Observing adolescents with attachment difficulties in educational settings – a tool for identifying and supporting emotional and social difficulties in young people aged 11–16     

Dr Rachael King 《Educational Psychology in Practice》2017,33(4):455-456

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Double Blind: Supervising women as creative practice-led researchers     

Courtney Pedersen  Rachael Haynes 《Educational Philosophy and Theory》2015,47(12):1265-1276

Abstract

Many women creative practice-led researchers appear inhibited by a number of factors directly connected to their gender. This article discusses these factors, including the culture of visual arts professional practice, the circumstances surrounding women postgraduate students and unproductive self-theories about intelligence and creativity. A number of feminist strategies are discussed as potential interventions that may assist women creative practice-led researchers and their supervisors to reap more personal and professional rewards from their postgraduate research.  相似文献   

Erratum to: Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty     

Rachael R. Baiduc  Robert A. Linsenmeier  Nancy Ruggeri 《Innovative Higher Education》2016,41(4):359-359

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Does the Cognitive Interview Promote the Coherence of Narrative Accounts in Children With and Without an Intellectual Disability?     

Mia Gentle  Rebecca Milne  Stefanie J. Sharman 《International Journal of Disability, Development & Education》2013,60(1):30-43

We examined whether the cognitive interview (CI) procedure enhanced the coherence of narrative accounts provided by children with and without intellectual disabilities (ID), matched on chronological age. Children watched a videotaped magic show; one day later, they were interviewed using the CI or a structured interview (SI). Children interviewed using the CI reported more correct details than those interviewed using the SI. Additionally, children interviewed using the CI reported more contextual background details, more logically ordered sequences, more temporal markers, and fewer inconsistencies in their stories than those interviewed using the SI. However, the CI did not increase the number of story grammar elements compared with the SI. Overall children interviewed with the CI told better stories than those interviewed with the SI. This finding provided further support for the effectiveness of the CI with vulnerable witnesses, particularly children with ID.  相似文献   

Undergraduates' Evaluations of Developmental Claims and Their Identification of Information Sources     

Sherry K. Bain  Robert L. Williams  Rachael Isaacs  Ashley Williams  Susan Stockdale 《Innovative Higher Education》2006,30(5):345-360

Students in a large human development course rated the accuracy of 50 developmental claims. Half of the claims were specifically embedded in the course content, but the remaining claims were not addressed in the course. Students also identified the major information source for each developmental claim rated. From the beginning to the end of the course, students (especially high performers) improved in evaluating the accuracy of course-related developmental claims and increasingly attributed their ratings of these claims to professional information sources. Our study underscores the importance of sensitizing students to the role of research evidence in judging the credibility of claims in general education courses.Sherry K. Bain is an Associate Professor in Educational Psychology and Counseling at the University of Tennessee and a member of the school psychology graduate faculty, Her research has included investigations of common beliefs in areas such as giftedness and educational psychology and their relationship to data-based evidence. Robert L. Williams is a Professor in Educational Psychology and Counseling at the University of Tennessee. His current research focuses on the role of critical thinking in a large human development course. Rachael Isaacs and Ashley Williams are doctoral students in the School Psychology Program at the University of Tennessee. Susan Stockdale is an Assistant Professor of Educational Psychology and Middle Grades Education at Kennesaw State University. Her recent research has related to critical thinking and cooperative learning in higher education  相似文献   

Examination of peer-group contextual effects on aggression during early adolescence   总被引：3，自引：0，他引：3  

Espelage DL  Holt MK  Henkel RR 《Child development》2003,74(1):205-220

Peer group contextual effects of aggressive behavior among middle school students (6th-8th graders) were examined using a short-term longitudinal design. More specifically, the homophily hypothesis that peer group membership influences individual-level bullying and fighting was evaluated with multilevel sex-specific models of individual- and peer-level aggression scores. Peer groups were identified via social network analysis. Intraclass correlation coefficients yielded through hierarchical linear modeling demonstrated substantial within-group similarity on self-reported bullying and fighting, suggesting that students affiliate with individuals who bully and fight at the same frequency. Peer group bullying and fighting was associated with individual-level behavior, even after controlling individual baseline levels for males and females. However, peer contextual effects explained more variance in individual bullying than individual fighting. This differential impact of peer group membership suggests that future studies consider peer relations across subtypes of aggression.  相似文献   

Academic superheroes? A critical analysis of academic job descriptions     

Rachael Pitt  Inger Mewburn 《Journal of Higher Education Policy & Management》2016,38(1):88-101

For over a decade, debate has raged about the nature and purpose of the PhD, including its role as preparation for working in academia. Academic work has changed a great deal in the last 60 years, yet our doctoral curriculum has remained relatively static. While there is increasing interest in matching PhD programmes to ‘real world’ needs, there is a surprising lack of research to inform research curriculum development at this level. If we take the position that the PhD is still the best way to prepare for academic work, what skills and attributes should we help graduates develop for this destination? This article analyses a set of academic job advertisements and asks: What do academic employers really want from the PhD now?  相似文献   

On Becoming Allies: A Qualitative Study of Lesbian‐, Gay‐, and Bisexual‐Affirmative Counselor Training     

Frank R. Dillon  Roger L. Worthington  Holly Bielstein Savoy  S. Craig Rooney  Ann Becker‐Schutte  Rachael M. Guerra 《Counselor Education & Supervision》2004,43(3):162-178

The authors present a qualitative analysis of a process by which a research team of counselors‐in‐training confronted their heterosexist biases while investigating heterosexual attitudes toward sexual minorities. Members of the research team discovered that it was essential to reflect on and evaluate their attitudes, assumptions, and biases before they could conduct scientific research about affirmative attitudes toward lesbian, gay male, and bisexual male and female individuals. Self‐reflective narratives written by each research team member were analyzed using consensual qualitative research methodology. Results yielded 10 general categories or themes. Implications for counseling theory, training, and future research are discussed.  相似文献   

A historical reflection on literacy,gender and opportunity: implications for the teaching of literacy in early childhood education     

Rachael Levy 《International Journal of Early Years Education》2016,24(3):279-293

This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls’ achievement in literacy, in comparison with boys’, women continue to earn substantially less than men. In order to understand this relationship, this paper reflects on literacy as a socio-historical construct as well as examining the ways in which the past is constitutive in forming enduring notions of gender that penetrate all elements of society, including the literacy classroom. This critical analysis of what is learned about and through the medium of literacy in the early childhood classroom has major implications for the teaching of literacy today. It is argued that in order to address this issue, early childhood educators need to value and nurture children’s digital literacies as well as create learning environments that allow all children genuine opportunities to question, challenge and explore dominant discourses that are embedded in text.  相似文献   

Longitudinal associations among undergraduates' research experience,self‐efficacy,and identity          下载免费PDF全文

Rachael D. Robnett  Martin M. Chemers  Eileen L. Zurbriggen 《科学教学研究杂志》2015,52(6):847-867

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