Attachment,Acculturation, and Psychosomatic Complaints Among Hispanic American University Students          下载免费PDF全文

Chiachih D. C. Wang  Dominick A. Scalise  I. Alejandro Barajas‐Munoz  Kathy Julio  Ayleen Gomez 《Journal of College Counseling》2016,19(1):45-60

This study investigated adult attachment and acculturation frameworks of reported psychosomatic complaints related to perceived discrimination among a sample of Latino/Hispanic university students (N = 160). The model supported by the data suggests that attachment anxiety, acculturation toward the dominant cultural norms, and adherence to Latino/Hispanic cultural beliefs are important factors for perceived discrimination and psychosomatic complaints experienced by Latino/Hispanic students. Counseling implications and future research directions are discussed.  相似文献   

The Use of Clinical Reasoning Skills in the Setting of Uncertainty: A Case of Trial Femoral Head Migration     

Alejandro Quiroga-Garza  Rodrigo Teran-Garza  Rodrigo Enrique Elizondo-Omaña  Santos Guzmán-López 《Anatomical sciences education》2020,13(1):102-106

Clinical skills and medical knowledge enable physicians to overcome the uncertainty of emergent and rare clinical scenarios. Recently, a growing emphasis on evidence-based medicine (EBM) has flooded medical curricula of universities across the globe with guideline-based material, and while it has given teachers and students new tools to improve medical education, clinical reasoning must be reaffirmed in its capacity to provide physicians with the ability to solve unexpected clinical scenarios. Anatomical education in medical school should have two main objectives: to acquire anatomical knowledge and to develop the skill of applying that knowledge in clinical scenarios. The authors present a clinical scenario in which an unexpected and rare complication occurred during a routine elective hip replacement surgery. The general surgeon presiding over the case, also an anatomy professor, solved the problem using clinical reasoning and anatomical knowledge. It was a clear example of how clinical reasoning is key in approaching unprecedented, rare, or unknown complications. The intention of this scenario is to remind colleagues and medical schools that, although EBM is the standard, educators must uphold sound clinical reasoning to best prepare health care providers for their careers.  相似文献   

‘For older folks like me,these things are over us…’: The challenge of embedding tablet computers in everyday life within a geriatric hospital in Uruguay     

Alexander Castleton  Alejandro Cid  Derek Silva 《Educational gerontology》2020,46(4):167-181

ABSTRACT

Much research has focused on the introduction of information and communication technology (ICTs) into the lives of older people, but it has generally understood them as external factors who act as a sort of independent variable that impacts the seniors’ lives. There remains a dearth of empirical research into how aging and technology are co-constructed, namely, research that focuses on older people’s relationship to technology as a socio-technical network. We therefore contribute to this field by analyzing the development and establishment of a network in a geriatric hospital in Montevideo, Uruguay. Uruguay has been developing a one-tablet computer-per low-income-senior policy since 2015. In this research, we deployed a qualitative ethnographic research comprised of semi-structured interviews, jottings, and field notes where we explore the adoption of tablets within the corresponding actor-network. Our findings suggest that objectively, not only was the establishment of the sociotechnical network rife with complexities, disruptions, and fissures, but subjectively, seniors in the hospital were heavily influenced by their self-perception of the potentialities of ICTs.  相似文献   

From resource to document: scaffolding content and organising student learning in teachers’ documentation work on the teaching of series     

Alejandro S. González-Martín  Elena Nardi  Irene Biza 《Educational Studies in Mathematics》2018,98(3):231-252

We examine teachers’ use of resources as they prepare to teach the topic of numerical series of real numbers, in order to identify how their personal relationship with mathematical content—and its teaching—interacts with their use of a commonly used textbook. We describe this interplay between textbook and personal relationship, a term coined in the Anthropological Theory of the Didactic (ATD, Chevallard, 2003), in terms of documentation work (resources, aims, rules of action, operational invariants), a key construct from the documentational approach (DA, Gueudet & Trouche, in Educational Studies in Mathematics, 71, 199–218, 2009). We do so in the case of five post-secondary teachers who use the same textbook as a main resource for teaching the topic. Documentational analysis of interviews with the teachers led to the identification of their aims and rules of action (the what and how of their resource use as they organise their teaching of the topic) as well as the operational invariants (the why for this organisation of their teaching). We describe the teachers’ documentation work in two sets of aims/rules of action: scaffolding mathematical content (series as a stepping stone to learning about Taylor polynomials and Maclaurin series), and organising student learning about series through drill exercises, visualisation, examples, and applications. Our bridging (networking) of theoretical constructs originating in one theoretical framework (personal relationship, ATD) with the constructs of a different, yet compatible, framework (documentation work, DA) aims to enrich the latter (teachers’ documentation work) with the individual agency (teachers’ personal relationships with the topic) provided by the former.  相似文献   

Gender Microaggressions and Learning Environments: The Role of Physical Space in Teaching Pedagogy and Communication     

Jaime Lester  Aoi Yamanaka  Brice Struthers 《Community College Journal of Research & Practice》2016,40(11):909-926

Career and technical education (CTE) programs account for a large proportion of student enrollments in community colleges each year. While women tend to dominate CTE enrollments overall, they remain concentrated in historically feminized fields contrary to nontraditional occupations in which less than 25% of workers are females. Drawing on the emerging research on microaggressions and classroom learning environments, this classroom observation research project of more than 80 hours of observations with supplemental student interviews sought to further an understanding of why women are underrepresented in specific CTE fields. The findings of this study indicated two distinct aspects of the classroom environment that helped stew a culture of gender microaggressions: the instructor pedagogy and communication style, and the impact of physical space. Physical structure, instructor pedagogy, and communication create an environment that often emphasizes and perpetuates social norms connecting men and masculinity to CTE and science, technology, engineering, and math education (STEM), which historically have been male-dominated environments. Results from this study extend the research on microaggressions and learning environments and fill a significant gap on gender and CTE.  相似文献   

The influence of high-stakes testing on teacher self-efficacy and job-related stress     

Alejandro Gonzalez  Michelle L. Peters  Amy Orange  Bettye Grigsby 《Cambridge Journal of Education》2017,47(4):513-531

In the United States, teachers’ job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas school district. Quantitative data were collected via the High Stakes Testing on Self-Efficacy and Teacher Stress Survey from a convenience sample of 145 teachers, while qualitative data were gathered during focus-group sessions at the elementary, middle and high school levels. Findings indicated that assigned subject matter did not influence teacher self-efficacy, but did influence teachers’ job-related stress. Additionally, a relationship was found to exist between teacher job-related stress and teacher self-efficacy. Teachers reported lack of time, modifications to curriculum, and testing of special education populations as contributions to their job-related stress, and school leadership and educational triage as impacting their teacher self-efficacy.  相似文献   

Argumentation and indigenous knowledge: socio-historical influences in contextualizing an argumentation model in South African schools     

Alejandro J. Gallard Mart��nez 《Cultural Studies of Science Education》2011,6(3):719-723

This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi’s paper entitled: Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton’s: Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey Msimanga’s: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the tensions between students’ IK, the educational infrastructure (allowance for teacher professional development, etc.) and local belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa to build consensus than to be confrontational. Thirdly, the tension between what is “authentic science” and what is not becomes an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation is to set students up as “scientist-students” who will be considered through a deficit model by judging their habitus and cultural capital. Explicitly, a “scientist-student” is a student who has “learned,” modeled and thoroughly assimilated the habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of “listening carefully” (radical listening) to students and valuing their language, culture, and learning as a model for “science for all”.  相似文献   

An analysis of the relationship between the linear hammer speed and the thrower applied forces during the hammer throw for male and female throwers     

Sara M. Brice  Kevin F. Ness  Doug Rosemond 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):174-184

The purpose of this study was to investigate the relationship between the cable force and linear hammer speed in the hammer throw and to identify how the magnitude and direction of the cable force affects the fluctuations in linear hammer speed. Five male (height: 1.88 ± 0.06 m; body mass: 106.23 ± 4.83 kg) and five female (height: 1.69 ± 0.05 m; body mass: 101.60 ± 20.92 kg) throwers participated and were required to perform 10 throws each. The hammer's linear velocity and the cable force and its tangential component were calculated via hammer head positional data. As expected, a strong correlation was observed between decreases in the linear hammer speed and decreases in the cable force (normalised for hammer weight). A strong correlation was also found to exist between the angle by which the cable force lags the radius of rotation at its maximum (when tangential force is at its most negative) and the size of the decreases in hammer speed. These findings indicate that the most effective way to minimise the effect of the negative tangential force is to reduce the size of the lag angle.  相似文献   

NARST: a lived history     

Paul Joslin  Karen S. Stiles  J. Stanley Marshall  O. Roger Anderson  James J. Gallagher  Jane Butler Kahle  Peter Fensham  Ruben Lazarowitz  Léonie J. Rennie  Barry Fraser  John R. Staver  Alejandro Gallard  María Pilar Jiménez-Aleixandre  Justin Dillon  Hedy Moscovici  Hsiao-Lin Tuan  Christopher Emdin  Kenneth Tobin  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207

In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.

Kenneth TobinEmail:

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Predictor variables of written picture naming in the deaf     

Fernando Cuetos  Asunción Monsalve  Alejandro Pinto  Javier Rodríguez-Ferreiro 《Reading and writing》2004,17(3):227-240

Studies conducted in recent years on oral andwritten language production show that the ageat which words are learned is the main variablethat influences lexical access in both hearingpeople and people who have suffered brainlesions. No studies have been done with deafpeople and, since they use sign language inaddition to oral language, differencesregarding hearing people might be found intheir lexical organization. The aim of thisstudy was to test which variables determine thelexical production of deaf people. For thispurpose, 40 deaf people between the ages of 13and 58 years were asked to write individuallythe names of 100 pictures. The regressionanalyses performed on a total of 4000 responsesshow that the main predictor variable ofperformance was also age of acquisition. It isconcluded that the organization of the lexicalsystem in deaf people is similar to that of hearing people, although the phonologicalrepresentations of deaf people may be moreinaccurate.  相似文献