Managing the web-enhanced geographic information service     

Denise Stephens  Geographic Information Coordinator 《The Journal of Academic Librarianship》1997,23(6):498-504

The Web offers an exciting opportunity for geographic information services in the library. It presents both increased visibility and the challenge of providing meaningful service in an untested environment.  相似文献   

Introduction     

Rachael Dunlop 《Cultural Trends》1994,6(22)

  相似文献   

The Priority of Separable Perception in Stimulus Classifications of Children with Mental Retardation     

Greg Cook  J. Todd Stephens 《Child development》1995,66(4):1057-1071

Children (mean CA = 12 years) with mental retardation and adults without mental retardation classified tetrads of stimuli that could be grouped according to identities on separate dimensions or according to overall similarity. When color, size, and line orientation were varied (Experiment 1), both groups used separate dimensions for classification. When hue, saturation, and brightness varied (Experiment 2), both groups used overall similarity for classification. Test-retest correlations showed that the predominant classifications were reliable across 1-week testing intervals. Results support Garner's distinction between separable and integral stimulus structure but do not support an integral-to-separable shift in perceptual development. Comparisons of the tetrad task used in the present study and triads used in previous work are discussed as well as implications of the present data for developmental theories of perceptual classification and processing in children with mental retardation.  相似文献   

Teacher training and teacher education in England and Norway: a comparative study of policy goals   总被引：2，自引：0，他引：2  

Paul Stephens  Chris Kyriacou 《比较教育学》2004,40(1):109-130

In this paper, we examine the complementary and differing state‐defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy‐makers in London and Oslo seek to confer upon the educators of future generations of schoolchildren, as well as exploring opportunities for cross‐cultural policy learning. In broad terms, we found that centrally prescribed initial teacher training in England is, as its name implies, a training model that seeks to induct trainee teachers into the practical skills and willingness necessary for: instructing pupils in National Curriculum subjects, managing classroom activities, setting homework to consolidate and extend classroom work and providing pupils with a safe learning environment. Centrally prescribed initial teacher education in Norway is, as its name implies, an educative model whose goal is to help student teachers to: reflect and act upon the practical implications of educational theory, instruct pupils in National Curriculum subjects, display leadership in the classroom, act as a member of a caring profession, promote Norwegian values and provide pupils with a safe learning environment.  相似文献   

Identifying Health Beliefs Influencing Hispanic College Men's Willingness to Vaccinate against HPV     

Dionne P. Stephens  Tami L. Thomas  Asia Eaton 《American journal of sexuality education》2016,11(4):267-286

This study identifies health beliefs influencing Hispanic college men's human papillomavirus (HPV) vaccine uptake decision making processes. Hispanic college men were interviewed about their HPV vaccine knowledge, and information seeking behaviors. Overall, participants did not view HPV infection or vaccination as an immediate concern or priority; belief that it was a virus that only affected women, and a sense of invulnerability informed their positions. Despite these issues, most men were willing to consider getting the HPV vaccine if they received more education from health care providers, and cost concerns were addressed. These findings pointed to gaps in our understandings of Hispanic college men's HPV vaccination beliefs and provided insight into the importance of integrating this population's unique beliefs into campus health providers efforts aimed at increasing vaccination rates.  相似文献   

Preservice teachers’ articulated noticing through pedagogies of practice     

Anne T. Estapa  Julie Amador  Karl W. Kosko  Tracy Weston  Zandra de Araujo  Rachael Aming-Attai 《Journal of Mathematics Teacher Education》2018,21(4):387-415

Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed.  相似文献   

Cases of incongruity: exploring the divide between adolescents’ beliefs and behavior related to academic dishonesty     

Jason M. Stephens  Heather Nicholson 《Educational studies》2008,34(4):361-376

The past several decades of research has produced many important insights into prevalence and correlates of academic dishonesty. While these studies have offered important contributions to our understanding of such cheating, we are in need of research that allows us to hear what students have to say about it. This paper begins to fill the relative void of student voices by presenting results from individual interviews with a sample of adolescents who acknowledge cheating despite believing that is wrong to do so. Specifically, the present investigation uses a multi‐case research design to explore the phenomenon of belief–behaviour incongruity, as it relates to academic dishonesty, among a demographically and academically diverse group of high school students. Four distinct cases of BBI are presented, each representing a complex configuration of psychological, social, cultural and situational factors: unable, under‐interested, under pressure and unrepentant. Educational implications and suggestion for further research are discussed.  相似文献   

Improving the Validity and Reliability of a Health Promotion Survey for Physical Therapists     

Jaca L. Stephens  John D. Lowman  Cecilia L. Graham  David M. Morris  Connie L. Kohler  Jonathan B. Waugh 《Cardiopulmonary Physical Therapy Journal》2013,24(1):14-23

Purpose

Physical therapists (PTs) have a unique opportunity to intervene in the area of health promotion. However, no instrument has been validated to measure PTs’ views on health promotion in physical therapy practice. The purpose of this study was to evaluate the content validity and test-retest reliability of a health promotion survey designed for PTs.

Methods

An expert panel of PTs assessed the content validity of “The Role of Health Promotion in Physical Therapy Survey” and provided suggestions for revision. Item content validity was assessed using the content validity ratio (CVR) as well as the modified kappa statistic. Therapists then participated in the test-retest reliability assessment of the revised health promotion survey, which was assessed using a weighted kappa statistic.

Results

Based on feedback from the expert panelists, significant revisions were made to the original survey. The expert panel reached at least a majority consensus agreement for all items in the revised survey and the survey-CVR improved from 0.44 to 0.66. Only one item on the revised survey had substantial test-retest agreement, with 55% of the items having moderate agreement and 43% poor agreement.

Conclusions

All items on the revised health promotion survey demonstrated at least fair validity, but few items had reasonable test-retest reliability. Further modifications should be made to strengthen the validity and improve the reliability of this survey.Key Words: health promotion, physical therapy, validity, reliability  相似文献   

Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships     

Chandra Hawley Orrill  Rachael Eriksen Brown 《Journal of Mathematics Teacher Education》2012,15(5):381-403

This study presents a qualitative analysis of the knowledge teachers in one professional development course used to reason about proportional relationships with double number lines. We work from the knowledge-in-pieces perspective to consider the existing knowledge the participants did or did not invoke when learning to reason with this new-to-them representation. We analyzed videotaped sessions of a group of urban middle-grade teachers across five class meetings. Our findings include discussion of the two pieces of knowledge that emerged as important for reasoning about proportions with the representation and three knowledge pieces that deterred meaning making. Implications for professional development are discussed as are the implications for conceptualizing teachers’ understanding through a knowledge-in-pieces lens.  相似文献   

Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers     

Anna Dedousis-Wallace  Megan Varlow  Rachael Murrihy  Tony Kidman 《教育心理学》2014,34(7):862-875

This study with 326 girls-school teachers developed and tested a model of predictors of the likelihood that teachers will intervene in indirect bullying, and evaluated a professional development presentation. Teachers responded to bullying vignettes before and after a presentation on indirect bullying (Experimentals) or adolescent mental health (Controls). In accord with the model, perceived seriousness of indirect bullying mediated between empathy for victims and likelihood of intervening. Self-efficacy also had a direct effect on likelihood of intervention, though level of knowledge of the impact of indirect bullying made only a small contribution. Compared with Controls, the Experimental Group scored more highly, after the presentation, on perceived seriousness of indirect bullying, empathy for victims, likelihood of intervening and self-efficacy, but not on knowledge of impact. It is concluded that teacher education about indirect bullying may be most effective if it focuses on feelings rather than facts, and provides practical intervention strategies.  相似文献