Providing Structure for Research Students Coming and Going     

A. Malcolm Campbell  Meredith J. Nakano  Caroline J. Vrana  Todd T. Eckdahl  Jeffrey L. Poet  Laurie J. Heyer 《CBE life sciences education》2012,11(4):337-338

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Enhancing student engagement through practice experience in social work education: the Social Work Studio     

Alan Campbell 《高等教育研究与发展》2012,31(6):773-784

It can sometimes be difficult to engage students in ‘real life experiences’ within the classroom. In one Bachelor of Social Work program, the development of a Social Work Studio (the Studio) has provided students with opportunities to engage in simulated social work practice in a safe and supportive environment. This article reports on a small exploratory study of students' responses to a survey that sought their views and reactions to the development of this Studio initiative. Findings were analysed from a sociocultural perspective. They indicate that students' responses to the development of the Studio reflect their emerging constructions of the cultural world of social work.  相似文献   

Peer victimization and depression in children with and without motor coordination difficulties     

Wenonah N. Campbell  Cheryl Missiuna  Tracy Vaillancourt 《Psychology in the schools》2012,49(4):328-341

Developmental coordination disorder (DCD) is a chronic disability that impacts children's performance of everyday motor‐based activities and is associated with the development of secondary social and mental health problems. The purpose of this study was to investigate peer victimization and depression in children who were and were not at risk for DCD. Selected from a population‐based sample, 159 at‐risk fifth graders were matched for age and gender to 159 controls. Children completed measures of depression and frequency of peer victimization. Results showed that children at risk for DCD reported more symptoms of depression and more frequent verbal and relational victimization than their peers. Being at risk for DCD and being bullied more frequently, especially relationally, significantly predicted increased depression symptoms. Findings highlight the importance of school psychologists remaining aware that children with DCD are at increased risk of experiencing bullying and depression. © 2012 Wiley Periodicals, Inc.  相似文献   

Stratified at seven: in‐class ability grouping and the relative age effect          下载免费PDF全文

Tammy Campbell 《British Educational Research Journal》2014,40(5):749-771

There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed in the lowest in‐class ability groups, and relatively older children in the highest group. In addition, teacher perceptions of pupils' ability and attainment are associated with the child's birth month: older children are more likely to be judged above average by their teachers. Using 2008 data for 5481 English seven‐year‐old pupils and their teachers from the Millennium Cohort Study, this research uses linear regression modelling to explore whether birth month gradation in teacher perceptions of pupils is more pronounced when pupils are in‐class ability grouped than when they are not. It finds an amplification of the already disproportionate tendency of teachers to judge autumn‐born children as more able when grouping takes place. The autumn–summer difference in teacher judgements is significantly more pronounced among in‐class ability grouped pupils than among non‐grouped pupils. Given evidence that teacher perceptions and expectations can influence children's trajectories, this supports the hypothesis that in‐class ability grouping in early primary school may be instrumental in creating the relative age effect.  相似文献   

Enactment as rhetorical strategy in the year of living dangerously     

Kathleen Campbell 《Communication Studies》2013,64(3-4):258-268

In The Year of Living Dangerously, the philosophical position that is argued in the film's content is reflected also in the film's form; i.e., the film is an enactment of the argument it makes. Failure to recognize enactment as a viable rhetorical strategy may have led to a failure to recognize the film's rhetorical force. Further study of enactment and its rhetorical effectiveness are suggested.  相似文献   

Library Outreach Positions: From Planning to Practice     

Leslie G. Adebonojo  Kathy A. Campbell  Mark E. Ellis 《Public Services Quarterly》2013,9(4):231-249

East Tennessee State University has a diverse student population of approximately 12,500 students. Recent statistics have indicated that the student body is bypassing the physical library building, including reference services, and connecting to online sources from off campus. With only six public service librarians whose duties include interlibrary loan, instruction, and other key library functions, librarians are limited in their ability to provide outreach to those students who might never enter the library. In this article, the authors describe the decision process in developing outreach librarian positions for the graduate programs librarian and the undergraduate student services librarian and discuss the specific services that these librarians provide to students.  相似文献   

Growth,development and performance of the Philippine and Brazilian telecommunications sectors: A contextual analysis     

Consuelo Campbell 《亚洲交流杂志》2013,23(1):33-47

The direct determinants of an industrial sector's success is usually taken to be ownership, market structure, and the regulatory structure in place. However, Mody (1987) has noted that frequently the performance of communication technology has more to do with economic, political and cultural contextual factors than with technical efficiencies. In the light of this observation, this comparitive case study seeks to assess the importance of the contextual forces that have influenced the development of the telecommunication sectors in the Philippines and Brazil.  相似文献   

A Review of “Embedded Librarians: Moving Beyond One-Shot Instruction,” edited by Cassandra Kvenild and Kaijsa Calkins     

Nancy F. Campbell 《资料收集管理》2013,38(1):55-56

No abstract available for this article.  相似文献   

Making the Case for Differentiated Teacher Effectiveness: An Overview of Research in Four Key Areas     

Daniel Muijs  Jim Campbell  Leonidas Kyriakides  Wendy Robinson 《School Effectiveness & School Improvement》2013,24(1):51-70

Research into teacher effectiveness has traditionally attempted to uncover generic characteristics of effective teachers. However, recently the realisation that teacher effectiveness may be differentiated across different domains has gained recognition. In this article, we propose that researchers and policy-makers develop more differentiated models of teacher effectiveness. An overview of research is given that looks at whether there is evidence for differentiated effectiveness in four areas: different subject and curriculum areas, pupil background and ability, pupils' personal characteristics, and different teacher roles.  相似文献   

ADOLESCENT GIRLS' COGNITIVE APPRAISALS OF COPING RESPONSES TO SEXUAL HARASSMENT     

Campbell Leaper  Christia Spears Brown  Melanie M. Ayres 《Psychology in the schools》2013,50(10):969-986

Peer sexual harassment is a stressor for many girls in middle and high school. Prior research indicates that approach strategies (seeking support or confronting) are generally more effective than avoidance strategies in alleviating stress. However, the deployment of effective coping behaviors depends partly on how individuals evaluate different options (i.e., cognitive appraisal). The present study tested sociocultural (ethnicity, parents’ education), interpersonal (perceived support from peers, mother, and father), developmental (age, perspective taking), and individual (self‐esteem, feminist self‐identification) factors as predictors of girls’ cognitive appraisals of coping responses to sexual harassment. The sample comprised 304 girls (M age = 15.5 years, range = 14 to 18 years) from diverse socioeconomic and ethnic backgrounds who reported having previously experienced sexual harassment (e.g., unwanted sexual comments or actions). Cognitive appraisals of coping were based on the reported likelihood of confronting, seeking help, or using avoidance in response to sexual harassment. Regression analyses indicated that feminist identity, self‐esteem, perspective taking, perceived support, and parents’ education were variously related to appraisals of different responses.  相似文献