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The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program. 相似文献
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Arnel F. Gutierrez 《CBE life sciences education》2014,13(1):76-82
The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group''s instruction was supplemented with the card game, while the control group''s instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory. 相似文献
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Parisa Soltani Rebecca Gutierrez Keeton John L. Hoffman 《Community College Journal of Research & Practice》2013,37(7):405-421
ABSTRACTThe purpose of this mixed methods study was to investigate the relationship between participation in Extended Opportunity Programs and Services (EOPS) at California Valley College (CVC) (one of the 113 California Community Colleges in California) and several measures of student learning. An embedded survey design was developed using William Sedlacek’s noncognitive questionnaire (NCQ), items from the Community College Survey of Student Engagement (CCSSE), items based on Marcia Baxter Magolda’s epistemological reflection model of cognitive complexity, and items based on student learning outcomes for learning in EOPS. The survey had a 43.7% response rate. Students’ demographic characteristics, progress data, and grades were also collected. The survey concluded with four open-ended questions examining students’ perceptions about their learning. GPA (grade point average) as an outcome measure, and several NCQ scales were positively correlated with the Learning in EOPS Scale. Qualitative and mixed methods analyses extended statistical findings, highlighting the importance of positive outlook, positive self-concept, realistic self-appraisal, and support for learning. Finally, the study found that students’ academic and social involvement played a noteworthy role in students’ development, especially as related to cognitive complexity and learning in EOPS. 相似文献
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Teacher candidates train in an educational world that has changed dramatically. The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. After implementing a program‐wide support plan protocol and professional action plan tool, we examined the issues that signaled the need for intervention, the types of supports provided, and the resulting program decision. We captured staff perspectives regarding the effectiveness of the support plan protocol and conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today’s classrooms. 相似文献
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F. J. Amaro-Gahete A. De-la-O L. Jurado-Fasoli A. Espuch-Oliver T. de Haro A. Gutierrez 《Journal of sports sciences》2013,31(19):2175-2183
ABSTRACTThis study aimed to investigate the effects of different training modalities on the soluble Klotho (S-Klotho) plasma levels in sedentary middle-aged adults. A total of 74 middle-aged adults (53.4 ± 5.0 years old; 52.7% women) were enrolled in the FIT-AGEING study. We conducted a 12-week randomised controlled trial. The participants were randomly assigned to 4 different groups: (i) a control group (no exercise), (ii) a physical activity recommendation from the World Health Organization group (PAR), (iii) a high intensity interval training group (HIIT), and (iv) a high intensity interval training group adding whole-body electromyostimulation training group (HIIT-EMS). S-Klotho plasma levels, anthropometric measurements, and body composition variables were measured before and after the intervention programme. All exercise training modalities induced an increase in the S-Klotho plasma levels (all P ≤ 0.019) without statistical differences between them (all P ≥ 0.696). We found a positive association between changes in lean mass index and changes in the S-Klotho plasma levels, whereas a negative association was reported between changes in fat mass outcomes and changes in the S-Klotho plasma levels after our intervention study. In conclusion, our results suggest that the link between exercise training and the increase in S-Klotho plasma levels could be mediated by a decrease of fat mass and an increase of lean mass. 相似文献
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Amanda Gutierrez 《Critical Studies in Education》2016,57(3):313-329
Teacher training for developing nation contexts is often conducted in short, intensive inside and outside-of-country programmes. Concerns have been raised in relation to the uncritical take-up of the western-centric material provided by these programmes, which are usually funded by national and international government organizations. This paper explores an approach used in an outside-of-country teacher training programme funded by an Australian government grant. The research focused on teacher trainers from the Monastic education system and their reflections on whether critical literacy approaches could be incorporated into curriculum in Myanmar. It used a Bakhtinian framework to analyse the teacher trainers’ ideological environments and their hybridizations of critical literacy discourses for their own contexts. It was found that while the teacher trainers were passionate about the worth of developing critical literacy skills for their teachers and pupils, they struggled with a range of constraints that existed for them within their country. The research illustrated the importance of providing spaces for participants in programmes such as these to critically reflect on the relevance of non-government organization (NGO) and international non-government organization (INGO) training programmes, especially in light of the multiple challenges that are a part of their everyday lives. 相似文献
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A model for the analysis of subjects’ causal reasoning is proposed, drawing on de Kleer and Brown's ‘mechanistic mental models’. The purpose of the model is to provide a framework for understanding the possible causal structure of children's and adults’ spontaneous reasoning about the physical world. The model is used to analyse data on students’ understanding of aspects of forces and motion; to reanalyse a protocol of Driver's; and to compare and criticize the models of Andersson and of Rozier. We show how the model can provide a language for describing common‐sense causal thinking. 相似文献