游戏化:情报学视阈下研究生信息素养教育新范式     

沈洋  刘建国  李春鸣  陈永正  覃晓龙  王春明 《现代情报》2019,39(11):107-112

[目的/意义] 研究生教育作为国民教育序列的顶端，肩负着"高端人才供给"和"科学技术创新"的双重使命，对实现国家战略、支撑现代化强国建设具有重大意义。大数据时代对我国研究生信息素质提出更高的要求，也对高校传统信息素养教育发起挑战。[方法/过程] 文章综合运用情报学、传播学与高等教育学跨学科研究方法，以情报学视角论述研究生信息素养教育引入游戏化机制的必要性，随后对美国高校游戏化信息素养教育现状展开探讨，通过对比研究获取信息有效传播路径及优势教育经验。[结果/结论] 最后基于情报学视角提出我国研究生信息素养教育游戏化策略，形成以"游戏设计服务需求、协同宣传与媒介推广、强化游戏馆员内生动力、优化游戏化学习体验"四位一体创新体系。  相似文献   

Childhood adversity and adult health-risk behaviors: Examining the roles of emotion dysregulation and urgency     

《Child abuse & neglect》2018

Adverse childhood experiences (ACEs) are important public health concerns, with links to higher prevalence rates of both health-risk behaviors and physical health difficulties in adulthood. Research has demonstrated an association between early adversity and long-term health-risk behavior development. The current study assessed the role of emotion dysregulation and facets of impulsivity as potential mediators in the relation between ACEs and general health-risk behaviors, including alcohol-related consequences and risky sexual behavior. College students (N = 668) completed online questionnaires that assessed history of ACEs, emotion regulation difficulties, impulsivity under extreme affect, and current engagement in health-risk behaviors. Emotion dysregulation and impulsivity under extreme positive emotion, but not negative emotion, demonstrated a significant serial mediation between ACEs and alcohol-related consequences. Results also suggest that emotion dysregulation mediates the relation between early adversity and all three outcomes (i.e., overall engagement in maladaptive behavior, alcohol-related consequences, and risky sexual behavior). Impulsivity under positive or negative affect did not demonstrate a mediation effect on the three outcomes. Results of this study highlight the importance of assessing for emotion regulation skills when working with young adults with histories of adversity.  相似文献   

Adverse and adaptive childhood experiences are associated with parental reflective functioning in mothers with substance use disorder     

《Child abuse & neglect》2018

Mothers with a substance use disorder (SUD) are at risk for maladaptive parenting practices, and have heightened likelihood of having experienced childhood adversity themselves. In addition, parental reflective functioning (PRF), a capacity underlying sensitive caregiving, is often low in mothers with SUD. This study examines the relationship between PRF and aversive (emotional, physical, sexual abuse and neglect) and adaptive (safety and competence) experiences, in different developmental phases (early childhood, latency, and adolescence) in mothers with a SUD. A sample of 43 mothers with small children were interviewed with the Parental Developmental Interview to assess PRF, and they completed the Traumatic Antecedents Questionnaire regarding aversive and adaptive experiences. In addition, we used the Hopkins Symptoms Checklist-10 to control for mental health status and a battery of neuropsychological tests to control for executive functions. Results indicated that adaptive experiences in early childhood were positively related to PRF, and that experience of emotional abuse was negatively related to PRF. When separating the group of mothers in two sub-groups based on PRF level, results showed that mothers with negative to low PRF had significantly more experiences of adversities in early childhood and latency, and significantly less adaptive experiences in early childhood, latency and adolescence, compared to mothers with moderate to high PRF. In addition, mothers with adequate to high PRF reported experiencing significantly more types of adaptive experiences, and significantly less adversities compared to mothers with negative to low PRF. Results are discussed in relation to developmental trauma, resilience, epistemic trust and mistrust.  相似文献   

Want students to engage? Contextualise graduate learning outcomes and assess for employability     

Trina Jorre de St Jorre  Beverley Oliver 《高等教育研究与发展》2018,37(1):44-57

The ability of graduates to proactively develop, adapt and repackage their capabilities (or attributes) is an essential aspect of employability. This study was conducted at Deakin University, where graduate capabilities have been recast as graduate learning outcomes, and employability is frequently referenced. In light of significant curriculum reform to make graduate capabilities prominent, we investigated student perceptions of graduate capabilities and associated learning outcomes, as well as preparation for employment, to better understand how we can engage students in developing and showcasing their employability. We interviewed 45 students across 10 focus groups and qualitatively analysed their responses for commonly recurring themes. Focus groups were completed in two stages with data analysis and adjustment of questions between stages to enable validation and greater depth of understanding. Our analysis suggests that even with capabilities renamed as learning outcomes, students find graduate learning outcomes too generic to be meaningful and are most likely to engage with learning outcomes that are contextualised and assessed. Our case study illustrates ways to combat this – particularly the importance of assessment design and consistent, student-focused communication in engaging students in the development of capabilities and in the curation of evidence for employability. Students also suggest that advice from employers, professionals and recent graduates, and exposure to industry-related experiences could help make graduate capabilities more meaningful.  相似文献   

Interpersonal violence: identification of associated features in a clinical sample     

《Child abuse & neglect》2018

Violence is a burdensome problem in daily psychiatric practice, even though the diagnosisof a mental disorder is not sufficient to determine a violent behavior; therefore, other factors are involved. We predicted that the participants could be distributed in two groups (e.g. high versus low violence-maltreatment groups) because this grouping would better describe specific patterns of associations in a clinical sample. We aimed to investigate the relation between interpersonal violence and maltreating experiences in childhood. Affective states and personal functioning were also explored as meaningful outcomes. Consecutive patients (N = 101) admitted to a psychiatric unit were evaluated with the Risky Families Questionnaire, the Psychological Maltreatment Review, the Karolinska Interpersonal Violence Scale (KIVS), the Positive and Negative Affect Schedule and the Personal and Social Performance Scale. Single, with average education and unemployed individuals showed significantly higher KIVS scores. High levels of interpersonal violence (IV) in childhood correlated with a harsh family climate in early life. Moreover, IV correlated with perceived parental maltreatment and did not with parental support. The cluster analysis identified two clusters of patients. The first (n = 41) showed negative dysfunctional experiences; the second (n = 60) showed a more positive perception of parental support.The impairment of social functioning and emotions regulation are both involved in this complex relation. The study supports the hypothesis of a clustering of patients that needs tailored management of violence causes and consequences.  相似文献   

Protective Factors as Predictors of Suicide Risk Among Graduate Students          下载免费PDF全文

Kristin L. Bruns  Amber Letcher 《Journal of College Counseling》2018,21(2):111-124

The purpose of this study was to examine protective factors as predictors of suicide risk among graduate students (n = 413) at a large midwestern university. Using binary logistic regression, the authors assigned students to risk classifications (i.e., nonrisk group or suicide risk group). Results indicated emotional stability as the strongest predictor for participants’ placement into the nonrisk or suicide risk group. The authors discuss implications for counselors and directors of college counseling centers, as well as directions for future research.  相似文献   

Becoming Australian: a review of southern Sudanese students’ educational experiences     

Maura Sellars  Helen Murphy 《International Journal of Inclusive Education》2018,22(5):490-509

This research presents a review of the literature around meeting students’ learning needs in Australian schools. It is referenced to one group of students with refugee experience who have been in Australian schools for over 15 years; students with a background of oracy from Southern Sudan. The development of psychological health and literacy competencies are two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students.  相似文献   

Adverse experiences in infancy and toddlerhood: Relations to adaptive behavior and academic status in middle childhood     

《Child abuse & neglect》2018

Findings from the Adverse Childhood Experiences (ACE) study articulated the negative effects of childhood trauma on long-term well-being. The purpose of the current study is to examine the associations between ACEs experienced in infancy and toddlerhood and adaptive behavior and academic status in middle childhood. We used data collected from a sample of low-income families during the impacts study of Early Head Start (EHS). Data were collected by trained interviewers demonstrating at least 85% reliability with protocols. Data come from 1469 socio-demographically diverse mothers and children collected at or near ages 1, 2, 3, and 11. At ages 1, 2, and 3, an EHS-ACEs index was created based on interview and observation items. The EHS-ACEs indices were averaged to represent exposure across infancy and toddlerhood. At age 11, parents were asked about school outcomes and completed the Child Behavior Checklist. Across development, children were exposed to zero (19%), one (31%), two (27%), and three or more ACEs (23%). Logistic regression analyses, controlling for EHS program assignment, and parent, school, and child characteristics, showed ACEs were significantly associated with parental report of the child: having an individualized educational program since starting school and in the current school year, having been retained a grade in school, and problems with externalizing and internalizing behavior, as well as attention. Findings suggest that ACEs influence children’s behavioral and academic outcomes early in development.  相似文献   

Environmental education professional development for teachers: A study of the impact and influence of mentoring     

Julie Ernst  Deanna M. Erickson 《The Journal of environmental education》2018,49(5):357-374

Rivers2Lake helps teachers learn to provide watershed educational experiences for students through a summer institute followed by mentoring. Teacher focus groups were conducted to investigate the impact of mentoring, as well as toward understanding what was influential in bringing about those impacts. Mentoring impacted teachers in affective ways and helped them use what they learned at the institute. The influential nature of the mentoring may be due to the mentors providing a sense of accountability, personalized support, as well as encouragement of reflection and assistance with navigating barriers. Teachers also articulated qualities of effective mentors: invested, flexible, and responsive. With teachers varying in the degree to which they felt they could continue R2L implementation without the support of mentors, implications are discussed.  相似文献   

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey          下载免费PDF全文

April Richardson‐Hatcher  Brian MacPherson  Douglas Gould  Jennifer Brueckner‐Collins 《Anatomical sciences education》2018,11(5):516-524

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists.  相似文献