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1.
This empirically driven paper is about workplace learning with specific focus on the ‘work’ of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Schatzki (1996, Organization Studies, 26(3), 465-484, 2005, Organization Studies, 27(12), 1863-1873, 2006) and Gherardi (Human Relations, 54(1), 131-139, 2001, 2006, Learning Organization, 16(5), 352-359, 2009). The paper frames consuming practices as ‘dispersed’ (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of ‘integrative’ (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning.  相似文献   

2.
This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international.  相似文献   

3.
This study reports the development and evaluation of a Turkish-language version of three positive psychology assessments for use in clinical, education and research settings with Turkish-speaking individuals. A multistage translation of the Brief Resilience Scale (BRS; Smith et al. in International Journal of Behavioral Medicine, 15, 194–200, 2008), the General Mattering Scale (GMS; Marcus 1991) and the Short Grit Scale (GS; Duckworth & Quinn in Journal of Personality Assessment, 91, 166–174. doi:10.1080/00223890802634290, 2009) is detailed, as well as the procedure used to evaluate the internal structure of the translated assessments. The results yielded from data of 268 participants indicated factor structures ranging from acceptable to robust model fit for the BRS, GMS, and GS. Implications for counseling practice and future research are discussed.  相似文献   

4.
This empirical study examined the relations between Afrocentric spirituality and psychological help-seeking attitudes, intentions, and stigma among Nigerian adults living in the United States of America (N = 122). Participants completed a demographic questionnaire, the Spirituality Scale (Jagers and Smith in Journal of Black Psychology, 22, 429–442, 1996), the Perception of Stigmatization by Others for Seeking Psychological Help Scale (Vogel et al. in Journal of Counseling Psychiatry, 56, 301–308, 2009), the Self-Stigma of Seeking Help Scale (Vogel et al. in Journal of Counseling Psychology, 53, 325–337, 2006), the Intention to Seek Counselling Inventory (Cash et al. in Journal of Counseling Psychology, 6, 111–112, 1975), and the Attitudes Toward Seeking Professional Psychological Help Scale-Short Form (Fischer and Turner in Journal of Consulting and Clinical Psychology, 1, 79–90, 1970). Results from multiple regression analyses indicated that there was no relation between Afrocentric spirituality and help-seeking attitudes or self-stigma about seeking counselling. However, there was a positive correlation between Afrocentric spirituality and other-perceived stigma, demonstrating that increased Afrocentric spirituality predicted increased perceived stigma from others about seeking counselling services. Contrary to expectations, there was a positive correlation between Afrocentric spirituality and intentions to seek counselling. Implications for counselling practice and theory are presented.  相似文献   

5.
This study explored the lived experiences of two cohorts of counselors in training (CITs) who experienced mindfulness-based activities in a counseling theory and practice course. Utilizing Merriam’s Interpretive Qualitative Approach (Merriam 1988, 2002), the data suggested that students perceived the activities to have enhanced their experiences as students and development as counselors. Implications for improving counselor preparation are considered.  相似文献   

6.
This article entails a study focused on the relationship between counseling students’ negative childhood memories of receiving corrective feedback and current negative self-evaluations when receiving similar feedback in counselor education programs. Participants (N = 186) completed the Corrective Feedback Instrument-Revised (CFI-R; Hulse-Killacky and Page in Journal for Specialists in Group Work, 19, 197–210. doi: 10.1080/01933929408414365, 1994). Hierarchical multiple regression results indicated that counseling students’ negative childhood memories were associated with their current negative self-evaluations when receiving corrective feedback. Findings, implications and future research recommendations are discussed for the purpose of enhancing counselor education learning environments.  相似文献   

7.
In this article thought experiments are uncovered as key stimuli of philosophical potential in children’s literature and their presentation and function is examined in a selection of focal texts, including: Lewis Carroll’s Alice’s Adventures in Wonderland (1865) and Through the Looking-Glass (1871); Even the Parrot by Dorothy Sayers (1944); Nina Bawden’s Carrie’s War (1974); and A Game of Soldiers (1985) by Jan Needle. The thought experiment is a device common to science and philosophy and has been recognised as an heuristic tool in literature generally, but here children’s literature is drawn into the conversation, revealing that—as a dynamic mechanism of children’s narrative—thought experiments have a long-standing and particular role to play in books for young people. This paper connects with a recent turn in children’s literature discourse toward the conditions of power in books for young readers; it moves on the debate by demonstrating that the apparatus of thought experimentation places the implied child reader in a position of philosophical responsibility and forward thinking. Presenting thought experiments in different ways, formal properties of the thought experiment—such as conversational mode, double engagement and modal positioning—are identified and shown to open up a philosophical space of subsequence in children’s texts.  相似文献   

8.
This article considers the extent to which medieval mappaemundi are an important precedent for literary cartographies in fiction for children. It connects the notion of embeddedness to Peta Mitchell’s (2011) suggestion that mappaemundi refused to entertain the later, post-Enlightenment cartographic distinction between subject and environment, positing instead the “absorption” of the medieval subject into the religious medieval world space. The article documents some of the visual conventions that maps in children’s literature have appropriated from mappaemundi. In doing so, it articulates the contradictions inherent both to ecological rhetoric and cartographic space and the visual lexicon of maps included with children’s books, which contribute to a rhetoric of ecomimesis. The article argues that maps in children’s literature are invested in a rhetoric of ecomimesis, that we are, as Timothy Morton (2009) has it, “embedded” in Nature, and that this embeddedness conceit threatens to forestall critique in that it reproduces the related oppositions of culture/Nature, subject/object and subject/environment even as it appears to collapse their respective terms. In the process, it considers maps in Daniel Defoe’s Robinson Crusoe (2007/1719), the Alderley Edge books of Alan Garner, Arthur Ransome’s Swallows and Amazons (2012/1930), and Rosemary Sutcliff’s Outcast (1998/1955).  相似文献   

9.
Counselors’ considerations of racial and cultural factors in the lives and experiences of clients enhances counseling outcomes. Acknowledgement of cultural factors enhances counselor credibility, client satisfaction, and the depth of client disclosure. This article opens with an overview of the Continuum of Broaching Behavior (Day-Vines et al. 2007), continues with a case illustration that enumerates categories along the continuum, provides empirical support for the continuum, and closes with a set of instructional strategies for counselor educators to infuse within a multicultural counseling course.  相似文献   

10.
This article examines the place occupied by maps in children’s picturebooks. After a brief overview of the different roles that are assigned to maps in children’s books, the article considers five French picturebooks—Warja Lavater’s Le petit chaperon rouge (1965), Olivier Douzou and Isabelle Simon’s L’autobus numéro 33 (1996), Véronique Vernette’s Cocorico poulet Piga (1999), Rebecca Dautremer and Arthur Leboeuf’s Le loup de la 135 ème (2008) and Kochka and Fabienne Cinquin’s Dans ma ville, il y a… (2011)—in order to focus on how the narrative, whether enclosed, superimposed or linked to the text in some other way, is evoked by the geographic shape of the maps. It is argued that the particular use and function of a map depends on its shape or placement in a book, distinguishing between the incorporation of maps only as a significant picture (its use) from the subject within the whole narrative (its function). Thus the article articulates what uses a map can have within a narrative. It also explores the mechanics of the iconotext, showing that a cartographic picture fulfils a precise, rather than a general, function of spatialisation. Hence three main functions of spatialisation in maps and mapping are distinguished, whereby an author could use maps to help a character discover, conquer, or organise a space.  相似文献   

11.
Different theories of learning have been used in vocational education studies and Piaget is a common source of reference. Our intent is to present a specific and original way in which the Piagetian theory of schèmes has been developed since the 1990s in studies called “vocational didactics”. Developed in French-speaking countries and mostly unknown to an international audience, this approach offers a specific use of Jean Piaget’s theory of learning, which has been applied to adult learning and vocational education. We will first develop the theoretical foundation of the theory of schèmes as developed by Vergnaud (1989, Recherches en didactique des mathématiques, 10(2–3), 133–170, 1990, 1996, 2001) and others after Piaget (1947). Then, we will present the methodological perspective of this approach. We will finally present significant research results to illustrate outcomes and practical implications for vocational training.  相似文献   

12.
Connection with nature impacts human wellness, yet few resources currently exist in the international literature to help guide clinicians in the ethical integration of EcoWellness into therapeutic processes. Ethical principles for EcoWellness practice are introduced and linked to applicable portions of the American Counseling Association’s (2014) Code of Ethics. The author presents a case example to demonstrate the application of these principles in a clinical setting and implications for counselor education and research are discussed.  相似文献   

13.
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14.
This article examines the use of maps in the works of Czech author- illustrator Peter Sís in order to consider the role that cartography plays in the construction of four of his biographical picturebooks: Follow the Dream: The Story of Christopher Columbus (2003/1991), Starry Messenger: Galileo Galilei (1996), The Tree of Life: A Book Depicting the Life of Charles Darwin, Naturalist, Geologist and Thinker (2003), and The Pilot and the Little Prince: The Life of Antoine de Saint-Exupéry (2013). The profusion of maps found in Sís’s biographical picturebooks expresses an understanding that the exploration of identity is intimately linked with the exploration of the spaces in which that identity is formed. The maps represent three basic functions for Sís: first, he uses maps to situate the reader in a specific time and place; second, maps are elements that initiate adventure; and third, the profusion of maps, combined with other textual elements, raises a question that runs through all of Sís’s work regarding the limits of representations of reality. The article illustrates the three functions by presenting a walk through the pages of the four chosen picturebooks, describing and analysing the different types of maps that Sís uses.  相似文献   

15.
Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives.  相似文献   

16.
This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four previous studies (Evans et al. Educational Psychology Review, 17(3), 263–271, 2005; Fong et al. Educational Psychology Review, 21(3), 267–277, 2009; Greenbaum et al. Educational Psychology Review, 28, 215–223, 2016; Robinson et al. Contemporary Educational Psychology, 23, 331–343, 1998) and also compare top female authors to the top male authors. The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004.  相似文献   

17.
Although nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. (Journal of Research in Science Teaching, 51, 65–8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65–8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in “scientific investigations all begin with a question” and “there is no single scientific method,” and “explanations are developed from data and what is already known” aspects. It was concluded that the science camp program was effective in teaching NOSI.  相似文献   

18.
Multicultural counseling competencies (MCCs) have typically been measured with instruments designed for and normed on mental health professionals – for example, MCCTS-R; Holcomb-McCoy (Professional School Counseling 4:195–208, 2001); MCI; Sodowsky et al. (Journal of Counseling and Development 41:137–148, 1994); D’Andrea et al. (Journal of Counseling & Development 70:143–150, 1991). One published instrument specifically assesses school counselor MCCs – MCCTS-R; Holcomb-McCoy (Professional School Counseling 4:195–208, 2001) – but it does not conform to ASCA standards (2010, E.2). Following a set of validation procedures, an instrument designed to specifically assess school counselors’ multicultural counseling competencies was created that conforms to American School Counselor Association and Association for Multicultural Counseling and Development standards. Its creation is detailed here and the resulting instrument is presented for examination and consideration.  相似文献   

19.
This project developed and studied The Source, an alternate reality game (ARG) designed to foster interest and knowledge related to science, technology, engineering, and math (STEM) among youth from populations underrepresented in STEM fields. ARGs are multiplayer games that engage participants across several media such as shared websites, social media, personal communications, and real-world settings to complete activities and collaborate with team members. The Source was a five-week summer program with 144 participants from Chicago aged 13 to 18 years. The Source incorporated six socio-contextual factors derived from three frameworks: Chang’s (ERIC Digest, 2002) recommendations for engaging underrepresented populations in STEM careers, Lave and Wenger’s (Cambridge University Press, 1991) situated learning model, and Barron’s (Human Development, 49(4); 193-224, 2006) learning ecology perspective. These factors aligned with the program’s aims of promoting (1) social community and peer support, (2) collaboration and teamwork, (3) real-world relevance and investigative learning, (4) mentoring and exposure to STEM professionals, (5) hands-on activities to foster transferable skill building, and (6) interface with technology. This paper presents results from 10 focus groups and 10 individual interviews conducted with a subset of the 144 youth participants who completed the game. It describes how these six factors were realized through The Source and uses them as a lens for considering how The Source functioned pedagogically. Qualitative findings describe youth’s perception of The Source’s potential influence on STEM interest, engagement, and identity formation. Despite limitations, study results indicate that underrepresented youth can engage in an immersive, narrative, and game-based experience as a potential mechanism for piquing and developing STEM interest and skills, particularly among underrepresented youth.  相似文献   

20.
In the twenty-first century, the Gothic has experienced a cultural resurgence in literature, film, and television for young adult audiences. Young adult readers, poised between childhood and adulthood, have proven especially receptive to the Gothic’s themes of liminality, monstrosity, transgression, romance, and sexuality (James, 2009, p. 116). As part of the Gothic’s incorporation into a broad range of texts for young people, the school story—a conventionally realist genre—has begun to include supernatural gothic characters including vampires, witches, angels, and zombies, and has once again become a popular genre for young readers. In the past decade, in particular, a large number of Gothic young adult series with female protagonists set in boarding schools have been published (These include Shadow Falls (2011–2013) by C.C. Hunter, Covenant (2011–2013) by Jennifer L. Armentrout, House of Night (2007–2014) by P.C. Cast, Mythos Academy (2011–2014) by Jennifer Estep, The Dragonian (2013–2015) by Adrienne Woods, The Morganville Vampires (2006–2014) by Rachel Caine, Blue Bloods (2006–2013) by Melissa de la Cruz, and Fallen (2009–2012) by Lauren Kate). In this article, we will consider the first books in three such supernatural Gothic series that feature vampires and witches: Richelle Mead’s Vampire Academy (2007), Claudia Gray’s vampire romance Evernight (2008) and Rachel Hawkins’ Hex Hall (2010). These books are significant for the ways in which the traditional school story is adapted and transformed by the Gothic to define models of contemporary girlhood. Although Diane Long Hoeveler suggests that “the ‘body’ that emerges from female gothic textuality is a highly gendered one” (1998, p. 18), what we see in these texts is how the school story setting enables Gothic female protagonists who are unique, disruptive, and potentially transformative, despite the limitations enforced by the heterosexual romance plot. We argue that these novels, while conservative in some respects, rework the school story genre in that they foreground the sexual and romantic desires of girl protagonists regardless of the threat they constitute to the institution and the safety of others.  相似文献   

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