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P. PAUL HEPPNER S. CRAIG ROONEY LISA Y. FLORES JEFFREY M. TARRANT JACQUELINE K. HOWARD AMY M. MULHOLLAND RUSSELL THYE SHERRI L. TURNER KATHERINE M. HANSON RODERICK L. LILLY 《Counselor Education & Supervision》1999,38(3):205-217
This study examined the effects of a 2-step practice poster session on first-year doctoral students' self-efficacy beliefs about making professional presentations, and evaluated the usefulness of an active-learning teaching assignment. Quantitative and qualitative data were collected from participants after each of 2 practice poster sessions. The results (a) suggest that the relatively brief training exercise significantly increased participants' self-efficacy to give scholarly presentations, and (b) replicate earlier reports about the usefulness of the learning assignment. 相似文献
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BRADLEY COURTENAY SHARAN MERRIAM LISA BAUMGARTNER 《International Journal of Lifelong Education》2013,32(2):111-131
Although the literature on adult learning is extensive, most of the content is based on research with adults who enrolled in mainstream groups and organizations. Why adults would engage in learning to become a member of a marginalized group and the learning process they undergo to achieve that goal is a question that has been largely ignored in previous research. The authors of this study wanted to know how the decision to join a stigmatized, less visible and less accessible group would be different from or similar to the motivation for participation in mainstream groups. Further, they were interested to determine the nature of the learning process and how it extends what they already knew about the learning process. Wicca was chosen as the context for the study because Wiccans are not easily accessible and provide instances of harassment from employers, friends and family, both indications of a marginalized group. Data were gathered by personal interviews and analysed by the constant comparison method. Adults who embark on the learning experience to become a Wiccan are motivated by an intense internal curiosity that may begin in childhood, that is prompted by recognizing they are different from other people and/or that they cannot find satisfactory answers to questions about the meaning of life. The deeply internal motivation is enduring for years, even decades for some. The components of the learning process include the initial motivation, an exploratory period of self-directed study and a focused component where learners participate in formal classes, experiential learning activities, reflection and mentoring. The complementary nature of these three components reflects an integrated learning process. 相似文献
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Major developments in the use of the internet have enabled easy and widespread access to information and the ability to form virtual social networks. For parents of children with developmental disorders, who may at times feel isolated, having a forum to discuss their fears and concerns with other parents who are sharing similar experiences may provide a source of support and advice. Waiting lists for assessments, including for children with developmental co‐ordination disorder (DCD), remain in many areas; a professionally supported message centre could also add an additional level of service and empowerment for these parents. This could potentially reduce the need for unnecessary assessment in some cases and help to bridge the information gap between health and education. The Dyscovery Centre message board has been established for over four years and has seen increasing usage during that time. This paper aims to explore the range, frequency and types of concerns that parents of children with specific learning difficulties express when accessing the message board. The impact of this type of support is discussed. The paper then explores how this approach and other online strategies can effectively run alongside more traditional services in both health and education. 相似文献
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LISA M. LARSON MICHELLE P. CLARK LAURIE H. WESELY STEPHANIE F. KORALESKI JEFFREY A. DANIELS PATRICIA L. SMITH 《Counselor Education & Supervision》1999,38(4):237-248
A brief mock counseling session was potentially more risky but more potent than a brief videotaped counseling session as an intervention for increasing counseling self-efficacy in prepractica trainees. 相似文献
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ISABELLE D. CHERNEY LISA KELLY-VANCE KATRINA GILL GLOVER AMY RUANE BRIGETTE OLIVER RYALLS 《教育心理学》2003,23(1):95-106
The goals of the present study were to identify the impact particular stereotyped toys have on young children's complexity of play; to identify how these behaviours may influence children's cognitive development using play assessment; and to ascertain the toys that would be most appropriate for use in play assessment sessions. A total of 30 children who ranged in age from 18-47 months were observed playing for 30 minutes in a playroom. Analyses revealed that higher levels of play complexity were only manifested when children played with female stereotyped toys. The implications for practitioners of this and other findings are discussed. 相似文献
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Ratings by practicing school counselors' of their needs for training in multicultural counseling indicated that additional training is most needed to promote students' academic achievement and to enhance counselors' cross-cultural communication and racism awareness. Curricular implications are discussed. 相似文献
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LISA W. LOUTZENHEISER 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):109-127
In this article, my goals are to speak theoretically and methodologically about researching with, for, and about queer youth in ways that trouble identities as people represent them. I do so within examinations of (hetero)normativity and exploring the promise of queering qualitative methodologies. Opening with a brief contextualization of the ethical conundrums inherent in a qualitative research methodology, I am particularly interested in methodologies that emanate from epistemologies that attempt both to be ethical, and to acknowledge the very impossibility of such a move. Next, possibilities for data collection, analysis, and representation that are particularly important when working with queer youth are outlined. Last, I engage in the difficult conversation about who ought be engaging in research with, by, and for queer youth. 相似文献
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SUSAN EMBRETSON LISA M. SCHNEIDER DAVID L. ROTH 《Journal of Educational Measurement》1986,23(1):13-32
This study examines the influence of processing strategies, and the associated metacomponents that determine when to apply them, on the construct validity of a verbal reasoning test. Three strategies for solving verbal analogy items were examined: a rule-oriented strategy, an association strategy, and a partial rule strategy. Construct validity was studied in two separate stages: construct representation and nomothetic span. For construct representation, evidence was obtained that all three strategies, and their related metacomponents, are associated with performance on analogy items. For nomothetic span, the current study found that all three strategies contribute to individual differences in verbal reasoning and to the predictive validity of the test. The results of this study also point to the utility of metacomponents as constructs for describing and understanding test performance. Implications of the results for test development and theories of aptitude are elaborated. 相似文献