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1.
Rui Paixo Rui Arago Oliveira Richard C. Page Chinw J. Uwah Jodi L. Carlton 《Int J Intercult Relat》2001,25(6):237
This study compared the ways that graduate and undergraduate counseling and psychology students from Portugal and the United States evaluated the feelings of Love, Anger and Guilt. Utilizing a semantic differential, a multivariate analysis of variance was employed in which the independent variables were Country and Gender and the dependent variables were the evaluative and potency scales of Love, Anger and Guilt. There was no significant main effect for gender and there was no significant interaction effect for gender by country. There was a significant main effect for country. It was found that students from the United States evaluated Anger more positively than the Portuguese students and that the Portuguese students evaluated Guilt more positively than the United States students. These findings have implications that are relevant to the counseling process. 相似文献
2.
Jodi L. Tangen 《Counselor Education & Supervision》2017,56(1):65-78
There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided. 相似文献
3.
Andreas Nilsson Magnus Bergquist Wesley P. Schultz 《Environmental Education Research》2017,23(4):573-589
When implementing environmental education and interventions to promote one pro-environmental behavior, it is seldom asked if and how non-target pro-environmental behaviors are affected. The spillover effect proposes that engaging in one behavior affects the probability of engagement or disengaging in a second behavior. Therefore, the positive spillover effect predicts that interventions targeting one specific behavioral have the capacity to promote non-targeted and/or future pro-environmental behaviors. However, the negative spillover effect predicts that engaging in a first pro-environmental behavior will prevent or decrease a second pro-environmental behavior. Since the theoretical and empirical basis for positive and negative spillover effects are not sufficiently understood, the present paper (1) suggests a distinction between behavioral, temporal, and contextual spillovers (2) reviews the existing spillover research literature across a variety of environmental domains, (3) presents potential moderators governing the direction of spillover effects, and finally (4) discuss techniques to promote pro-environmental spillovers. 相似文献
4.
Pernilla Nilsson 《Teachers and Teaching》2013,19(2):188-201
In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self- and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers’ approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers’ PCK in pre-service teacher education. 相似文献
5.
Jodi Williamschen 《Cataloging & classification quarterly》2020,58(3-4):458-463
AbstractThe Program for Cooperative Cataloging (PCC) Task Group on Metadata Application Profiles was convened in May 2019 to help the PCC understand issues and practices associated with the management of metadata application profiles. Their work, discussed here, will guide future decisions and implementations of metadata application profiles in cataloging. 相似文献
6.
In two experiments, saccharin (CS) and lithium chloride (US) were paired in a context consisting of specific visual, auditory, tactual, and olfactory cues. The saccharin aversion was then extinguished in a context free from conditioning-context cues. Later, saccharin preference tests were given in the presence and absence of these cues. The results indicated that the background cues of the conditioning trial controlled the amount of saccharin drunk on extinction trials, and, furthermore, that extinction of the taste aversion was context specific; i.e., groups given extinction trials in a different (from conditioning) context retained their saccharin aversion in the conditioning context only. The results indicate an important role played by the exteroceptive context in taste-aversion conditioning. 相似文献
7.
8.
Per Nilsson 《Educational Studies in Mathematics》2007,66(3):293-315
The purpose of this study is to investigate the ways in which Swedish seventh grade students (12 and 13 years old) handle
chance encounters. Four groups of students working in pairs participated in the study. In the group discussions, which were
tape-recorded and fully transcribed, the students were encouraged to explore strategies for winning a specifically designed
dice game based on the sum of two dice. The dice game included four different set-ups of dice designed to bring to the fore
different aspects of probability modelling and to offer the student the opportunity to encounter small differences in the
mathematical structure of the sample space and of the probability distribution between the four different set-ups. The study
describes strategies that the students use when confronted with these different set-ups, what their activities imply in terms
of resources in handling random phenomena and what the dice game offers in terms of opportunities for learning probability.
In order to explain such meaning-making processes the students’ activities are viewed from a perspective that takes into consideration
how the students’ understanding varies with their interpretations of the situation they are confronted with, i.e., how they
contextualize the different set-ups of the dice game. The results show how the students, during the course of the game, reorganize
their interpretations of the mathematical content confronting them, and how a variation of guiding principles becomes the
object of exploration. Approaches of extremes and a number model are described as a means for the students to identify and
assign probabilities for the total of two dice. 相似文献
9.
Patricia?E.?SimmonsEmail author Herb?Brunkhorst Vincent?Lunetta John?Penick Jodi?Peterson Barbara?Pietrucha 《Journal of Science Education and Technology》2005,14(2):239-252
The Science Summit reinforced a question upon which many of us in science education are focused: How can we, the science education community of researchers, practitioners, and consumers, lead policy? We include a brief review of the No Child Left Behind Act and its implications for teachers, and elaborate about one ongoing and growing effort to answer the concerns about the paucity of research expressed at the Summit. We describe a unique and growing collaboration across professional science education and science organizations and societies that focuses on the development of a research agenda. The term ‘consilience’ refers to the “jumping together of knowledge” that leads to scientific advancements, progressive, creative, fluid scientific research and intellectual capacity to move a research community toward an enlightened research agenda. A coherent research agenda enables us to specify what we know, what we need to know, and how research can be employed for creating and implementing policy. The use of a dynamic organizer (such as Pasteur’s Quadrant) for a research matrix of topics provides a possible structure for organizing and cataloging research questions, designs, findings from past studies, needed areas for research, and policy implications. Through this unique collaboration, the science education community can better focus on needs and priorities and ensure that teachers, policy makers, scientists, and researchers in education at local through national levels have an important stake in research priorities and actions. 相似文献
10.
Peter R. Jones Jodi Levine Laufgraben Nancy Morris 《Assessment & Evaluation in Higher Education》2006,31(3):249-265
Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities. 相似文献