Assessing alumni success: income is NOT the only outcome!     

Amber D. Dumford  Angie L. Miller 《Assessment & Evaluation in Higher Education》2017,42(2):195-207

Institutions may be interested in using alumni career success as evidence of institutional effectiveness, but the current study suggests that using income as the sole outcome may not be entirely capturing the occupational experience of graduates. Utilising data from the Strategic National Arts Alumni Project, exploratory and confirmatory factor analysis indicated that there are two distinct components of job satisfaction for arts graduates: intrinsic satisfaction and extrinsic satisfaction. The results of ordinary least squares regression analyses for these two factors provide some relationships concerning demographic and occupational characteristics with these two areas of satisfaction. In considering overall job satisfaction, intrinsic satisfaction may play a larger role in how alumni perceive their career outcomes and success.  相似文献   

Understanding the degrees of freedom of sample variance by using Microsoft Excel          下载免费PDF全文

Jian‐Hua Ding  Xian‐Wen Jin  Ling‐Ying Shuai 《Teaching Statistics》2017,39(3):92-95

In this article, the degrees of freedom of the sample variance are simulated by using the Visual Basic for Applications of Microsoft Excel 2010. The simulation file dynamically displays why the sample variance should be calculated by dividing the sum of squared deviations by n‐1 rather than n, which is helpful for students to grasp the meaning of degrees of freedom.  相似文献   

Meeting the Capstone Challenge in Postgraduate Food Science Education          下载免费PDF全文

Peter McSweeney  Joaquin Calvo  Michael Santhanam‐Martin  Helen Billman‐Jacobe 《Journal of Food Science Education》2017,16(3):77-80

Project work and work placements can help prepare tertiary food science students for the workplace. Programs in the curriculum should support the development of transferable skills such as communication, problem‐solving, and planning. This paper describes a case study of a new capstone project for Masters of Food Science students based on a work integrated learning model. Students were engaged to develop a HACCP plan for a cheesemaker. They interacted with a peer group, academics, and with professionals from the food industry. Two iterations of the project were completed. Staff and student feedback from the first iteration informed modifications in the subsequent iteration. Industry partners and an authentic work task were key components of the project. The model could apply to a broad range of programs that require a capstone project in the curriculum.  相似文献   

Cybersupervision: Further Examination of Synchronous and Asynchronous Modalities in Counseling Practicum Supervision     

Russell A. Chapman  Stanley B. Baker  Sylvia C. Nassar‐McMillan  Edwin R. Gerler Jr. 《Counselor Education & Supervision》2011,50(5):298-313

The authors used an intensive single‐subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14‐week, semester‐long counseling practicum. Following a face‐to‐face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web‐based modality could be used in similar settings.  相似文献   

School Counseling Site Supervisor Training: An Exploratory Study     

Lorraine DeKruyf  Dale‐Elizabeth Pehrsson 《Counselor Education & Supervision》2011,50(5):314-327

This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered.  相似文献   

III. ATTACHMENT AND EMOTIONAL DEVELOPMENT IN INSTITUTIONAL CARE: CHARACTERISTICS AND CATCH UP     

Marian J. Bakermans‐Kranenburg  Howard Steele  Charles H. Zeanah  Rifkat J. Muhamedrahimov  Panayiota Vorria  Natasha A. Dobrova‐Krol  Miriam Steele  Marinus H. van IJzendoorn  Femmie Juffer  Megan R. Gunnar 《Monographs of the Society for Research in Child Development》2011,76(4):62-91

Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting.  相似文献   

The Random‐Effect Generalized Rating Scale Model     

Wen‐Chung Wang  Shiu‐Lien Wu 《Journal of Educational Measurement》2011,48(4):441-456

Rating scale items have been widely used in educational and psychological tests. These items require people to make subjective judgments, and these subjective judgments usually involve randomness. To account for this randomness, Wang, Wilson, and Shih proposed the random‐effect rating scale model in which the threshold parameters are treated as random effects rather than fixed effects. In the present study, the Wang et al. model was further extended to incorporate slope parameters and embed the new model within the framework of multilevel nonlinear mixed‐effect models. This was done so that (1) no efforts are needed to derive parameter estimation procedures, and (2) existing computer programs can be applied directly. A brief simulation study was conducted to ascertain parameter recovery using the SAS NLMIXED procedure. An empirical example regarding students’ interest in learning science is presented to demonstrate the implications and applications of the new model.  相似文献   

Laboratory materials: Affordances or constraints?     

Rebecca C. Jordan  Maria Ruibal‐Villasenor  Cindy E. Hmelo‐Silver  Eugenia Etkina 《科学教学研究杂志》2011,48(9):1010-1025

Laboratory instruction is critical to the understanding of biology and is a central piece of biological sciences instruction. Although much investigation has focused on the content of biology laboratory exercises, we contend that understanding the extent to which the laboratory materials can aid or limit experimental investigation is of equal importance. In this study, therefore, we investigate the role of timing and availability of laboratory equipment in the context of two different laboratory exercises. We use both case study and an experimental approach to investigate how laboratory materials guide the planning, context, creativity, and timing of ideas shared among students. Our data support the notion that providing students with laboratory equipment before students plan and consider different experimental approaches can constrain students' ideas and encourage tool‐focused solutions to experimental design tasks. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1010–1025, 2011  相似文献   

Can an educational intervention,specifically Theatre in Education,influence students’ perceptions of and attitudes to cultural and religious diversity? A socio‐educational research     

Marios Koukounaras‐Liagis 《British Journal of Religious Education》2011,33(1):75-89

Contemporary thinking seems to be particularly interested in the investigation of the role of culture in socio‐political life. This article presents aspects of a research project, undertaken in Greece, looking into whether a cultural product can foster intercultural communication and influence young people’s perceptions of and attitudes to cultural and religious diversity. Such cultural products are the Theatre in Education (TiE) programmes, which focus on the use of the art of theatre as a means of educational intervention. For the purposes of our research a specially designed TiE programme was used as a means of intervention and as a research tool. Our research examines secondary education students’ perceptions of and attitudes to cultural and religious diversity prior to and following the intervention in Thessaloniki and in Thrace, Greece. This cultural intervention, which incorporates art and religion, offers new insights into the possibility of the use of TiE for the religious education of young people.  相似文献   

The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals,autonomous motivation and reading proficiency     

Yin‐Kum Law 《Journal of Research in Reading》2011,34(4):402-425

Research indicates that cooperative learning with teacher‐guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher‐led approach) were compared. The participants were 279 Grade 5 Hong Kong students located in nine classrooms. The two experimental conditions emphasised teachers' cognitive support in helping students to understand a text through both teacher‐led and student‐led activities. Post‐test data included a reading comprehension test and three questionnaires that investigated students' goal orientations, initial level of relative autonomy and perceptions of instructional practices. Findings indicate that students in the jigsaw group outperformed students in both the drama group and the control group in the reading comprehension test. The implications of conducting cooperative learning activities with well‐planned teacher guidance are discussed.  相似文献