Narrative inquiry as travel study method: affordances and constraints     

Cheryl J. Craig  Yali Zou  Rita Poimbeauf 《Asia Pacific Education Review》2014,15(1):127-140

This article maps how narrative inquiry—the use of story to study human experience—has been employed as both method and form to capture cross-cultural learning associated with Western doctoral students’ travel study to eastern destinations. While others were the first to employ this method in the travel study domain, we are the first to comprehensively explore the affordances and constraints of the methodology and the possibilities it holds for illuminating knowledge developments, community growth, and identity transformations on the part of participating students. Story fragments illustrating each of these opportunities and challenges are drawn from the China Study Abroad Program, a program sponsored by the University of Houston’s Asian American Studies Center that has been underway since 1995. Affordances of the narrative inquiry research method include such things as detailed accounts of individuals in interaction with diverse people/places/things and explications of stories people live in and by. Accounts, which are “true for now,” as opposed to true for all time and the dangers of human fallibility form two examples of narrative inquiry’s constraints.  相似文献   

Building actionable knowledge for individuals and organisations     

Kath Aspinwall  Cheryl Brook  Sue Smith 《Action Learning: Research and Practice》2014,11(2):198-200

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Integration of Electronic Communication in Higher Education: Contributions of Faculty Computer Self-Efficacy     

Leah Keino Kagima  Cheryl O. Hausafus   《The Internet and Higher Education》2000,2(4):221

How confident are college faculty to integrate technology in their teaching? This study examined relationships between faculty computer self-efficacy and integration of electronic communication when teaching. Faculty at a Research I land-grant university were mailed a self-report questionnaire yielding a 59 percent response rate. Over half used electronic communication in their courses, mostly for course-related announcements and deadlines, but least for synchronous communication. Computer self-efficacy scores differed on age, gender, college, integration, and computer experience. Low integrators and female faculty reported lower confidence in using computers. As universities offer courses with significant Web-presence, faculty development efforts need to increase self-efficacy by providing hands-on experiences in technologically supported environments.  相似文献   

Raising the Murinae Standard     

Cheryl A. Logan 《Metascience》2005,14(3):477-480

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Campus strategies: Assessment of student academic achievement in an associate degree nursing program     

Cheryl Bruick-Sorge 《Assessment Update》1995,7(3):11-11

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Psychometric reevaluation of the scientific attitude inventory‐revised (SAI‐II)     

Michael J. Lichtenstein  Steven V. Owen  Cheryl L. Blalock  Yan Liu  Kacy A. Ramirez  Linda A. Pruski  Carolyn E. Marshall  Mary Anne Toepperwein 《科学教学研究杂志》2008,45(5):600-616

The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ² (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008  相似文献   

Lower-level developmental skills in beginning writing     

Virginia Berninger  Cheryl Yates  Ana Cartwright  Judith Rutberg  Elizabeth Remy  Robert Abbott 《Reading and writing》1992,4(3):257-280

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“What could be” in Canadian sport facility environmental sustainability     

Cheryl Mallen  Chris Chard 《Sport Management Review》2012,15(2):230-243

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The abuse-related beliefs questionnaire for survivors of childhood sexual abuse     

Ginzburg K  Arnow B  Hart S  Gardner W  Koopman C  Classen CC  Giese-Davis J  Spiegel D 《Child abuse & neglect》2006,30(8):929-943

OBJECTIVE: To evaluate the psychometric properties of a new measure, the Abuse-Related Beliefs Questionnaire (ARBQ), designed to assess abuse-related beliefs among adult survivors of childhood sexual abuse (CSA). Study 1 examined the structure of the scale, and Study 2 evaluated its reliability and validity. METHOD: One hundred and seventy female CSA survivors recruited into a group psychotherapy intervention study were administered the ARBQ in Study 1. A subsample of 45 women completed the ARBQ again 12 months later. In Study 2, 70 women from a health maintenance organization who identified themselves as survivors of CSA completed the ARBQ along with the Trauma Symptom Checklist-40 (TSC-40) and the Symptom Checklist 90R (SCL-90-R). RESULTS: Three reliable ARBQ subscales emerged in Study 1: Guilt, Shame, and Resilience. Twelve-month test-retest reliability was high (r=.60-.64). The internal consistency of the subscales was further supported in Study 2, and validity was demonstrated by moderate to high correlations with the distress measures. CONCLUSIONS: The results indicate that the ARBQ has good psychometric characteristics, supporting the feasibility of its use in measuring abuse-related beliefs in research on survivors of CSA. A next step for validation of the ARBQ would be to evaluate its sensitivity in measuring changes in studies of interventions for treating CSA survivors.  相似文献   

Conducting the Reference Interview. 2nd ed     

Cheryl LaGuardia 《Journal of the Medical Library Association》2010,98(3):265-266

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