Using National Education Longitudinal Data Sets in School Counseling Research     

Julia A. Bryan  Norma L. Day‐Vines  Cheryl Holcomb‐McCoy  Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279

National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined.  相似文献   

Beliefs of experienced and student teachers about the nature and purpose of social studies education in New Zealand elementary schools     

Eleanor M. Hawe  Isabel Browne  Alexis Siteine  Bryan Tuck 《Asia Pacific Journal of Education》2010,30(3):289-304

This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers’ beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work influenced by four overarching “traditions” – social studies as: citizenship transmission; social science; reflective inquiry; and personal, social and ethical empowerment. A 20-item scale based on these traditions was administered to 228 student teachers and 64 experienced teachers. A factor analysis indicated that participants' perceptions of the dimensions of social studies education were, with one exception, reasonably close to the four traditions. Despite the contested nature of social studies, the student and experienced teachers held similar positions on the relative importance of the traditions and dimensions. It is argued that this agreement arises, wholly or in part, from their common “apprenticeship of experience” in classrooms, the broader socio-historical context in which their beliefs were developed, the widespread influence of a prevalent educational discourse, and a shared lack of experience in formal knowledge associated with specific social science disciplines. It was concluded that the uncomfortable generational encounters often reported in the literature between novice and experienced teachers are unlikely to occur in relation to the teaching of elementary social studies in New Zealand.  相似文献   

Gendered perceptions of typical engineers across specialties for engineering majors     

Margaret S. Kelley  Kimberley K. Bryan 《Gender and education》2018,30(1):22-44

Young women do not choose to be engineers nearly as often as young men, and they tend to cluster in particular specialties when they do. We examine these patterns and the role of gender schemas as applied to perceptions of typical engineers in understanding the choices that women make in terms of engineering specialties. We use Part 1 of two waves of survey data collected from first-year engineering students at a large Midwestern university in the fall of 2014. Respondents scored typical engineers on 60 items from the Bem Sex-Role Inventory [Bem, S. L. 1974. “The Measurement of Psychological Androgyny.” Journal of Consulting and Clinical Psychology 42: 155–162]. Preliminary results show that women consider the typical engineer to be more masculine compared to the impressions gathered from men. Additionally, engineering gender schemas predict some specialty areas but not all, suggesting that gendered perceptions may not affect choice of specialty. Our results provide insight into the decisions that women make once entering engineering.  相似文献   

Observing response processes with eye tracking in international large-scale assessments: evidence from the OECD PIAAC assessment     

Bryan Maddox  Andrew P. Bayliss  Piers Fleming  Paul E. Engelhardt  S. Gareth Edwards  Francesca Borgonovi 《European Journal of Psychology of Education - EJPE》2018,33(3):543-558

This paper reports on a pilot study that used eye tracking techniques to make detailed observations of item response processes in the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The lab-based study also recorded physiological responses using measures of pupil diameter and electrodermal activity. The study tested 14 adult respondents as they individually completed the PIAAC computer-based assessment. The eye tracking observations help to fill an ‘explanatory gap’ by providing data on variation in item response processes that are not captured by other sources of process data such as think aloud protocols or computer-generated log files. The data on fixations and saccades provided detailed information on test item response strategies, enabling profiling of respondent engagement and response processes associated with successful performance. Much of that activity does not include the use of the keyboard and mouse, and involves ‘off-screen’ use of pen and paper (and calculator) that are not captured by assessment log-files. In conclusion, this paper points toward an important application of eye tracking in large-scale assessments. This includes insights into response processes in new domains such as adaptive problem-solving that aim to identify individuals’ ability to select and combine resources from the digital and physical environment.  相似文献   

Seeing in the Dark: Embodied Cognition in Amateur Astronomy Practice     

Flávio S. Azevedo  Michele J. Mann 《学习科学杂志》2018,27(1):89-136

We add to research on embodied cognition by investigating the observational practices of amateur astronomers. Specifically, we take an interactionist perspective and examine how the body is recruited, moment by moment, as a resource for producing and communicating meaning during field activity. The data corpus is a set of ethnographic video records and field notes on the routines of a community of astronomers, especially small-group interactions during planning, searching for, observing, and confirming sight of a celestial target. Within this space, our analysis highlights how different modalities of embodied action and reasoning (gestures, tool use, gaze, touch, and others) were deployed and coordinated throughout the process of observing a celestial object and how those emerged in the transactions among participants. Our findings rehearse many issues and topics in the contemporary literature (e.g., gesturing for measuring or representationally) but also reveal important, novel forms of embodied action and reasoning in science, technology, engineering, and mathematics practices (e.g., training the eyes in averted vision and inscribing a celestial scene onto one’s hand). More broadly, these findings further affirm the power of interactionist analyses of knowing and learning while also surfacing areas in which expanded theorizing is needed to account for the full set of cognitive phenomena we observed.  相似文献   

Penguin Promises: encouraging aquarium visitors to take conservation action     

Judy Brenda Mann  Roy Ballantyne  Jan Packer 《Environmental Education Research》2018,24(6):859-874

This study investigates the impact of an innovative conservation action campaign called Penguin Promises implemented at uShaka Sea World in Durban, South Africa. Communication tools included interpretive signage, exhibits with and without animals, presentations, and personal interactions, along with a specially designed postcard, on which visitors could write a promise (pledge) to make a change in their daily lives to become more environmentally responsible. Visitors who completed a card were contacted a year or more after their visit and asked about the outcomes of their promise. The results (N = 316) showed that 49.4% of respondents could give an example of something positive they had done for the environment, that they attributed to the campaign. Based on the study, recommendations are provided for the design of effective visitor conservation action campaigns.  相似文献   

The effect of biofeedback training on affective regulation and simulated car-racing performance: A multiple case study analysis     

William A. Edmonds  Gershon Tenenbaum  Derek T. Y. Mann  Michael Johnson  Akihito Kamata 《Journal of sports sciences》2013,31(7):761-773

Abstract

In this study, we wished to investigate the factors that determine the direction of the spin axis of a pitched baseball. Nineteen male baseball pitchers were recruited to pitch fastballs. The pitching motion was recorded with a three-dimensional motion analysis system (1000 Hz), and the orientations of the hand segment in a global coordinate system were calculated using Euler rotation angles. Reflective markers were attached to the ball, and the direction of the spin axis was calculated on the basis of their positional changes. The spin axis directions were significantly correlated with the orientations of the hand just before ball release. The ball is released from the fingertip and rotates on a plane that is formed by the palm and fingers; the spin axis of the ball is parallel to this plane. The lift force of the pitched baseball is largest when the angular and translational velocity vectors are mutually perpendicular. Furthermore, to increase the lift forces for the fastballs, the palm must face home plate.  相似文献   

Guiding Attention Aids the Acquisition of Anticipatory Skill in Novice Soccer Goalkeepers     

Donghyun Ryu  Seonjin Kim  Bruce Abernethy  David L. Mann 《Research quarterly for exercise and sport》2013,84(2):252-262

Purpose: The ability to anticipate the actions of opponents can be enhanced through perceptual-skill training, though there is doubt regarding the most effective form of doing so. We sought to evaluate whether perceptual-skill learning would be enhanced when supplemented with guiding visual information. Method: Twenty-eight participants without soccer-playing experience were assigned to a guided perceptual-training group (n = 9), an unguided perceptual-training group (n = 10), or a control group (n = 9). The guided perceptual-training group received half of their trials with color cueing that highlighted either the key kinematic changes in the kicker's action or the known visual search strategy of expert goalkeepers. The unguided perceptual-training group undertook an equal number of trials of practice, but all trials were without guidance. The control group undertook no training intervention. All participants completed an anticipation test immediately before and after the 7-day training intervention, as well as a 24-hr retention test. Results: The guided perceptual-training group significantly improved their response accuracy for anticipating the direction of soccer penalty kicks from preintervention to postintervention, whereas no change in performance was evident at posttest for either the unguided perceptual-training group or the control group. The superior performance of the guided perceptual-training group was preserved in the retention test and was confirmed when relative changes in response time were controlled using a covariate analysis. Conclusions: Perceptual training supplemented with guiding information provides a level of improvement in perceptual anticipatory skill that is not seen without guidance.  相似文献   

Parents’ views of an optimal school life: using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability     

Glenys Mann  Karen Moni  Monica Cuskelly 《International journal of qualitative studies in education》2016,29(7):964-979

Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization theory as a framework for exploring this issue. Six focus group interviews were used to collect data from 30 parents. Children of a variety of ages, with and without disability, were represented. All groups were similar in the aspects they regarded as optimal in a child’s school life. These fell into five categories: being connected, growth, personhood, basic needs, and happiness. Despite this similarity across groups, there were some notable differences in the detail; for example, parents of children with disability had a stronger focus on children being wanted, high expectations, and being seen as an individual.  相似文献   

MTV unleashed     

Bryan Berg  Dianne Turner 《TechTrends》1993,38(3):28-31

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