College Counselor Attitudes Toward Spiritual and Religious Issues and Practices in Counseling     

Carri M. Weinstein  Jessica Parker  James Archer 《Journal of College Counseling》2002,5(2):164-174

In this study, 86 mental health professionals employed in university counseling centers in the United States were surveyed on their attitudes toward discussing religious and spiritual topics and toward using religious and spiritual practices in counseling. These participants viewed the use and discussion of spiritual topics/practices more favorably than the use and discussion of religious topics/practices. Differences in attitudes toward specific topics and practices are reported, as are implications for practice.  相似文献   

Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’?     

Becky Taylor  Becky Francis  Nicole Craig  Louise Archer  Jeremy Hodgen  Anna Mazenod 《British Journal of Educational Studies》2019,67(1):5-24

Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find that when schools are encouraged to allocate students and move them between groups according to equitable principles by participation in a ‘best practice’ intervention, there is some increased equity of practice (i.e. a reduction in non-attainment factors used in allocation). However, the majority of schools continue to use subjective and potentially biased information to group students. Furthermore, some schools that claim to be using attainment setting appear to be using the inequitable practice of streaming. Our findings show that improvements in equity are constrained by operational and strategic factors, including timetabling, finance, and teachers’ values and beliefs relating to student ability and progression. We suggest strategies for encouraging schools to change their grouping practices, drawing on approaches for working with complex organisations.  相似文献   

Femininity,science, and the denigration of the girly girl     

Becky Francis  Louise Archer  Julie Moote  Jen de Witt  Lucy Yeomans 《British Journal of Sociology of Education》2017,38(8):1097-1110

Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack.  相似文献   

EXTENDED REVIEW     

Louise Archer 《British Journal of Sociology of Education》2004,25(1):101-105

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Using Situational Interest to Enhance Individual Interest and Science-Related Behaviours     

David Palmer  Jeanette Dixon  Jennifer Archer 《Research in Science Education》2017,47(4):731-753

Situational interest is a relatively transient reaction to highly stimulating factors in the immediate environment, whereas individual interest is a relatively long-term preference for a particular subject or activity. It has been proposed that regular experiences of situational interest in a subject may eventually lead to the development of individual interest in that subject. Importantly, this should also result in an increase in behaviours related to that domain. For example, a student who develops an individual interest in science would be expected to spend more time on science-related activities such as reading about science, talking with other people about science, or watching science shows on TV. However, the extent to which this does happen has not yet been established. The purposes of this study were to find out whether regular experiences of situational interest in science classes can enhance individual interest in science and whether there is an associated increase in science-related activities. The participants were primary teacher education students who were enrolled in a semester-length science course. Data were collected using a survey, an interest inventory, open-ended questionnaires and interviews. It was found that regular experiences of situational interest during the course were associated with positive changes in individual interest in science and increased participation in science-related activities. These changes remained relatively stable over a delay period of 10 months after the end of the course.  相似文献   

Exploration of the Relative Contributions of Domain Knowledge and Search Expertise for Conducting Internet Searches     

Eileen Wood  Domenica De Pasquale  Julie Lynn Mueller  Karin Archer  Lucia Zivcakova  Kathleen Walkey 《The Reference Librarian》2013,54(3):182-204

The relative contributions of expertise in search skills and domain knowledge were examined when using the Internet to find information. Four conditions were compared: expert searchers/high domain knowledge; expert searchers/low domain knowledge; novice searchers/high domain knowledge; and novice searchers/low domain knowledge. Search outcomes and verbal protocols were analyzed. The combination of search expertise and high domain knowledge yielded the most efficient searches. Higher search expertise yielded access to sites rated more accurate and credible. High domain knowledge yielded sites rated more thorough. Verbal protocols depicted searching as a complex decision process. Findings have implications for instructional support.  相似文献   

Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students     

Jennifer DeWitt  Louise Archer 《International Journal of Science Education》2013,35(13):2170-2192

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Young children's use of video as a source of socially relevant information   总被引：1，自引：0，他引：1  

Troseth GL  Saylor MM  Archer AH 《Child development》2006,77(3):786-799

Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.  相似文献   

Investigating Primary Source Literacy     

Joanne Archer  Ann M. Hanlon  Jennie A. Levine   《The Journal of Academic Librarianship》2009,35(5):410-420

Primary source research requires students to acquire specialized research skills. This paper presents results from a user study testing the effectiveness of a Web guide designed to convey the concepts behind “primary source literacy”. The study also evaluated students' strengths and weaknesses when conducting primary source research.  相似文献   

Silesian iron     

Fred.Scott Archer 《Journal of The Franklin Institute》1852,54(3):205-207

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