International Student Support Groups: Learning from Experienced Group Members and Leaders     

Nate Page  Derek Griner  Timothy B. Smith  Aaron P. Jackson  Klint Hobbs 《Journal of College Student Psychotherapy》2019,33(3):180-198

A multisite qualitative study investigated the experiences of six group leaders and 10 group members who participated in seven different university counseling center international student support groups. Analyses of interview data using hermeneutic interpretation resulted in nine major themes and 10 subthemes organized into four sections: (a) recruitment and group design, (b) experiences of group members, (c) experiences of group leaders, and (d) additional considerations.  相似文献   

Globalisation and Pedagogy: Space, Place and Identity (Second Edition) - By Richard Edwards and Robin Usher     

Harriet  Marshall 《British Journal of Educational Studies》2008,56(4):490-492

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Choking under pressure: When an additional positive stereotype affects performance for domain identified male mathematics students     

Harriet E. S. Rosenthal  Richard J. Crisp 《European Journal of Psychology of Education - EJPE》2007,22(3):317-326

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A Field-Based Testing Protocol for Assessing Gross Motor Skills in Preschool Children: The CHAMPS Motor Skills Protocol (CMSP)     

Williams HG  Pfeiffer KA  Dowda M  Jeter C  Jones S  Pate RR 《Measurement in physical education and exercise science》2009,13(3):151-165

The purpose of the study was to develop a valid and reliable tool for use in assessing motor skills in preschool children in field based settings. The development of the CHAMPS (Children's Activity and Movement in Preschool Study) Motor Skills Protocol (CMSP) included evidence of its reliability and validity for use in field-based environments as part of large epidemiological studies. Following pilot work, 297 children (3-5 years old) from 22 preschools were tested using the final version of the CMSP and the TGMD-2. Reliability of the CMSP and interobserver reliability were determined using intraclass correlation procedures (ICC; ANOVA). Concurrent validity was assessed using Pearson correlation coefficients to compare the CMSP to the original Test of Gross Motor Development (2(nd) Edition) (TGMD-2). Results indicated that test reliability, interobserver reliability and validity coefficients were all high, generally above R/r = 0.90. Significant age differences were found. Outcomes indicate that the CMSP is an appropriate tool for assessing motor development of 3-, 4-, and 5-year-old children in field-based settings that are consistent with large-scale trials.  相似文献   

Scientists as Prophets: A Rhetorical Genealogy     

Joseph Rhodes  Emily Hobbs 《Quarterly Journal of Speech》2016,102(2):212-216

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Evaluating Emotional Literacy in Schools: The Development of the School Emotional Environment for Learning Survey     

Alice Haddon  Harriet Goodman  James Park  Ruth Deakin Crick 《Pastoral Care in Education》2005,23(4):5-16

This paper describes the development of the School Emotional Environment for Learning Survey, an instrument for evaluating the perceived level of emotional literacy of the school as an organization. It elicits student and staff perceptions of their affective experience of being a part of the school community. It was designed to look at the extent to which a school enables members of its community to interact in a manner that builds an understanding of their own and others' emotions, which can then be used to shape their actions. Emotional literacy is seen here as a potential in everyone that is contingent on the interaction between a person and their social context, rather than a capacity that is either present or absent in the individual.
Qualitative data were collected from an ethnographic case study of two schools using closed- and open-ended questionnaires, semi-structured interviews, focus groups, a draw-and-write exercise and participant observation. The data were used to generate grounded theory and to build a theoretical framework for organizational emotional literacy. This theoretical framework is described as the CORE framework, addressing the domains of communication, relationships, organization and emotional experience. These domains are then characterized by particular qualities and values that are described in the 'matrix of emotional literacy'. This framework and matrix were then used to develop a questionnaire, which was trialed as a tool to audit the level of emotional literacy in both primary and secondary schools.  相似文献   

Book reviews     

Stewart Steiner  Walter C. Hobbs  Robert Carbone 《Higher Education》1987,16(2):237-242

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Women scholars: Closing the publication gap     

C. Glenn Walters  Dr. Elaine Hobbs Fry  Breck D. Chaisson 《Research in higher education》1990,31(4):355-367

As more females receive advanced degrees in business and enter the field of teaching in higher education, the role of females as publishers in scholarly journals will increase. Data collected from 27 business-oriented journals covering a 23-year time period support this premise. The purpose of this article is to present that data in order to show the changing role of women in publishing and to highlight some of the similarities and differences between female and male authors.  相似文献   

From Communities of Interest to Communities Of Practice: The Role and Impact of Professional Development in Nuclear Security Education     

Matthew Moran  Christopher Hobbs 《British Journal of Educational Studies》2018,66(1):87-107

In recent years, nuclear security has gained prominence on the international security agenda. Driven by post 9/11 anxieties and the politicization of fears regarding nuclear terrorism, concerns in this area have spawned a wealth of initiatives, which seek to counter this threat. Principal among these have been efforts to promote nuclear security education and infuse teaching and learning in this sphere with a more holistic understanding of the subject, its relevance and its implications. Against this background, this article sets out the findings of empirical research into the impact of nuclear security ‘train-the-trainer’ professional development courses on the practice of an emerging cadre of nuclear security educators. In particular, the paper explores the value of this model as a means of establishing sustainable communities of practice in the context of nuclear security education.  相似文献   

VI. INTERGENERATIONAL TRANSMISSION OF SECURE BASE SCRIPT KNOWLEDGE: THE ROLE OF MATERNAL CO-CONSTRUCTION SKILLS     

Adela Apetroaia  Harriet S. Waters 《Monographs of the Society for Research in Child Development》2018,83(4):91-105

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