Assessing manifest interests within the career construction interview     

Barclay  Susan R.  Stoltz  Kevin B.  Clemente  Amy 《International Journal for Educational and Vocational Guidance》2019,19(3):455-473

The purpose of this mixed-methods study was to examine narrative responses of participants (n = 83) to the prompts of the career construction interview for manifest interests. We compared our analyzed results of narrative responses to participant Strong Interest Inventory-College Profile results to determine correlational strength. The results indicated a .27 overall correlation between the two assessments, demonstrating that some questions from the career construction interview are more and less effective in assessing manifest interests. Results from this study provide efficacy evidence for the combination of interest inventories and the career construction interview in assessing clients’ manifest interests.

  相似文献   

Nomadic political ontology and transnational academic mobility     

Amy Scott Metcalfe 《Critical Studies in Education》2017,58(2):131-149

ABSTRACT

Transnational academic mobility is often characterized in relation to terms such as ‘brain drain’, ‘brain gain’, or ‘brain circulation’ – terms that isolate researchers’ minds from their bodies, while saying nothing about their political identities as foreign nationals. In this paper, I explore the possibilities of a more ‘nomadic political ontology’, where the body is ‘multifunctional and complex, a transformer of flows and energies, affects, desires and imaginings’ (p. 25). In this sense, academic mobility is not only the outcome of national innovation and economic competitiveness strategies, but also sets the conditions for epistemic and ontological change at the level of the individual. In this paper, I explore a personal account of the nomadic political ontology of academic mobility to exemplify the interrelationships between nationalism, academic belonging and transnationalism. My experiences as a transnational subject affect the stability and scope of my work as a policy-oriented researcher who studies the academic profession and the internationalization of higher education. My positionality in relation to my research focus is likely not unique to the field of higher education studies or educational research more broadly, which permits a wider applicability of this exploration beyond personal narrative and a particular national context. This personal reflection, guided by nomadic theory and post-structural possibilities, offers a viewpoint of the academic profession beyond the standard mobility discourse.  相似文献   

Assessing and Treating Physically Abused Children and the Families: A Cognitive Behavioral Approach: David J. Kolko and Cindy Cupit Swenson; Sage Publications, 2002, 346 pages, $74.95 hardcover, $34.95 paperback     

Amy D. Herschell 《Child abuse & neglect》2003,27(12):1441-1443

  相似文献   

Issues and trends in American Annals of the Deaf publication. 2001 to 2007     

Moores D  Anderson K  Ayers K  Krantz K  Lafferty M  Locke A  Smith AM  Vander Weide R 《American annals of the deaf》2008,153(2):99-120

  相似文献   

“It’s 5:30. I’m exhausted. And I have to go all the way to f*%#ing Fishtown.”: Educator Depression,Activism, and Finding (Armed) Love in a Hopeless (Neoliberal) Place     

Mark Stern  Amy Brown 《The Urban Review》2016,48(2):333-354

  相似文献   

Cultural congruence and unbalanced power between home and school in rural Ghana and the impact on school children*     

Amy L. Masko  Lawrence Bosiwah 《比较教育学》2016,52(4):538-555

This ethnographic inquiry examines the cultural congruence between home and school in rural Ghana, exploring the cultural norms of child-rearing practices within families and the institution of schooling. The data illustrate both the agreement between home and school in regard to discipline practices and instruction in morality, while simultaneously highlighting a power differential between home and school. The authors highlight the power dynamics between home and school, and discuss the burden children bear in managing the home–school relationship in rural Ghana.  相似文献   

The Laser Academy: An After-School Program to Promote Interest in Technology Careers     

Amy?E.?Bieber  Paul?MarcheseEmail author  Don?Engelberg 《Journal of Science Education and Technology》2005,14(1):135-142

We present a review of an after-school program that has been running at Queensborough Community College of the City University of New York for the past 5 years. The program is unique among after-school activities for high school students in several ways. First, it deliberately focuses on students who do not excel in science and math courses and students who are unsure about a college career. Second, it targets typically underrepresented minorities in the technology fields, namely blacks, Hispanics, and women. Third, it introduces these students to high-tech career options which do not require 4 years of college. The goal of the program is to make the students aware of technician-level careers and to give them a chance to learn the skills needed for such careers in order to help them make an informed decision about their future.  相似文献   

Instructional and information technology in Papua New Guinea     

Amy S. C. Leh  Richard Kennedy 《Educational technology research and development : ETR & D》2004,52(1):96-101

  相似文献   

Reliability and comparability of a Spanish‐language form of the preschool and kindergarten behavior scales     

Amy G. Carney  Kenneth W. Merrell 《Psychology in the schools》2002,39(4):367-373

Comparability of a Spanish language translation of the Preschool and Kindergarten Behavior Scales was examined in relation to the English language version. Children ages 3–6 enrolled in preschool, kindergarten, or Head Start programs were rated concurrently by respondents on English and Spanish versions of the PKBS. Results showed virtually identical internal consistency of scores on both forms on Social Skills (.93) and Problem Behavior (.96) Scales. Correlations between forms for Social Skills and Problem Behavior scores were .93 and .94, respectively. Implications of these findings, directions for future research and the importance of continued work toward development/translation of other Spanish language assessment instruments for the early childhood population are discussed. © 2002 Wiley Periodicals, Inc.  相似文献   

Limiting Answer Review and Change on Computerized Adaptive Vocabulary Tests: Psychometric and Attitudinal Results     

Walter P. Vispoel  Amy B. Hendrickson  Timothy Bleiler 《Journal of Educational Measurement》2000,37(1):21-38

Previous simulation studies of computerized adaptive tests (CATs) have revealed that the validity and precision of proficiency estimates can be maintained when review opportunities are limited to items within successive blocks. Our purpose in this study was to evaluate the effectiveness of CATs with such restricted review options in a live testing setting. Vocabulary CATs were compared under four conditions: (a) no item review allowed, (b) review allowed only within successive 5-item blocks, (c) review allowed only within successive lO-item blocks, and (d) review allowed only after answering all 40 items. Results revealed no trust-worthy differences among conditions in vocabulary proficiency estimates, measurement error, or testing time. Within each review condition, ability estimates and number correct scores increased slightly after review, more answers were changed from wrong to right than from right to wrong, most examinees who changed answers improved proficiency estimates by doing so, and nearly all examinees indicated that they had an adequate opportunity to review their previous answers. These results suggest that restricting review opportunities on CATs may provide a viable way to satisfy examinee desires, maintain validity and measurement precision, and keep testing time at acceptable levels.  相似文献