacy scores (M = 512.25) than a moderately experienced group (M = 437.35). Subsequently, a sample of 347 practicing school psychologists completed a revised CSES, consistently endorsing moderate to high levels of consultation self-efficacy (M = 404.08, SD = 51.73). Although consultation self-efficacy was hypothesized to be a multidimensional construct, exploratory factor analysis indicated a single-factor structure. Construct validity of the instrument was supported by significant correlations between school psychologists' consultation self-efficacy ratings and perceptions of their ability to respond to hypothetical consultation referral problems (r = .69, p < .01), and regression analysis found that years of experience and time spent consulting with teachers predicted psychologists' self-efficacy scores.  相似文献   

Programme evaluation toolbox: effective evaluation principles and considerations in career practice     

Sylvia Nassar-McMillan  Abigail Holland Conley 《International Journal for Educational and Vocational Guidance》2011,11(3):211-220

In our ever-present age of accountability, career development professionals are increasingly called upon to document evidence-based outcomes and other metrics of programme effectiveness. In this article, we will review the key components of effective programme evaluation, including purposes and types of evaluation. Our review will span empirical and practical literature across disciplines and within guidance and counselling, specifically. We will review current evaluation models within an international context but focus predominantly on US based ones, along with articulating their shortfalls. Finally, we will present a potentially transformative advocacy-infused model of programme evaluation.  相似文献   

A Glimpse into the Minds of Mothers: The Default Mode Network and Responsiveness to Infant Cries     

Debra M. Zeifman  Abigail A. Baird 《Parenting, science and practice》2019,19(1-2):90-93

SYNOPSIS

The authors comment on a paper reporting differences between mothers and non-mothers in neural responses to infant cries and other emotive sounds while engaging in self- or goal-oriented tasks. The value of examining deactivation of the default mode network (DMN) as a means of understanding differential attention patterns in both typical and atypical populations is discussed, as is the generalizability of the experimental paradigm to ecologically relevant contexts. The role of an individual’s age, parental status, and experience in shaping responses to infant crying is considered, and future avenues of research are suggested. An argument is made for coupling neuroimaging techniques with behavioral assays to better understand the determinants of maternal behavior.  相似文献   

An Enemy Deep: Spectacular Addiction in Hubert Selby's Requiem for a Dream     

Abigail L. Bowers 《Journal of American culture (Malden, Mass. : 2003)》2010,33(3):240-248

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Students' self-perception of reading ability,enjoyment of reading and reading achievement     

Jeffrey K. Smith  Lisa F. Smith  Alison Gilmore  Madgerie Jameson 《Learning and individual differences》2012,22(2):202-206

Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement increased substantially in going from age 8 to age 12, reading enjoyment and reading self-efficacy declined. Girls outperformed boys in reading achievement and showed higher levels of reading enjoyment; differences in self-efficacy by gender were minimal. Results are discussed in terms of previous research and implications for instructional practice.  相似文献   

Teachers' attitudes towards adolescent sexuality and life skills education in rural South Africa     

Kelley Alison Smith  Abigail Harrison 《Sex education》2013,13(1):68-81

This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes towards young people's sexuality and pregnant students, and focused on girls' perceived irresponsible behaviour instead of strategies to minimise HIV risk. Despite general awareness of the HIV epidemic, few teachers perceived it as an immediate threat, and teachers' own HIV risk was infrequently acknowledged. Teachers perceived themselves to have higher personal standards and moral authority than members of the communities and schools they served. Male administrators' authority to determine school policies and teachers' attitudes towards sexuality fundamentally affect the content and delivery of school-based sexuality education and HIV prevention activities. Opportunities to create a supportive educational environment for students and for female teachers are frequently missed. Improving teachers' efficacy to deliver impartial, non-judgemental and accurate information about sex and HIV is essential, as are efforts to acknowledge and address their own HIV risks.  相似文献   

Getting Buzzed In the Library: The Use of Restaurant-Style Pagers for Reserves Checkout in an Academic Library     

Kymberly Goodson  Marlayna Christensen  Sarah Elliott  Abigail Lowery 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(2):117-129

In 2004, the Social Sciences and Humanities Library at the University of California–San Diego implemented restaurant-style pagers to notify waiting patrons that the reserve collection materials they needed were available. The authors describe the university libraries’ process for implementing the pagers and the success staff has had with pagers over the past four years, list other libraries that use pagers, suggest other library uses for pagers, and offer guidance to institutions that might consider this service enhancement.  相似文献   

Academic performance,course completion rates,and student perception of the quality and frequency of interaction in a virtual high school     

Abigail Hawkins  Richard R. Sudweeks  Michael K. Barbour 《Distance Education》2013,34(1):64-83

This study examined the relationship between students’ perceptions of teacher–student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student perceptions on the quality and frequency of teacher–student interaction. Quality of interaction was subdivided into three constructs representing feedback, procedural, and social interaction. A confirmatory factor analysis helped to establish the fit of the statistical model for teacher–student interaction. Hierarchical logistical regression indicates that an increase in the quality and frequency of interaction resulted in an increased likelihood of course completion but had minimal influence on grade awarded. The estimated effect for quality and frequency composite items on completion was .83 and .56 respectively. Low practical significance of student–teacher interaction on grade awarded may be the result of mastery-based teaching approaches that skew grades for the completers toward the high end.  相似文献   

Who Cares About Caring in Early Childhood Teacher Education Programs?     

Abigail McNamee  Mia Mercurio  Jeanne M. Peloso 《Journal of Early Childhood Teacher Education》2013,34(3):277-288

The ability to care for oneself, near and distant others, animals, plants, human-made objects, and even ideas is an antidote for violence in its many forms as experienced in childhood as well as adulthood. This article makes a case for facilitating the development of the ability to care as children develop. The authors emphasize the importance of teachers facilitating this development. However, early education teachers may not be able to nurture the ability to care in others without the ability to care being facilitated in their own development. This article emphasizes the importance of creating caring teacher education programs as a model to foster its development in preservice early education teachers.  相似文献   

Henry Dale's Nobel Prize Winning `Discovery'     

O'Sullivan A 《Minerva》2001,39(4):409-424

A particular model of scientific achievement is embedded within the Nobel Prize, one that privileges the scientific `loner', whoachieves a distinct discovery at a particularmoment in time. A common criticism of this`individualistic' story of achievement is thatit obscures the social and cultural factors inscientific discovery. A collective story,highlighting the role of social relations andscientific milieux, may offer more explanatorypower in accounting for scientific discoveriesand inventions. This paper explores the processby which Henry Dale became recognized as thediscoverer of the chemical transmission ofnerve impulses. It compares the explanatorypower of the story of individual creativitywith a story that highlights the interactionbetween a scientist and his environment.  相似文献