Psychological Resources as Stress Buffers: Their Relationship to University Students' Anxiety and Depression     

Christopher J. McCarthy  Rachel T. Fouladi  Brian D. Juncker  Kenneth B. Matheny 《Journal of College Counseling》2006,9(2):99-110

The association of protective resources, personality variables, life events, and gender with anxiety and depression was examined with university students. Building on regression analyses, a structural equation model was generated with good fit, indicating that with respect to both anxiety and depression, negative life events and coping resources were mediated by a common distress factor. Personality variables were associated with anxiety, which in turn had a direct relationship to depression.  相似文献   

Message from the “Island group”: What is literacy in science literacy?     

Brian M. Hand  Donna E. Alvermann  James Gee  Barbara J. Guzzetti  Stephen P. Norris  Linda M. Phillips  Vaughan Prain  Larry D. Yore 《科学教学研究杂志》2003,40(7):607-615

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Book reviews     

Brian Cambourne 《Prospects》1985,15(3):471-476

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Community-based rehabilitation programmes     

Brian O'Toole 《Prospects》1995,25(2):311-319

Conclusion Few CBR programmes have developed beyond small-scale projects to large-scale innovations. Few governments have made any significant commitment to and investment in the development of national CBR services. Most CBR programmes are regarded as ‘additional programmes’. Moreover, the attempts that have been made to work within existing infrastructures have often meant the programmes become little more than a minor facet of existing service provision, to which no particular priority is given. However, despite these limitations, CBR has demonstrated, through several successful examples, what can be achieved. For relatively little money, CBR can create better opportunities for disabled children and engenders in parents a sense that they can play a significant role in the development process. Communities have become more aware of disabled persons in their midst and, at times, have played a major role in planning ways of meeting their needs. CBR offers a new approach to rehabilitation, policy makers, professionals, planners, community leaders and to the disabled persons themselves. Progress has been slow and uneven over the first decade of CBR. It is significant, however, that some of the most creative examples of parental-professional collaboration have come from some of the poorest nations. It may be time for the developed world to look towards the developing countries to find innovative approaches to meet the needs of disabled persons. It is quite clear that traditional approaches can do no more than scratch the surface. A radical reappraisal of our respective roles in the rehabilitation and education of disabled persons is required. CBR offers this new approach. If, however, the vision and courage to tread new paths are lacking, then the danger is that more conferences will be held, more declarations will be written, more slogans devised, and still 98% of the disabled population will remain totally unaware of the international concern being voiced on their behalf. Ph.D. An educational psychologist, O'Toole has been working in Guyana for the past sixteen years. He introduced the first training programme in special education at the University of Guyana, and has been the Director of the Guyana community-based rehabilitation programme. He has written widely on the issue of community-based rehabilitation and has co-edited a book with R. McConkey entitledInnovations in developing countries in disability. He has carried out consultancies for the World Health Organization and a number of non-governmental organizations.  相似文献   

Who mentors undergraduate student researchers? An analysis of faculty involvement at a four-year university     

Donna Chamely-Wiik  Brian T. Cooney  Michael A. DeDonno 《Mentoring & Tutoring: Partnership in Learning》2020,28(1):78-97

ABSTRACT

In this study, we investigated a profile of faculty who mentor undergraduate researchers at a four-year Hispanic-serving, public research university. Six variables were investigated: ethnicity, gender, age, tenure status, teaching evaluations, and research productivity. Data were compiled from institutional databases. Findings showed a greater percentage of tenured faculty mentoring undergraduate researchers while the percent of minority UR faculty mentors was consistent with institutional percentages. Additionally, findings included a higher percentage of Science, Technology, Engineering, and Math (STEM) Undergraduate Research (UR) underrepresented minority faculty mentors compared to STEM Institution (INST) underrepresented minority faculty. For research productivity, UR faculty mentor funding comprised 28.0% of all external grant awards and 36.0% of all external funding during the sampling period. The majority funding for INST and UR faculty were found to be in the STEM disciplines. These findings provide evidence of potential predictors to describe UR faculty mentor profiles and can be considered important information for determining future educational policies and practices.  相似文献   

Māori science education in Aotearoa New Zealand     

Anaru Wood  Brian Lewthwaite 《Cultural Studies of Science Education》2008,3(3):625-662

Abstract    This article reports on the first two phases of a multiphase science education development project in predominantly Māori kura (school communities) in the central region of the North Island of Aotearoa New Zealand. The development project in its entirety employs an action research methodology and by so doing endeavors to support the improvement of science education delivery in accordance with school community aspirations. The full project (a) establishes the current situation in Year 1–8 science education in the communities; (b) identifies developmental aspirations for stakeholders within the communities and identifies potential contributors and constraints to these aspirations; (c) implements mechanisms for achieving identified aspirations; and finally; (d) evaluates the effectiveness of such mechanisms. In its focus on the first two phases, this article incorporates the analytical lenses of Kaupapa Māori Theory and Bronfenbrenner’s bio-ecological model. It concludes by outlining some priorities to consider for science education development based on the outcomes of our preliminary discussions.

Brian LewthwaiteEmail:

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Development of Automated Scoring Algorithms for Complex Performance Assessments: A Comparison of Two Approaches     

Brian E. Clauser  Melissa J. Margolis  Stephen G. Clyman  Linette P. Ross 《Journal of Educational Measurement》1997,34(2):141-161

Performance assessments are typically scored by having experts rate individual performances. The cost associated with using expert raters may represent a serious limitation in many large-scale testing programs. The use of raters may also introduce an additional source of error into the assessment. These limitations have motivated development of automated scoring systems for performance assessments. Preliminary research has shown these systems to have application across a variety of tasks ranging from simple mathematics to architectural problem solving. This study extends research on automated scoring by comparing alternative automated systems for scoring a computer simulation test of physicians'patient management skills; one system uses regression-derived weights for components of the performance, the other uses complex rules to map performances into score levels. The procedures are evaluated by comparing the resulting scores to expert ratings of the same performances.  相似文献   

Modelling reality in mathematics classrooms: The case of word problems     

Brian Greer 《Learning and Instruction》1997,7(4):293-307

An abundance of recent research, in many countries, has documented a very widespread tendency of children to answer school mathematics word problems with apparent disregard for the reality of the situations described by the text of these problems. Analysis of this behaviour strongly suggests that an explanation is not to be found in some cognitive deficit of the children, but rather in the culture of the classroom wherein word problems are presented in stereotyped fashion, with an implicit assumption that a solution involving the application of one or more of the basic arithmetical operations to the numbers mentioned in the text is appropriate and unproblematical. Taking such contextual influences into account, the observed behaviour of the children may be considered a reasonable response. An alternative conceptualisation of word problems, as situations calling for mathematical modelling taking into account real-world knowledge where appropriate, is proposed, with suggestions as to how it could be implemented.  相似文献   

Stability, change, and correlates of the peer relationships of young children with mild developmental delays     

Guralnick MJ  Hammond MA  Connor RT  Neville B 《Child development》2006,77(2):312-324

The peer relationships of young children with mild developmental (cognitive) delays recruited at 4-6 years of age were examined in a longitudinal study across a 2-year period. Results revealed only modest increases in children's peer interactions, a high degree of intraindividual stability, and the existence of a poorly organized and conflict-prone pattern of peer interactions. Child cognitive and language levels as well as family stress and support were associated with children's peer interactions. A subgroup was identified of initially low interactors who were at especially high risk for future peer interaction problems. These findings further underscore the importance of designing and implementing early intervention programs in the area of peer relationships for children with mild developmental delays.  相似文献   

Sexual Health Education in Massage Therapy Programs: A Survey of Program Directors     

Brian D. Zamboni  Dale K. Healey 《American journal of sexuality education》2016,11(3):176-188

Massage therapy program directors completed an online survey to explore sexual education in massage therapy programs. The overall data suggest that program directors are supportive of sexual health education in the training of massage therapists and that such education is integrated into several aspects of their training programs. To enhance sexual health education, massage therapy programs could collaborate with specialists in sex therapy or sexuality education. Massage therapy training may need to include the following topics: working with clients who have been sexually abused, working with transsexual clients, understanding sexual arousal processes, and understanding dynamics between men and women.  相似文献