How Prepared Are MSW Graduates for Doctoral Research? Views of PhD Research Faculty     

James W. Drisko  Kristin Evans 《Journal of Teaching in Social Work》2018,38(2):198-213

ABSTRACT

This national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research faculty report that the typical entering PhD student displayed solid conceptual, ethics, and writing skills but lesser preparation for conducting quantitative and qualitative research, including methods related to understanding evidence-based practice. The research expectations of responding PhD faculty were low, reflecting limited retention and little production of research among typical entering doctoral students. These findings raise the issue of how effectively the social work profession prepares students for research and for future PhD education.  相似文献   

Developing a smart classroom infrastructure to support real-time student collaboration and inquiry: a 4-year design study     

Tissenbaum  Mike  Slotta  James D. 《Instructional Science》2019,47(4):423-462

Instructional Science - K-12 classroom settings are not yet incorporating emerging technologies such as ubiquitous computing, augmented reality, nor even touch surfaces, despite the significant...  相似文献   

From the bottom-up: New York City teacher evaluation and the narration of mediated institutional assault     

James Christopher Head 《Critical Studies in Education》2019,60(1):37-54

Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers’ individual performance ratings with their students’ exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers’ professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers’ narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers’ sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one’s job, but also an insidious form of psychological assault, which in its masked delivery violates teachers’ sense of relational morality and challenges deeply engrained beliefs about their role as educators.  相似文献   

Sample duration and type of stimuli in delayed matching-to-sample in rhesus monkeys     

James V. Devine  Luther C. Jones  Janice W. Neville  Dilys J. Sakai 《Learning & behavior》1977,5(1):57-62

Two experiments were performed to determine the effect of sample duration (0.1, 2, and 4 sec), delay interval (.03, 4, 8, 16, and 32 sec), and type of stimulus (color and shape) on the matching performance of rhesus monkeys. In Experiment 1, the 15 possible delay-duration combinations were randomly presented in blocks of 15 trials. In Experiment 2, each duration was held constant and the five delays randomly presented. Then each delay interval was held constant with the three durations randomly varied. Matching performance increased as sample duration increased (ps < .01 and .005), while length of delay did not significantly affect performance. The type of stimuli paired in the matching test significantly affected performance (ps < .05 and .10) with the shape/shape choices leading to the poorest performance. Stimulus discriminability and amount of training with brief sample durations were implicated as significant determinants of matching performance.  相似文献   

Writs fly over animal experiments     

Brown P 《New scientist (1971)》1992,135(1833):10

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Control of Practice and Level of Feedback in Computer-Based Instruction     

Pridemore Doris R.  Klein James D. 《Contemporary educational psychology》1995,20(4)

This study investigated the effect of type of control and level of feedback during computer-based instruction. Subjects completed a computer lesson about the microscope that presented either mandatory or optional practice questions. Practice was accompanied by either elaboration feedback, correct-answer feedback, or no feedback. Results indicated that level of feedback had a significant effect on achievement and attitudes. Implications for including feedback in computer-based instruction are discussed.  相似文献   

Real education in non-real time: The use of electronic message systems for instruction     

Clark N. Quinn  Hugh Mehan  James A. Levin  Steven D. Black 《Instructional Science》1983,11(4):313-327

Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.  相似文献   

Law enforcement officers as investigators and therapists in child sexual abuse: A training model     

Lore E. Stone  R.P.“Toby” Tyler  James J. Mead 《Child abuse & neglect》1984,8(1):75-82

Law enforcement officers, often the first professionals to come in contact with a victim of child sexual abuse, can either increase or decrease the traumatic impact on the child and the family at the time of disclosure. The model for a training program for police officers in handling cases of child sexual abuse outlined in this paper is divided into three sections. The first part is directed towards theoretical issues involved in this problem, including an explanation of the history and background of sexual abuse of children by adults and of the difference in the dynamics of extra- and intrafamilial sexual abuse. The second part consists of a detailed explanation of different types of sex offenses and of standard physical examinations of sexual abuse victims. Graded slides of physical trauma geared towards wound identification are paired with relaxation exercises. The third section focuses on special considerations when interviewing sexually abused children. The difference between interviewing and interrogation, specific questioning techniques, and the use of videotape is explained. Each part of this training procedure is followed by a question and answer period and small group discussions for the purpose of encouraging disclosure and better understanding of the officers' personal reactions to cases of child sexual abuse.  相似文献   

The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher’s Professional Development: Another Digital Divide?     

Leonard?A.?AnnettaEmail author  James?Minogue 《Journal of Science Education and Technology》2004,13(4):485-494

The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. Interactive television (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p < 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16–20 years of classroom experience. These results might suggest another digital divide.  相似文献   

Growing role of ETV     

Mendel Sherman  James Q. Knowlton  Dolores Durkin  Jack V. Edling  Francis A. Cartier 《Educational technology research and development : ETR & D》1962,10(1):43-50

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