Participation in science and technology: young people’s achievement‐related choices in late‐modern societies     

Maria Vetleseter Bøe  Ellen Karoline Henriksen  Terry Lyons  Camilla Schreiner 《Studies in Science Education》2013,49(1):37-72

Young people’s participation in science, technology, engineering and mathematics (STEM) is a matter of international concern. Studies and careers that require physical sciences and advanced mathematics are most affected by the problem and women in particular are under‐represented in many STEM fields. This article views international research about young people’s relationships to, and participation in, STEM subjects and careers through the lens of an expectancy‐value model of achievement‐related choices. In addition it draws on sociological theories of late‐modernity and identity, which situate decision‐making in a cultural context. The article examines how these frameworks are useful in explaining the decisions of young people – and young women in particular – about participating in STEM and proposes possible strategies for removing barriers to participation.  相似文献   

The transfer of reflective engagement from social work education into the workplace: a study of the value of scaffolded reflection     

Marian Murphy  Carmel Halton  Maria Dempsey 《Irish Educational Studies》2013,32(1):71-80

The focal concern of this article is the investigation of the transfer and sustainability of the reflective process into the work environment. Specifically, the identification of the variables which support or challenge practitioners to continue the ongoing process of reflection in practice contexts is addressed. The article describes a study carried out over a seven-year period with students/graduates from a master's in social work (MSW) professional qualification programme in Ireland. The research involved gathering data on participants’ experiences of reflective teaching and learning while on the course and in the initial years of their work as practitioners. In the early phases of the data collection, participants referred to developing epistemological awareness through the reflective process while on the course. This was in the context of a scaffold for reflection through journal writing and mentored portfolio inquiry. The outcomes of the study offer considerable insight into the challenges and value of developing a reflective teaching and learning environment in professional education. In particular, the work highlights how it impacts positively on professional practice.  相似文献   

Developing Positive Attitudes Toward Interprofessional Collaboration Among Students in the Health Care Professions     

Juyoung Park  Michele Hawkins  Elwood Hamlin  Wesley Hawkins  Jo Ann M. Bamdas 《Educational gerontology》2013,39(12):894-908

This study examined whether attitudes toward interprofessional collaboration (Physician-Nurse, Physician-Social Worker, Nurse-Social Worker) held by medical, social work, and nursing students changed after completing an interprofessional curriculum consisting of (a) Interprofessional Education Development Session and (b) the Senior Aging and Geriatrics Educator mentoring program. The 15-item original and two modified versions of the Jefferson School of Attitudes Toward Physician-Nurse Collaboration (JSAPNC) were administered as pretest/posttest. Of the 186 participants who completed the pretest, 156 (84%) completed the posttest. Results showed that the medical students (n = 52) reported the most positive change in attitude toward all three pairs of interprofessional collaboration. Social work students (n = 55) reported the least positive attitudes toward Physician-Social Worker collaboration and nursing students (n = 49) reported the least positive attitudes toward Physician-Nurse collaboration. It is recommended to evaluate the interprofessional curriculum and other factors, such as the possible influence of the facilitator in group discussions, and that future studies include a rigorous design that monitors content of each educational session to ensure integrity across groups. Postgraduate follow-up measures could be used to enhance positive attitudes toward interprofessional collaboration.  相似文献   

At the End of the Rainbow,is there Always a Pot of Gold?: Understanding the Labor and Fervor of Filipino Geriatric Nurses     

Allan B. de Guzman  Maria Ivana D. Ching  Edwin Mark L. Chiong  Charlene C. Chua  Jason Eimer P. Chua  Michelle C. Dumalasa 《Educational gerontology》2013,39(12):1057-1075

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ITALIAN PEOPLE AGED 50–75 YEARS ENROLLED IN A HEALTH PROMOTION PROGRAM: HEALTH AND LIFESTYLE     

Maria Lucchetti  Liana Spazzafumo  Federica Cerasa 《Educational gerontology》2013,39(6):439-453

The article presents a quantitative and qualitative analysis that identifies the most important lifestyle factors of an independent population of 50-75 years living at home and in a variety of middle-sized towns in the Marche Region (Italy). The first step was an investigation of multiple associations among state of health, socioeconomic variables, and lifestyle. After studying the set of variables defining lifestyle, we proceeded to identify the most important ones in order to select a group of elderly with a "correct" lifestyle. The principal outcome concerns the overwhelming role played by the subjective perception of aging. It is, therefore, necessary for social policies to concentrate on the importance of promoting educational campaigns for the achievement of successful aging, stressing the value of both personal well-being and socializing activities.  相似文献   

Students Connecting with the Elderly: Validation as a Tool     

Jo Ann Jankoski  Sr. Annette Frey SC 《Educational gerontology》2013,39(7):486-490

In this article we respond to the call to action that is the crisis among seniors called The Silver Tsunami! We describe the education of students through the use of Feil's Validation Therapy. There are growing concerns among social service providers regarding the rapid increase of the elderly population and the lack of adequate staff to provide care for our seniors. If we as educators, agency administrators, or committed family members ignore this call to action, the cycle of the employee “revolving door” will continue with inadequately trained and emotionally disconnected personnel working with aging persons. Frontline workers are the backbone of any agency. They are the ones who interact with seniors and their loved ones and collaborate with other medical and community professionals. We, as their teachers, must enhance their knowledge and skills so they many continue to provide service to the second most vulnerable population.  相似文献   

University students' depression: a cross-cultural investigation     

Nigar G. Khawaja  Maria Luisa R. Santos  Mojtaba Habibi  Rachel Smith 《高等教育研究与发展》2013,32(3):392-406

Australian, Iranian and Portuguese university students (n?=?967) completed the University Students Depression Inventory (USDI) in English, Persian and Portuguese languages, respectively. A series of MANOVA analyses were used to examine differences in depression symptoms as an effect of the country and demographic variables. Interactions were also examined. The results indicated that country, gender and year level had some impact on the depressive symptoms of the university students. Australian students were more depressed than the Iranian and Portuguese students, while Iranian students were more depressed than the Portuguese students. Sub-scales of USDI – Lethargy, Motivation and Cognitive/Emotional – were also used to compare the depressive symptoms of students. The Australian female students reported a significantly higher level of lethargy than their male counterparts. Similarly, the first-year male students from Iran were significantly more lethargic than the first-year Iranian female students. Iranian and Portuguese male students, compared to the female students of these countries, experienced a lower level of motivation. The Australian and Iranian students, compared to the Portuguese students, reported a significantly higher level of cognitive and affective symptoms. The scores on the Cognitive/Emotional sub-scale increased with the year level. Differences among students' depression are described and implications discussed.  相似文献   

Caribbean and Central American women’s feminist inquiry through theater-based action research     

Rocío Sánchez Ares 《Educational Action Research》2013,21(4):529-544

Feminist action research interrogates gendered dynamics in the development of a collective consciousness. A group of immigrant Latina women (Latinas) from the Caribbean and Central America employed community-based theater as an instrument to mobilize diverse audiences against discriminatory practices and policies. Based on their theater work, I present two interrelated arguments. First, Latinas’ knowledge construction in multiple arenas counteracts gendered and racialized immigration discourses while leading to fundamental sociocultural transformations. Second, deeper epistemological rigor is needed in feminist action research to uphold Latin American women’s agency while countering pervasive discrimination.  相似文献   

Conceptualizing a basis for understanding: What differences do differences make?     

Judith L. Green  Gregory J. Kelly  Maria Lucia Castmheira  Julie Esch  Carolyn Frank  Marli Hodel 《教育心理学家》2013,48(3-4):227-234

The purpose of our commentary is to offer ways of understanding the differences in theoretical positions and of exploring what difference the differences make. To conceptualize a basis for understanding the theoretical transformation currently taking place in the field of educational psychology, we bring two constructs from the philosophy of science to bear. We suggest that one way to understand the differences is to consider the expressive potential of the research programs. In so doing, we suggest that the research programs be seen as intellectual ecologies created by members within these traditions. We argue that to understand the emic point of view of a tradition, one must become initiated into the discourse within that community and understand the historical development of the ideas within that intellectual ecology.  相似文献   

The grammar school at the Cathedral of the Canary Islands (1563–1851)     

Maria Jesus Vera-Cazorla 《History of education》2013,42(5):551-565

From 1563 until the death of the last teacher in 1851, there was a prebendary in the Cathedral of the Canary Islands in charge of the education of children. In fact, it could be said that this prebendary was the only continuous secondary school teacher there was in the Canary Islands until the beginning of the nineteenth century when the High School of La Laguna was founded in the island of Tenerife. This member of the cathedral chapter was called ‘racionero’ in Spanish and his position ‘ración’. This article will examine this interesting Chair of Grammar from its venue to the teacher’s salary, the students, the teachers or the rights and duties of these teachers.  相似文献