Effectiveness of a Conflict Resolution Training Program in Changing Graduate Students Style of Managing Conflict with their Faculty Advisors     

Julie L. Brockman  Antonio A. Nunez  Archana Basu 《Innovative Higher Education》2010,35(4):277-293

We investigated the conflict management preferences of graduate students with their faculty advisors and assessed the effects of participating in a conflict resolution workshop on those preferences. One hundred and twenty-one graduate students completed the pre-workshop surveys, and 69 participants completed the post-workshop surveys after seven workshops conducted over a 3 year period. Nineteen subjects participated in three post-workshop focus groups. The quantitative pre-workshop data showed that avoidance and accommodation styles for managing conflict were preferred among participants. Participants showed a trend towards a statistically significant increase in the collaborating score post-workshop relative to pre-workshop levels. The qualitative data indicated that students applied skills taught during the workshop, including interest-based principles, when interacting with faculty.  相似文献   

Turning Minds On and Faucets Off: Water Conservation Education in Jordanian Schools     

Mona Grieser  Orlando Hernández  Khulood Tubaishat  Julie Sanchack  Brian Southwell 《The Journal of environmental education》2013,44(2):37-45

Abstract

An evaluation was conducted to measure the impact of a curriculum implementation through the Jordan Water Conservation Education Project funded by USAID. This study examined the effect of recommending water conservation at the household level and the impact of using interactive teaching methods to promote conservation behaviors among students and their families. The evaluation used a postintervention design with random selection of participants. Comparisons were made among 671 students (424 experimental, 247 control) belonging to high school eco-clubs in central Jordan. Most students were girls in rural settings. The experimental group consisted of students whose teachers implemented an interactive curriculum and promoted household water-conservation behaviors. Teachers of students in the control group did not participate in the curriculum implementation, but those students were exposed to lectures about biodiversity issues. The results indicate that students who were exposed to the new curriculum demonstrated a higher level of knowledge about water conservation and performed recommended behaviors more often than students in the control group.  相似文献   

Childhood sexual abuse and adult developmental outcomes: Findings from a 30-year longitudinal study in New Zealand     

David M. FergussonGeraldine F.H. McLeod  L. John Horwood 《Child abuse & neglect》2013

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Social Work Knowledge of Facts on Aging: Influence of Field and Classroom Education     

Julie Birkenmaier  Noell L. Rowan  JoAnn Damron-Rodriguez  Frances P. Lawrance  Patricia J. Volland 《Educational gerontology》2013,39(9):784-800

Palmore's Facts on Aging Quiz (FAQ) was used to measure aging knowledge outcomes of 323 practicum students engaged in aging-focused practica at pre- and posttest across 11 universities. Significant improvement in knowledge scores (p = .0001) was found for graduates of the enhanced field education programs. Taking aging course work was a significant (p = .0001) influence on knowledge outcomes. Combined with coursework, the practicum students experienced increased knowledge of aging. When experiential and didactic learning is combined, increased knowledge about facts of aging occurs.  相似文献   

Development of a Curriculum for Long-Term Care Nurses to Improve Recognition of Depression in Dementia     

Christine L. Williams  Victor Molinari  Jennifer Bond  Michael Smith  Kathryn Hyer  Julie Malphurs 《Educational gerontology》2013,39(8):647-667

There is increasing recognition of the severe consequences of depression in long-term care residents with dementia. Most health care providers are unprepared to recognize and to manage the complexity of depression in dementia. Targeted educational initiatives in nursing homes are needed to address this growing problem. This paper describes the development of competencies, learning objectives, and learning outcomes for a curriculum on depression in dementia for nurses working in nursing home settings. This work provides the foundation for a curriculum to improve learning for nurses and, ultimately, to advance health care outcomes for residents with cooccurring depression and dementia.  相似文献   

Title IV‐E Programs: Preparing MSW Students for Public Child Welfare Practice     

Julie O'Donnell PhD  Sandra L. Kirkner 《Journal of Teaching in Social Work》2013,33(3):241-257

This article investigates the perceived quality and skill outcomes of Title IV‐E MSW training programs at four universities from the perspective of their graduates. It also sought to identify necessary program supports, expectations of graduates as they began child welfare employment, and pre‐employment factors related to retention. The vast majority of MSWs agreed that their education was high quality and prepared them well for child welfare practice. The skills rated highest were establishing client rapport, case management, the development of a professional identity, and time management and assessment skills. The most consistent pre‐employment predictors of whether they stayed past their stipend commitment period were their commitment to the public child welfare (PCW) agency and their commitment to child welfare practice. Implications for program design are discussed.  相似文献   

The Human Rights Philosophy: Support and Opposition Among Undergraduate Social Work Students     

Julie A. Steen  Mary Mann  Kim Gryglewicz 《Journal of Teaching in Social Work》2013,33(5):446-459

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From inclusion to engagement: helping students engage with schooling through policy and practice     

Julie Allan 《欧洲特需教育杂志》2013,28(1):129-131

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Social Activism in Elementary Science Education: A science,technology, and society approach to teach global warming     

Benjamin T. Lester  Li Ma  Okhee Lee  Julie Lambert 《International Journal of Science Education》2013,35(4):315-339

As part of a large‐scale instructional intervention research, this study examined elementary students’ science knowledge and awareness of social activism with regard to an increased greenhouse effect and global warming. The study involved fifth‐grade students from five elementary schools of varying demographic makeup in a large urban school district in the United States. The study was based on the analysis of students’ responses to a writing prompt addressing an increased greenhouse effect and global warming at the beginning of and at the completion of instruction over the school year. The results indicate that students with adequate science knowledge tended to express activism more frequently, and that their expression of activism increased as they gained better science knowledge after the instruction. The results highlight the importance of effective instruction of this contemporary and controversial issue with K‐12 students, so that they come to be aware of this societal problem, take action in solving the problem, and become socially responsible youth and adults.  相似文献   

Critiquing the school community: a qualitative study of children's conceptualizations of their school 1     

Julie Ann Pooley  Lauren Breen  Lisbeth T. Pike  Lynne Cohen  Neil M. Drew 《International journal of qualitative studies in education》2013,26(2):87-98

Schools are traditionally seen as responsible for the educational outcomes of our children. However, schools also play an important role in the development of aspects such as self‐efficacy, participation, competence and self‐determination. As schools are often run as societies rather than communities, they offer little opportunity for these attributes (self‐efficacy, participation, competence and self‐determination) to develop. Forty‐six children aged from nine to 12 years were interviewed to ascertain their conceptualizations of the school community. The children define their school in terms of people, places for activities and interaction, a place for safety, cooperation, influence and functionality. The responses closely align to the adult conceptualizations of sense of community as purported by McMillan and Chavis (1986 McMillan, D.W. and Chavis, D.M. 1986. Sense of community: a definition and theory. Journal of Community Psychology, 14: 6–23. [Crossref], [Web of Science ®] , [Google Scholar]). Implications of this research suggest that children can and should have an integral role in designing a curriculum and systems relevant to the school context if we are at all concerned with their psychological wellness.  相似文献