Contribution of Mindfulness and Emotional Intelligence to Burnout Among Counseling Interns          下载免费PDF全文

Daniel Testa  Varunee Faii Sangganjanavanich 《Counselor Education & Supervision》2016,55(2):95-108

The authors examined the contribution of mindfulness and emotional intelligence to burnout among counseling interns (N = 380). Results indicated that higher scores on mindfulness and emotional intelligence were related to lower burnout scores. Counselor educators and supervisors should be proactive in helping students to cultivate wellness practices during internships.  相似文献   

Editorial     

Daniel M. Pennell 《Slavic & East European Information Resources》2017,18(3-4):107-108

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Examining the characteristics of student postings that are liked and linked in a CSCL environment          下载免费PDF全文

Alexandra Makos  Kyungmee Lee  Daniel Zingaro 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1281-1294

This case study is the first iteration of a large‐scale design‐based research project to improve Pepper, an interactive discussion‐based learning environment. In this phase, we designed and implemented two social features to scaffold positive learner interactivity behaviors: a “Like” button and linking tool. A mixed‐methods approach was used to examine communicative and cognitive characteristics of notes. Additionally, we develop and apply a new metric for cognitive complexity that acknowledges a range of cognitive behavior valuable to a learning community. The findings suggest that the Like and linking functions positively cultivated and sustained interactive behaviors among students, which also led to an increase in the cognitive complexity of student contributions to the online discussion. Suggestions for future iterations of this project are offered.  相似文献   

Assessment of Complex Cognition: Commentary on the Design and Validation of Assessments     

James W. Pellegrino  Mark Wilson 《理论付诸实践》2015,54(3):263-273

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GENDER DIFFERENCES IN ACHIEVEMENT IN A LARGE,NATIONALLY REPRESENTATIVE SAMPLE OF CHILDREN AND ADOLESCENTS     

Caroline Scheiber  Matthew R. Reynolds  Daniel B. Hajovsky  Alan S. Kaufman 《Psychology in the schools》2015,52(4):335-348

The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6–21 years) of the Kaufman Test of Educational Achievement—Second Edition, Brief Form, norming sample (N = 1,574). Path analytic models with gender, parent education, age, age², and gender‐by‐age moderation as predictors of reading, writing, and math were used to test for gender differences and for the influence of development on these differences. A small but consistent advantage was identified for females in reading. No gender differences were detected in math. The most important results of the present study pertain to a gender gap in writing in favor of females that increased as a function of age. Male students are at greater risk for writing failure than are females.  相似文献   

Searching for New Answers: The Application of Task‐Technology Fit to E‐Textbook Usage          下载免费PDF全文

Natalie Gerhart  Daniel A. Peak  Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2015,13(1):91-111

Students have been slow to adopt e‐textbooks even though they are often less expensive than traditional textbooks. Prior e‐textbook research has focused on adoption behavior, with little research to date on how students perceive e‐textbooks fitting their needs. This work builds upon Task‐Technology Fit (TTF) and Consumer Acceptance and Use of Technology (UTAUT2) theory to present a student‐perspective model of e‐textbook usage. By contextualizing TTF and UTAUT2 to e‐textbooks, the research fills a gap in the literature and provides guidance to researchers and practitioners. The goal of the research is to understand how students perceive their task of learning to fit with e‐textbook technology, and how that fit influences e‐textbook usage and expected performance in their classes. To achieve this goal, the research develops a model to test the relationship between perceived TTF of e‐textbooks and UTAUT2‐defined user characteristics that encourage adoption behaviors, thus facilitating student learning. The findings show that four factors impact a student's perceived TTF: substitution, habit, hedonic motivation, and facilitating conditions. Furthermore, perceived TTF positively correlates with students’ e‐textbook usage and expected performance in classes when using e‐textbooks. While price value exhibits a measurable effect on e‐textbook utilization, it is a minor factor.  相似文献   

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers’ Science Identity Development     

Rachel E. Wilson  Leslie U. Bradbury  Martha A. McGlasson 《Journal of Science Teacher Education》2015,26(3):319-340

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Thank you     

Daniel H. Robinson 《Educational Psychology Review》2015,27(4):559-560

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Playful Talk: Negotiating Opportunities to Learn in Collaborative Groups     

Florence R. Sullivan  Nicholas C. Wilson 《学习科学杂志》2015,24(1):5-52

This case study examines the role of playful talk in negotiating the “how” of collaborative group work in a 6th-grade science classroom. Here we develop and test a Vygotsky-derived hypothesis that postulates playful talk as a mechanism for identity exploration and group status negotiation. Our findings indicate that students utilized the playful talk genre as a means to (a) position themselves and others as more or less competent within the group in order to create or foreclose opportunities to learn, (b) maintain and strengthen bonds that were developing within the group toward the goal of achieving higher levels of coordination and opportunities to learn, and (c) pivot toward a self-selected identity aimed sometimes at affecting one’s status within the group. Taken together, these 3 playful talk functions allowed the group to manage tensions that arose as a result of periods of low coordination and to open opportunities to learn for lower status group members. This study contributes to researchers’ understanding of affective aspects of collaborative learning, which are theorized as foundational to success in such endeavors.  相似文献   

Everything Old is New Again: The Criminology/Criminal Justice Freshman Research Seminar     

Leslie Hill  Daniel Maier-Katkin  Kirsten Kinsley 《Journal of Criminal Justice Education》2015,26(4):493-506

This is a report of an action-research project undertaken in tandem with the development of a new freshman seminar in criminology and criminal justice. In the freshman seminar the goal is to teach the research, critical thinking and writing skills that are the underpinnings of scholarship and good citizenship. Utilizing a unique approach, this class focuses on resources available through the University library and is taught by a professor, two librarians and a graduate teaching assistant. We hypothesize that freshmen who experience this seminar will show improvement in critical thinking skills, and that this will contribute to greater levels of academic success. This report describes the educational innovation (seminar) in sufficient detail to make replication possible, and presents preliminary findings that indicate the seminar enhances research and writing skills, fosters ability to think critically, and has a positive influence on students’ academic careers.  相似文献