Coteaching in Counselor Education: Preparing Doctoral Students for Future Teaching     

Eric R. Baltrinic  Marty Jencius  Jason McGlothlin 《Counselor Education & Supervision》2016,55(1):31-45

This phenomenological study explored 10 counselor education doctoral students' coteaching experiences with faculty members. Three coteaching structures identified from the data were relational, operational, and developmental. A definition of coteaching supported by the findings is presented. Implications for counselor education programs, limitations, and directions for future research are discussed.  相似文献   

Who Talks to Whom in Malawi's Agricultural Research Information Network?     

Mariam A.T.J. Mapila  Jason Yauney  Paul Thangata  Klaus Droppelmann  John Mazunda 《The Journal of Agricultural Education and Extension》2016,22(1):7-23

Purpose: The sector-wide approach currently dominates as the strategy for developing the agricultural sector of many African countries. Although recognised that collaborative agricultural research is vital in ensuring success of sector-wide agricultural development strategies; there have been few efforts to understand the dynamics of national agricultural research/development networks in Africa. This study fills this gap by analysing the dynamics of networking and interactions between institutions in the National Agricultural Research System in Malawi. Design/Methodology/Approach: The study sampled actors in the National Agricultural Research System in Malawi, which included the main public agricultural research department, academic institutions, semi-autonomous research institutions, private companies and international agricultural research institutions. Data was analysed using Social Network Analysis. Findings: Results demonstrate that public agricultural research departments play a central coordinating role in facilitating information sharing; with other actors remaining on the periphery. However, it also shows the important role other actors play to relay information to a wider network of stakeholders. These secondary information pathways can play a very crucial role in ensuring successful implementation of the national agricultural research agenda. Practical implication: Policy-makers are called upon to integrate other research actors into the mainstream national agricultural research information network. This is vital as other research actors are, at the global level, increasingly taking up a greater role in financing and disseminating research and research results. Originality/Value: The study contributes greatly towards knowledge needed for continuing the transformation of African agricultural research; and aligning the African agricultural research vision and practice with the emerging global agricultural research paradigm.  相似文献   

Investigating Student Perceptions of a Dissection-Based Undergraduate Gross Anatomy Course Using Q Methodology     

Jessica N. Byram  Jason M. Organ  Michael Yard  Naomi A. Schmalz 《Anatomical sciences education》2020,13(2):149-157

The demand for upper-level undergraduate dissection-based anatomy courses is growing, as professional programs require more advanced anatomy training prior to matriculation. To address this need, Indiana University School of Medicine (IUSM) partnered with Indiana University-Purdue University Indianapolis—a large, urban, life science-focused campus nearby to IUSM—to offer an undergraduate, dissection-based course in regional gross anatomy. Because this is a new course, a deeper post-course evaluation of student perceptions was conducted using Q methodology. In this study, Q methodology was used to evaluate student views of the overall course structure, pre-laboratory materials and activities, assessments, and quality of instruction. Of the 15 students in the spring semester 2018 cohort, 80% (n = 12) participated in the evaluation, and 10 of those students followed up with written explanations for their rationale in selecting the four statements with which they most strongly agreed and disagreed. The Q methodology sorted the students into one of three statistically significant groups: Motivated Dissectors (n = 6), Traditional Students (n = 3), and Inspired Learners (n = 3). Motivated Dissectors and Inspired Learners felt strongly that the course did not encourage self-directed learning and that the pre-laboratory materials were not adequate to prepare them for quizzes. Traditional Students, however, disagreed, having a favorable opinion of the pre-laboratory materials, even though this group felt most strongly that the amount of material covered in the course was overwhelming. This study demonstrates the utility of Q methodology to evaluate courses to elucidate student perspectives and inform future course modifications.  相似文献   

Altered movement patterns but not muscle recruitment in moderately trained triathletes during running after cycling     

Bonacci J  Blanch P  Chapman AR  Vicenzino B 《Journal of sports sciences》2010,28(13):1477-1487

Previous studies have shown that cycling can directly influence neuromuscular control during subsequent running in some highly trained triathletes, despite these triathletes' years of practice of the cycle-run transition. The aim of this study was to determine whether cycling has the same direct influence on neuromuscular control during running in moderately trained triathletes. Fifteen moderately trained triathletes participated. Kinematics of the pelvis and lower limbs and recruitment of 11 leg and thigh muscles were compared between a control run (no prior exercise) and a 30 min run that was preceded by a 15 min cycle (transition run). Muscle recruitment was different between control and transition runs in only one of 15 triathletes (<7%). Changes in joint position (mean difference of 3°) were evident in five triathletes, which persisted beyond 5 min of running in one triathlete. Our findings suggest that some moderately trained triathletes have difficulty reproducing their pre-cycling movement patterns for running initially after cycling, but cycling appears to have little influence on running muscle recruitment in moderately trained triathletes.  相似文献   

A journal is a club: a new economic model for scholarly publishing     

Jason Potts  John Hartley  Lucy Montgomery  Cameron Neylon  Ellie Rennie 《普罗米修斯》2017,35(1):75-92

A new economic model for the analysis of scholarly publishing – journal publishing in particular – is proposed that draws on club theory. The standard approach builds on market failure in the private production (by research scholars) of a public good (new scholarly knowledge). In this model, publishing is communication, as the dissemination of information. But a club model views publishing differently: namely as group formation, where members form groups in order to confer externalities on each other, subject to congestion. A journal is a self-constituted group, endeavouring to create new knowledge. In this sense, a journal is a club. The knowledge club model of a journal seeks to balance the positive externalities of a shared resource (readers, citations, referees) against the negative externalities of crowding (decreased prospect of publishing in that journal). A new economic model of a journal as a knowledge club is elaborated. We suggest some consequences for the management of journals and financial models that might be developed to support them.  相似文献   

The link between basing self-worth on academics and student performance depends on domain identification and academic setting     

Jason S. Lawrence  Joseph Charbonneau 《Learning and individual differences》2009,19(4):615-620

Two studies showed that the link between how much students base their self-worth on academics and their math performance depends on whether their identification with math was statistically controlled and whether the task measured ability or not. Study 1 showed that, when math identification was uncontrolled and the task was ability-diagnostic, basing self-worth on academics was unrelated to the students' math performance. When math identification was controlled, however, the more students based self-worth on academics the worse their math performance. Study 2 showed that, when math identification was uncontrolled and the task was ability non-diagnostic, the more students based self-worth on academics the better their math performance. When math identification was controlled, however, students' level of basing self-worth on academics was unrelated to math performance. These results held for females and males even when gender was made salient. In both studies, higher math identification linked to better math performance.  相似文献   

Social Information Processing,Moral Reasoning,and Emotion Attributions: Relations With Adolescents’ Reactive and Proactive Aggression     

William F. Arsenio  Erin Adams  Jason Gold 《Child development》2009,80(6):1739-1755

Connections between adolescents’ social information processing (SIP), moral reasoning, and emotion attributions and their reactive and proactive aggressive tendencies were assessed. One hundred mostly African American and Latino 13‐ to 18‐year‐olds from a low‐socioeconomic‐status (SES) urban community and their high school teachers participated. Reactive aggression was uniquely related to expected ease in enacting aggression, lower verbal abilities, and hostile attributional biases, and most of these connections were mediated by adolescents’ attention problems. In contrast, proactive aggression was uniquely related to higher verbal abilities and expectations of more positive emotional and material outcomes resulting from aggression. Discussion focused on the utility of assessing both moral and SIP‐related cognitions, and on the potential influence of low‐SES, high‐risk environments on these findings.  相似文献   

What are secondary students’ expectations for teachers in virtual school environments?     

Kevin Oliver  Jason Osborne  Kevin Brady 《Distance Education》2009,30(1):23-45

A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate relevance, provide for both content and peer interaction, and respond to questions and provide feedback quickly. The data suggest a possible content‐related interaction where a limited course shell can be bolstered by a proactive teacher, but potentially flounder among teachers who do not expect or know how to supplement an online course. Data further suggest a potential communication‐related interaction where increased opportunities for student–student and student–teacher interaction could potentially decrease the actual or perceived need for individualized attention that is particularly challenging for virtual teachers to provide. These results can be used to establish teacher expectations and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.  相似文献   

Formative assessment systems: evaluating the fit between school districts’ needs and assessment systems’ characteristics     

Matthew Militello  Jason Schweid  Stephen G. Sireci 《Educational Assessment, Evaluation and Accountability》2010,22(1):29-52

Recent legislative and local school accountability efforts have placed a premium on the collection, analysis, and use of student assessment data for educational improvement. As a result, schools have sought assessments that will provide additional information about student performance. In response, a burgeoning boon industry formed—formative educational assessment systems. In this study we describe how districts search for and acquire formative assessment systems to meet their needs. We focus on three school districts that adopted three different formative assessment systems. Our findings suggest the fit between a system’s characteristics and a school district’s intended use is the most important consideration in instituting a successful formative assessment system that will have a positive impact on teacher education and student learning.  相似文献   

School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations     

Greg R. Machek  Jason M. Nelson 《Psychology in the schools》2010,47(3):230-245

This study surveyed a national sample of school psychologists with respect to the identification of reading disabilities (RD). It covers school psychologists' opinions regarding perceived benefits of the use of cognitive assessment in RD identification, both within and outside of an IQ–achievement discrepancy model. The survey also solicited opinions about the nature of RD, particularly conceptions of general slow learners (and readers) versus those evidencing a discrepancy. Results related to school psychologists' concerns about job security, should IQ testing be reduced, are presented. Furthermore, the perceived benefits of a Response to Intervention (RTI) model, how school psychologists see themselves contributing to an RTI effort, as well as possible hurdles to RTI implementation are covered. Measurement of these perceptions may be beneficial in informing current and future service delivery models for RD identification as well as possible training needs of currently practicing school psychologists. Finally, the current work represents an effort to measure assessment acceptability for RD identification techniques. © 2010 Wiley Periodicals, Inc.  相似文献