Is mindfulness training useful for pre-service teachers? An exploratory investigation*     

Sandra L. Kerr  Lisa J. Lucas  Grace E. DiDomenico  Vipanchi Mishra  Brian J. Stanton  Geeta Shivde 《Teaching Education》2017,28(4):349-359

In this study, we investigated the effects of mindfulness training with 23 pre-service teachers. Subjects were assigned to either a six-week mindfulness training program or a control condition. Postintervention, mindfulness participants reported greater emotional clarity and improved regulation of negative emotions. In particular, the mindfulness group was shielded from an increase in negative emotions compared to the control group. In addition, within-group differences suggested that mindfulness training helps student-teachers control impulsive behavior and respond more flexibly to stressful emotions. These findings add to a growing body of research on the benefits of mindfulness. Pre-service teachers, it seems, gain the most benefit in the realm of emotional regulation.  相似文献   

Experiences of Computer Science Curriculum Design: A Phenomenological Study     

Arthur Sloan  Brian Bowe 《Interchange》2015,46(2):121-142

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Flip the Model: Strategies for Creating and Delivering Value     

Brian Mathews 《The Journal of Academic Librarianship》2014

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Society for the Advancement of Biology Education Research (SABER)     

Offerdahl EG  Balser T  Dirks C  Miller K  Momsen JL  Montplaisir L  Osgood M  Sirum K  Wenderoth MP  White B  Wood WB  Withers M  Wright R 《CBE life sciences education》2011,10(1):11-13

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Be a Performance Improvement Contributor: Write an Article!     

James A. Pershing  Brian Gresham 《Performance Improvement》2014,53(6):39-42

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The Preparation of Master's‐Level Professional Counselors for Positions in College and University Counseling Centers          下载免费PDF全文

Brian M. Shaw  Theodore P. Remley Jr.  Christine Ward 《Journal of College Counseling》2014,17(3):236-248

This study investigated college and university counseling center directors’ perceptions of the adequacy of the preparation of master's‐level counselors for work in college and university counseling centers. Results indicated that counselors were rated on average as prepared; however, many directors had concerns about counselors’ ability to work with students presenting more severe mental health issues. Findings are discussed, and implications for the training and preparation of college counseling practitioners are presented.  相似文献   

Unrecognized cultural conventions for assessing word reading that affect research and practice     

Claire M. Fletcher-Flinn  G. Brian Thompson  Megumi Yamada  Makiko Naka 《Reading and writing》2014,27(9):1641-1655

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Cultural Competence and Cultural Identity: Using Telementoring to Form Relationships of Synergy     

Audrey Friedman  Brian Herrmann 《The Teacher Educator》2014,49(3):193-207

This study addresses the following research question: How does telementoring urban high school students by English teacher candidates develop candidates' cultural competence and impact mentees' cultural identity development? Mentee-mentor exchanges were analyzed to uncover how mentees used writing to develop cultural identity, how mentors' responses demonstrated cultural competence, and how cultural competence enhanced cultural identity development. Data analysis revealed two themes of synergy, where mentor-mentee exchanges enabled mutual learning. As mentors demonstrated cultural respect through cultural exploration, mentees broadened identity through cultural sharing. As mentors exhibited cultural affirmation through cultural empathy mentees shifted from silenced to spoken anger. Detailed excerpts illustrate how mentees grappled with cultural identity development and how mentors challenged personal assumptions and began to develop ideological clarity.  相似文献   

Factors for Personal Counseling Among Counseling Trainees          下载免费PDF全文

J. Stephen Byrne  Brett Shufelt 《Counselor Education & Supervision》2014,53(3):178-189

The present study explored the use of counseling among counselor trainees and the characteristics of consumers and nonconsumers. Approximately 61% of those surveyed (n = 85) reported that they had received counseling, with the majority being mental health counseling trainees. Nonconsumers (n = 54) indicated that they coped with problems in other ways but would consider counseling if they experienced trauma.  相似文献   

Growth of Social Competence During the Preschool Years: A 3‐Year Longitudinal Study     

António J. Santos  Brian E. Vaughn  Inês Peceguina  João R. Daniel  Nana Shin 《Child development》2014,85(5):2062-2073

This study examined the stability and growth over a 3‐year period of individual differences in preschool children's social competence, which was assessed in three domains: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. A total of 255 children (126 girls and 129 boys) participated in this study. Growth curve analyses demonstrated both stability and change with regard to social competence over early childhood. Social competence measures and latent variables were invariant over this time period, individual differences in social competence were largely stable from year to year, and significant increases over time were observed for the domain most closely reflective of specific personal attributes skills.  相似文献