Student Assessment of Self-Efficacy and Practice Readiness Following Simulated Instruction in an Undergraduate Social Work Program     

Kimberly Carter  Jayme Swanke  Jessica Stonich  Stephanie Taylor  Morgan Witzke  Michael Binetsch 《Journal of Teaching in Social Work》2018,38(1):28-42

ABSTRACT

The use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice.  相似文献   

Evaluating the Social Validity of Project TEAM: A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers     

Jessica M. Kramer  I-Ting Hwang  Christine A. Helfrich  Preethy S. Samuel  Ann Carrellas  and the YELL Lab Project TEAM Youth Research Collaborators 《International Journal of Disability, Development & Education》2018,65(1):57-75

Project TEAM teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents is critical, given the significant shift the intervention represents from rehabilitation’s more traditional focus on body structures and function. University researchers and youth research collaborators conducted a participatory evaluation of the purpose, procedures, and perceived benefits of Project TEAM. Youth with DD (n = 42) provided feedback using three methods: activity voting, a survey, and a focus group. Parents (n = 37) also provided feedback. Results suggest that both youth and parents find Project TEAM acceptable and relevant to youth’s current and future lives. The majority of youth and parents felt Project TEAM fostered independence and empowerment, although some youth and parents reported challenges with the unique environment-focused approach.  相似文献   

Associative structure of second-order conditioning in humans     

Paul Craddock  Jessica S. Wasserman  Cody W. Polack  Thierry Kosinski  Charlotte Renaux  Ralph R. Miller 《Learning & behavior》2018,46(2):171-181

Second-order conditioning (SOC; i.e., conditioned responding to S2 as a result of S1–US pairings followed by S2–S1 pairings) is generally explained by either a direct S2→US association or by an associative chain (i.e., S2→S1→US). Previous research found that differences in responses to S2 after S1 was extinguished often depended on the nature of the S2–S1 pairings (i.e., sequential or simultaneous). In two experiments with human participants, we examined the possibility that such differences result from S1 evoking S2 during extinction of S1 following simultaneous but not sequential S2–S1 pairings. This evocation of S2 by S1 following simultaneous pairings may have paired the evoked representation of S2 with absence of the outcome, thereby facilitating mediated extinction of S2. Using sequential S2-S1 pairings, both Experiments 1 and 2 failed to support this account of how extinction of S1 reduced responding to S2. Experiment 1 found that extinguishing S1 reduced responding to S2, while extinguishing S2 had little effect on responses to S1, although forward evocation of S1 during extinction of S2 paired the evoked representation of S1 with absence of the outcome. In Experiment 2, evocation of S2 during S1 nonreinforced trials was prevented because S2–S1 pairings followed (rather than proceeded) S1-alone exposures. Nevertheless, responding to S2 at test mimicked S1 responding. Responding to S2 was high in the context in which S1 had been reinforced and low in the context in which S1 had been nonreinforced. Collectively, these experiments provide additional support for the associative-chain account of SOC.  相似文献   

The Brink of Change: Gender in Technology-Rich Collaborative Learning Environments     

Jessica?GoldsteinEmail author  Sadhana?Puntambekar 《Journal of Science Education and Technology》2004,13(4):505-522

This study was designed to contribute to a small but growing body of knowledge on the influence of gender in technology-rich collaborative learning environments. The study examined middle school students attitudes towards using computers and working in groups during scientific inquiry. Students attitudes towards technology and group work were analyzed using questionnaires. To add depth to the findings from the survey research, the role of gender was also investigated through the analysis of student conversations in the context of two activities: exploring science information on a hypertext text and conducting hands-on investigations. The data suggest that not only are girls and boys are similar with regard to attitudes about computers and group work, but that during collaborative learning activities, girls may actually participate more actively and persistently regardless of the nature of the task.  相似文献   

‘Make money,get money’: how two autonomous schools have commercialised their services     

Jessica Holloway  Amanda Keddie 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):889-901

ABSTRACT

Using the stories of two autonomous public schools in Australia, this paper demonstrates how commercialisation can simultaneously position schools as both consumer and for-profit producer. Drawing on Foucault's articulation of discourse as that which constitutes and makes available what is possible to be said, done and imagined, the paper illustrates how the current marketised articulation of education is allowing for new possibilities of commercialisation in schools. Together these stories demonstrate that there are creative ways that these schools have embraced their autonomy, while relying on market solutions to acquire the resources they deem necessary for their students and their communities. However, it also shows how these resources and the attainment for them are inextricably constituted by the market orientation of education more broadly and how this presents potential dangers for what schools may be and become as a result.  相似文献   

Different teacher-level effectiveness estimates,different results: inter-model concordance across six generalized value-added models (VAMs)     

Edward Sloat  Audrey Amrein-Beardsley  Jessica Holloway 《Educational Assessment, Evaluation and Accountability》2018,30(4):367-397

In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states.  相似文献   

Teacher–Child Interactions in Early Head Start Classrooms: Associations With Teacher Characteristics     

Sherri Castle  Amy C. Williamson  Emisha Young  Jessica Stubblefield  Deborah Laurin  Nicole Pearce 《Early education and development》2016,27(2):259-274

ABSTRACT

Research Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher characteristics included education, years of experience, beliefs about child rearing, depressive symptoms, and the temperamental characteristics of positivity and frustration. Teacher–child interactions were measured using the Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field of degree was directly associated with the majority of dimensions of teacher–child interactions. Examination of teachers’ years of experience and intrapersonal characteristics revealed a number of significant interactions, indicating that teacher experience and appropriate beliefs may serve as protective factors in the presence of psychosocial risk factors. Practice or Policy: Overall, our findings suggest that both early childhood education degrees and years of experience are directly or indirectly associated with multiple dimensions of teacher–child interactions, confirming that these patterns established for preschool teachers hold for teachers of infants and toddlers. These results also suggest that years of experience and progressive beliefs about children may be especially important for teachers who are depressed or who have low levels of positivity and high levels of frustration. Implications for future research, as well as preservice and in-service professional development, are discussed.  相似文献   

Child abuse screening: Implications of the limited predictive power of abuse discriminants from a controlled family study of pediatric social illness     

Jessica H. Daniel Ph.D. 《Child abuse & neglect》1978,2(4):247-259

The predictive value of a child abuse screening instrument on unselected populations is illustrated for varying hypothesized levels of child abuse prevalence in order to demonstrate outcome of a hypothetical national screening program. At any level of application, the prediction of false positives and false negatives suggests a low practical utility for an unacceptably high social cost.  相似文献   

What does it look like and what can it do? Category structure influences how infants categorize     

Horst JS  Oakes LM  Madole KL 《Child development》2005,76(3):614-631

Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N = 98) learning of exemplars characterized by commonalities in appearance or function. When learning exemplars with a common function, infants initially responded to the common feature, apparently forming a category, and only learned the individual features with more extensive familiarization. When learning exemplars with a common appearance, infants initially learned the individual features and apparently only formed a category with more extensive familiarization. The results are discussed in terms of models of category learning.  相似文献   

Preschool children's reasoning about ability   总被引：3，自引：0，他引：3  

Heyman GD  Gee CL  Giles JW 《Child development》2003,74(2):516-534

Young children's reasoning about ability was investigated among 155 preschoolers (M = 4 years, 10 months) across 3 studies. Results suggest that preschoolers are sensitive to mental state information when making judgments about another child's ability: They judged a child who finds a task easy to be smarter than one who finds the same task hard. Systematic patterns of errors on recall tasks suggest that preschoolers perceive positive correlations between (a) exerting effort and experiencing academic success, and (b) being nice and having high academic ability. Results from a comparison group of forty 9- to 10-year-olds (M = 9 years, 10 months) suggest that the preschool findings generally reflect emerging patterns of reasoning about ability that persist into later childhood, but that the perceived correlations between high effort and academic outcomes and between social and academic traits diminish with age.  相似文献