How vocational psychologists can make a difference in K–12 education     

Justin C. Perry  Lisa Shannon 《International Journal for Educational and Vocational Guidance》2017,17(1):97-115

In general, vocational psychologists have not been engaged in applied research that demonstrates how career interventions can improve educational problems that matter to relevant decision-makers and stakeholders. This article describes how vocational psychology can make a difference in K–12 education by embracing an interdisciplinary community-based approach. To illustrate this approach, a quasi-experimental evaluation of multiple after-school programs provided to a sample of Hispanic Americans is presented. This study offers a realistic example of how researchers in the field can induce change through the development of meaningful partnerships within the community.  相似文献   

Barriers and facilitators of physical education participation for students with disabilities: an exploratory study     

Justin Haegele  Xihe Zhu  Summer Davis 《International Journal of Inclusive Education》2018,22(2):130-141

The purpose of this study was to explore the barriers and facilitators to participation in physical education (PE) for students with disabilities (SWD) from the perspectives of in-service physical educators. A convenience sample of 168 physical educators (72% female, 94% Caucasian) from the United States completed a short questionnaire. After data collection was completed, data were compiled into a spreadsheet and the first and third authors independently open-coded the responses. Cohen’s κ was computed to determine the inter-rater agreement on the open-coding process of the teacher responses. In total, 741 facilitators and 652 barriers were identified, and the most commonly reported barriers and facilitators centered on either teacher- or program-related responses. Barrier and facilitator categories were positively correlated (φ?=?.42 and Cramer’s ν?=?.16, p?=?.00); however, neither years of teaching experiences (r_barriers?=?.01, p?=?.89; r_facilitators?=?.05, p?=?.45) nor frequency of teaching SWD (τ_barriers?=?.05, p?=?.49; τ_facilitators?=?.05, p?=?.47) was significantly associated with the number of barriers or facilitators reported. Unique to other research in this arena, teachers frequently reported that personal-related variables were also as barriers to PE participation.  相似文献   

Representing the retinal line spread shape with mathematical functions     

Justin WANEK  Mahnaz SHAHIDI 《Journal of Zhejiang University. Science. B》2008,9(12):996-1002

Objective: To report a mathematical function that characterizes the double-pass line spread function (LSF) of the human eye. Determining analytical functions that represent the double-pass LSF is important because it allows modeling the optical performance of the eye. Methods: Optical section retinal images, generated in normal human eyes using a modified slit-lamp biomicroscope, were analyzed to derive the double-pass LSF by plotting the intensity distribution of laser light reflected/ scattered from the vitreoretinal interface. Three mathematical functions (Lorentzian, Gaussian, exponential) were fitted to the double-pass LSF and the root mean square error (RMSE) was calculated to provide a measure of the goodness of fit. Results: The Lorentzian function provided the best representation of the double-pass LSF of normal human eyes. The full width at half maximum (FWHM) of the Lorentzian fitted curve was positively correlated with age, indicating that the double-pass LSF broadens with age. Furthermore, the goodness of fit of the Lorentzian function was significantly better in younger subjects as compared with older subjects, suggesting that the fitted function to the double-pass LSF may vary according to age. Conclusion: The results demonstrate an age-related change in the double-pass LSF width and the goodness of fit of the Lorentzian function.  相似文献   

主导设计形成机理及其战略驱动因素研究     

谭劲松  薛红志 《中国软科学》2007,(7):41-53

以往研究强调了外部环境和随机事件在主导设计形成过程中的角色，然而这只是对主导设计形成的部分解释。本研究对此进行了拓展，将主导设计的形成归因于企业可控的战略因素，认为不可控的外部因素其实是企业战略选择的结果。最后，本文以中国的TD—SCDMA技术如何发展成为主导设计为例进行了分析，并为今后的研究提出一些建议。  相似文献   

Addressing escape‐maintained behavior for students with developmental disabilities: A systematic review of school‐based interventions          下载免费PDF全文

Evan H. Dart  Keith C. Radley  Benjamin A. Mason  Justin P. Allen 《Psychology in the schools》2018,55(3):295-304

Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students’ behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention strategies to the function of a student's problem behavior may increase its effectiveness. There are data to suggest that students with disabilities exhibit escape‐maintained problem behavior in the classroom twice as frequently as problem behavior maintained by other consequences such as attention or access to tangibles. Thus, the purpose of this systematic review was to identify school‐based intervention strategies that have been used to reduce the disruptive behavior of students with developmental disabilities. In total, 12 articles met search criteria, with escape extinction, curricular modification, and noncontingent escape serving as the most frequently employed intervention strategies. Limitations and future directions are discussed.  相似文献   

National internationalisation of higher education policy in Singapore and Japan: context and competition     

Justin S. Sanders 《Compare》2019,49(3):413-429

This cross-case analysis explores national level internationalisation of higher education (IoHE) policies in Singapore and Japan. Through comparison of the state level internationalisation strategies, this paper aims to highlight how each country’s unique policy environment impacts their approach to IoHE. The analysis suggests that despite the differing national circumstances and ultimate approaches to internationalisation, both states use it primarily as a means to stay competitive in the twenty-first century global knowledge-based economy. This suggests that while IoHE does build bridges between nations, institutions, and individuals within and between regions, within these cases it is being driven by nationally-centred rationales. While some criticize a competition orientation in IoHE, even with such rationales it may still serve to drive greater collaboration and integration among East Asian higher education systems.  相似文献   

Comprehensive evaluation of player-surface interaction on artificial soccer turf     

Clemens Müller  Thorsten Sterzing  Justin Lange  Thomas L. Milani 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):193-205

The purpose of this study was to evaluate the traction characteristics of four different stud configurations on Fédération Internationale de Football Association (FIFA) 2-Star, third-generation artificial soccer turf. The investigated stud configurations were hard ground design, firm ground design, soft ground design, and an experimental prototype. The concept of this study combines performance, perception, biomechanical, and mechanical testing procedures. Twenty-five soccer players took part in the different testing procedures. Variables of this study were: running times, subjective rankings/ratings, ground reaction forces, and mechanical traction properties. Statistical discrimination between the four stud configurations was shown for performance, perception, and biomechanical testing (p < 0.05). Unsuited stud configurations for playing on artificial turf are characterized by less plain distributed and pronounced studs.  相似文献   

Psychological capital development effectiveness of face-to-face,online, and Micro-learning interventions     

Carter  Justin W.  Youssef-Morgan  Carolyn 《Education and Information Technologies》2022,27(5):6553-6575

Education and Information Technologies - There is growing empirical support for the benefits of developing psychological capital (PsyCap), and the effectiveness of PsyCap interventions (PCIs) in...  相似文献   

Can Wii Engage College-Level Learners? Use of Commercial Off-the-Shelf Gaming in an Introductory Statistics Course     

Jessica A. Stansbury  Evangeline A. Wheeler  Justin T. Buckingham 《学校用计算机》2014,31(1-2):103-115

Technological advancements and growing dependence on media outlets as sources of information compete for the attention of individuals born in a rapidly expanding digital age. As a result, educators using traditional, nondigital teaching methods struggle with keeping students engaged in the classroom. The present study assessed the extent to which a digitally enhanced learning environment can improve student involvement in learning. A traditional behavioral statistics lecture was supplemented with Nintendo Wii video gaming to increase student content knowledge comprehension and engagement with course material. A mixed Analysis of Variance (ANOVA) revealed that those in the video gaming condition improved significantly more than those receiving traditional lecture only. This research suggests that students can learn difficult conceptual material (i.e., statistics) through more novel, interactive teaching methods.  相似文献   

Students’ use of personal technologies in the university classroom: analysing the perceptions of the digital generation     

Debra Langan  Nicole Schott  Timothy Wykes  Justin Szeto  Samantha Kolpin  Carla Lopez 《Technology, Pedagogy and Education》2016,25(1):101-117

Faculty frequently express concerns about students’ personal use of information and communication technologies in today’s university classrooms. As a requirement of a graduate research methodology course in a university in Ontario, Canada, the authors conducted qualitative research to gain an in-depth understanding of students’ perceptions of this issue. Their findings reveal students’ complex considerations about the acceptability of technology use. Their analysis of the broader contexts of students’ use reveals that despite a technological revolution, university teaching practices have remained largely the same, resulting in ‘cultural lag’ within the classroom. While faculty are technically ‘in charge’, students wield power through course evaluations, surveillance technologies and Internet postings. Neoliberalism and the corporatisation of the university have engendered an ‘entrepreneurial student’ customer who sees education as a means to a career. Understanding students’ perceptions and their technological, social and political contexts offers insights into the tensions within today’s classrooms.  相似文献