Environmental attitudes of pre-service teachers: A conceptual and methodological dilemma in cross-cultural data collection     

Kevin Watson  Christine M. Halse 《Asia Pacific Education Review》2005,6(1):59-71

Human generated environmental problems are significant issues of global concern. Despite this, varying attitudes towards environments continue to exist across the globe, impacting on environmental decision-making and action at local, national and international levels. This paper probes some of the similarities and differences in environmental attitudes amongst pre-service teachers in Australia, Republic of Maldives and Indonesia. Data were collected using an established environmental attitude questionnaire and individual interviews. The three communities exhibited a similar range of environmental attitudes using the established questionnaire but significant differences emerged when the interview data were analysed phenomenographically. These differences reflect diversity within and across cultural groups that cannot be satisfactorily explained by the theory underpinning the established questionnaire. Consequently, a revised conceptual framework is proposed.  相似文献   

Communicating Prevention: The Effects of the keepin' it REAL Classroom Videotapes and Televised PSAs on Middle-School Students' Substance Use     

Jennifer R. Warren  Michael L. Hecht  David A. Wagstaff  Elvira Elek  Khadidiatou Ndiaye  Patricia Dustman  Flavio F. Marsiglia 《Journal of Applied Communication Research》2006,34(2):209-227

This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin' it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use.  相似文献   

The wrong people for the job?     

Warren Schmaus  Tekla M. Schmaus 《Metascience》2014,23(3):607-611

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The Development and Evaluation of the Intersectional Privilege Screening Inventory for Use With Counselors-in-Training     

Danielle A. Pester  A. Stephen Lenz  Joshua C. Watson 《Counselor Education & Supervision》2020,59(2):112-128

As counselor preparation programs are compelled to demonstrate student social and cultural competence, valid inventories are needed to measure development consistent with contemporary standards. The Intersectional Privilege Screening Inventory was created for this purpose, was assessed using 4 types of validity evidence, and has results supporting its use in student development.  相似文献   

Increasing hip and knee flexion during a drop-jump task reduces tibiofemoral shear and compressive forces: implications for ACL injury prevention training     

Liang-Ching Tsai  Yi-An Ko  Kyle E. Hammond  John W. Xerogeanes  Gordon L. Warren  Christopher M. Powers 《Journal of sports sciences》2017,35(24):2405-2411

Although most ACL injury prevention programmes encourage greater hip and knee flexion during landing, it remains unknown how this technique influences tibiofemoral joint forces. We examined whether a landing strategy utilising greater hip and knee flexion decreases tibiofemoral anterior shear and compression. Twelve healthy women (25.9 ± 3.5 years) performed a drop-jump task before and after a training session (10–15 min) that emphasised greater hip and knee flexion. Peak tibiofemoral anterior shear and compressive forces were calculated using an electromyography (EMG)-driven knee model that incorporated joint kinematics, EMG and participant-specific muscle volumes and patella tendon orientation measured using magnetic resonance imaging (MRI). Participants demonstrated a decrease in peak anterior tibial shear forces (11.1 ± 3.3 vs. 9.6 ± 2.7 N · kg^?1; P = 0.008) and peak tibiofemoral compressive forces (68.4 ± 7.6 vs. 62.0 ± 5.5 N · kg^?1; P = 0.015) post-training. The decreased peak anterior tibial shear was accompanied by a decrease in the quadriceps anterior shear force, while the decreased peak compressive force was accompanied by decreased ground reaction force and hamstring forces. Our data provide justification for injury prevention programmes that encourage greater hip and knee flexion during landing to reduce tibiofemoral joint loading.  相似文献   

Publishing in the Journal of College Counseling: Tips From the Editors (Part 2)     

Joshua C. Watson 《Journal of College Counseling》2015,18(2):99-102

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The psychological significance of secondary sexual characteristics in nine- to eleven-year-old girls   总被引：1，自引：0，他引：1  

J Brooks-Gunn  M P Warren 《Child development》1988,59(4):1061-1069

82 9-11-year-old girls were seen in order to study the onset of puberty as represented by breast and pubic hair growth. Girls filled out self-report scales, mothers rated their daughters' breast and pubic hair development using schematic representations of the Tanner stages, and height was measured by a nurse practitioner. Breast growth, but not pubic hair growth, was expected to be associated with a positive body image, positive peer relationships, superior adjustment, and the rating of adult roles as important (marriage, children, and careers). These expectations were confirmed for all but the adult role measures. Controlling for pubic hair growth did not alter the findings for breast development. Associations with height also were examined. Height was linked to superior adjustment and career importance. These findings are discussed in terms of possible roles that different pubertal events may play in the self-definitions of young adolescents as well as the meaning of various physical changes to the girl and to others.  相似文献   

Videotutoring, non-verbal communication and initial teacher training     

Jon Nichol  & Kate Watson 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(2):135-144

Telematics has the potential to transform Higher Education through creating a distributed community of tutors and students. Videotutoring is central to telematics, enabling personal tutoring to occur at a distance. Within the context of a post-graduate teacher training course, videotutoring was used to tutor two students during the first six weeks of their first full-time school placement. Both ends of the videosignal were recorded. Analysis of the tapes used a protocol based upon research into non-verbal communication (NVC). NVC is as important as verbal communication in the tutorial process. Findings suggest that the interaction of participants mediated through the screen was significantly different from face-to-face communication in relation to the two-dimensional image of the screen and the "viewing frame" effect of the physical boundaries of the image. The viewing frame literally served as the proscenium arch of a theatre. Two-dimensionality and the viewing frame effect emphasised both the positive and negative elements in inter-personal communication as represented in Argyle's social skills and Goffman's theatrical models. The conclusion is that videotutoring can potentially be a more effective form of tutoring than face-to-face interaction.  相似文献   

A New Bridge Between Research and Practice in College Counseling and Mental Health     

Joshua C. Watson  Alan M. Schwitzer 《Journal of College Counseling》2011,14(2):99-100

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Models and procedures: Teaching for transfer of pendulum knowledge     

Warren Wollman 《科学教学研究杂志》1984,21(4):399-415

In an exploratory study, education majors in a physical science course were given a set of tasks analogous to a given, solved prototype-task to see how transfer items were handled. Some students were given a conceptual model along with the solved prototype. Others were given a general procedure for applying the conceptual model to the transfer items. The procedure helped considerably for the transfer items least like the prototype item. The model alone was also effective for certain items. In the absence of both model and procedure, students' problem solving was usually incoherent or self-contradictory. Presenting additional solved items helped marginally on an exceptionally novel item. Students' main source of difficulty, given the model and procedure, was that they were distracted by prior, concrete experience and thus failed to follow the procedure. For most students, this difficulty could readily be overcome. A small proportion (10–15%) of students had more profound difficulties.  相似文献