Health Action Process Approach: Application to Medication Adherence in Cardiac Rehabilitation (CR) Patients     

Anna E. Greer  Kerry Milner  Richard Marcello  Katie Mazin 《Educational gerontology》2015,41(10):685-694

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Developing a Curriculum Guarantee for Overseas Students     

Kerry J Kennedy 《高等教育研究与发展》1995,14(1):35-46

The intemationalisation of Australian higher education during the 1980s was largely a response to what was perceived as an economic imperative: the need to create an export culture. As a policy initiative, the response has been remarkably successful with Australian higher education institutions attracting a significant number of overseas students, particularly from the Asian region. Yet this economic policy context has often obscured the necessity to provide for overseas students in a way that is consistent with the liberal democratic values that are so much part of the culture of Australian universities. This paper argues that those values should be reasserted so that overseas students are regarded not so much as the end products of a business transaction but as individuals with real needs and concerns that must be addressed.  相似文献   

Evaluating the impact of the curriculum centre in Australia     

Phillip Hughes  Kerry J. Kennedy 《Studies in Educational Evaluation》1987,13(3)

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Comparison of the General Ability Measure for Adults and the Kaufman Adolescent and Adult Intelligence Test with college students     

Kerry S. Lassiter  T. Darin Matthews  Nancy L. Bell  Carrie M. Maher 《Psychology in the schools》2002,39(5):497-506

Ninety‐four college students were administered the GAMA and KAIT. GAMA IQs were significantly and moderately correlated with KAIT Fluid, Crystallized and Composite IQs, supporting the convergent validity of this instrument. Although significant correlations between measures emerged and nonsignificant differences were found between mean scores across these instruments, GAMA IQ scores did not accurately predict KAIT Composite IQ scores when GAMA IQ scores were compared to KAIT Composite IQs. Similarly, when the sample was divided into two groups by ability level, GAMA IQs accurately estimated the intelligence for individuals of Average and Below Average intelligence, but underestimated the KAIT Composite IQ scores by 4 points for the Above Average group. Implications of the findings are discussed and suggestions for future research are provided. © 2002, Wiley Periodicals, Inc.  相似文献   

Book Reviews     

Kerry H. Robinson  Caroline Barratt-Pugh  Susan Krieg  Jill Robbins 《The Australian Educational Researcher》2004,31(3):105-114

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Platonic & Freirean Interpretations of W. E. B. Du Bois's, “Of The Coming of John”     

Kerry Burch 《Educational Studies A Journal of the American Educational Studies Association》2016,52(1):38-50

In the current Neoliberal climate of educational reform, the enlightenment project in education is more susceptible than ever to the machinations of historical amnesia. The notion that education can be transformative in a positive sense represents a moral ideal that teachers in the foundations of education find increasingly difficult to integrate into their pedagogies. As an antidote to this cultural forgetting, the article makes the case that W. E. B. Du Bois's lone fictionalized chapter in The Souls of Black Folk, “Of the Coming of John,” can be used in classrooms to reinvigorate students’ thinking not only about the enlightenment project in education in a general sense, but more specifically, about the paradoxical and tragic dimensions that accompany this project and tradition. I argue that Du Bois's bildungsroman, or coming-of-age story, can be most fruitfully interpreted when read alongside Plato's “turning around of the soul” (periagoge) and Paulo Freire's concept conscientization. When these 3 enlightenment-oriented narratives are studied in concert, they have an enormous potential to help cultivate the moral, political, and aesthetic sensibilities of our students as they construct their vocational identity as teachers in relation to the enlightenment project in education.  相似文献   

Religious engagement and attitudes to the role of religion in society: their effect on civic and social values in an Asian context     

Chris Hin Wah Cheung  Kerry J. Kennedy  Chi Hung Leung  Ming Tak Hue 《British Journal of Religious Education》2018,40(2):158-168

This paper explored the impact of religious engagement (religious background, religious service attendance and religious activities participation) on adolescents’ civic and social values. Attitudes towards the influence of religion on society were investigated as a possible mediator/moderator of religious engagement. A model based on Western literature was tested using a sample of over 2000 Hong Kong students. Secondary data were drawn from the International Civics and Citizenship Education Study 2009. Multi-level modelling was used to assess individual and school level effects on civic and social values. Results indicated that religious engagement exerted varied effects. Religious background showed small and negative effects on students’ civic and social values. Participation in religious services indicated a small, positive and significant effect on social but not on civic values. Participation in religious activities showed no significant effect on either social or civic values. These variables exerted a small moderating effect on social and civic values through attitudes to the influence of religion on society. The latter exerted a positive and significant effect on civic values and a negative effect on social values. These results suggested that Western models depicting the positive relationship between religious engagement and citizenship values may not hold for Asian societies.  相似文献   

The effects of verbal reinforcement and contingency management in increasing and stabilizing responses in reading behaviours: A report     

Alex Maggs  Kerry Stirling 《International Journal of Disability, Development & Education》1976,23(1):46-52

Verbal reinforcement and contingency management Was used to increase the response rate correct in a class group of twenty‐nine boys in year 7 of schooling. The response rate increased by six times over a period of thirty school days, on data using daily measurements. On the Gap achievement test, the mean reading age prior to the study was 8.0 years. After the thirty day period of instruction it was 10.0 years.  相似文献   

Teachers ’ conversations about civic education: Policy and practice in Australian schools     

Kerry J. Kennedy  Simon Jimenez  Di Mayer  Suzanne Mellor  Janet Smith 《Asia Pacific Education Review》2002,3(1):69-82

Civic education has been a priority for many countries in the Asia Pacific region over the past decade. Governments of different persuasions have recognized the need to provide stability and cohesion in their societies. This has been particularly so at a time when globalization and other forces threaten to fragment the nation state and co-opt its citizens into broader realms of allegiance and commitment. Policy makers have not been slow to come up with new directions for civic education in the school curriculum and the literature now abounds with examples from different countries. Yet missing from this flurry of policy development has been recognition of the role that teachers play in constructing civic education programs at the school level. In the end, it is teachers in classrooms who determine how centralized polices are understood and implemented. Drawing on a sample of Australian teachers, the purpose of this paper is to highlight the role that teachers play in constructing and reconstructing civic education policy in schools and classrooms. Interviews conducted with teachers in four Australian States/Territories have revealed that teachers ’ personal views of civics are more likely to influence them than external policies, their focus is more on citizenship than formal civics programs and that they are reluctant to develop programs where civic knowledge is formalized and disciplined based. The research reported in this paper was funded by the Australian Research Council (ARC). The views expressed are those of the authors and not the ARC.  相似文献   

Prevention is better than cure: coping skills training for adolescents at school     

Erica Frydenberg  Kerry Bugalski  Amanda Cotta  Cathy McCarthy  Neringa Luscombe‐smith 《Educational Psychology in Practice》2004,20(2):117-134

Children and adolescents today face a plethora of stressful problems, including family and relationship conflict, death of close family members or friends, and academic and social pressures. Such problems have been found to contribute to an increased risk of various emotional–social–cognitive difficulties in adolescence. These include academic failure, social misbehaviour, interpersonal problems, and depression.

Programmes that promote coping with normative stress, delivered to the whole population, have been considered to represent a promising direction for the prevention of social emotional difficulties. The Best of Coping: Developing Coping Skills Program (Frydenberg & Brandon, 2002 Frydenberg E Brandon CM (2002) The best of coping Melbourne: Oz Child [Crossref] [Google Scholar]) was introduced in two school settings on four separate occasions. Evaluation of the results provides modest support for coping skills enhancement but provide a warning about the need for caution when implementing and evaluating the Programme. First, it appeared to have some opposing effects on males and females. Second, improvements in students' coping responses were apparently related to the authenticity of implementation of the Programme.

The findings are discussed with regard to the need to implement programmes through which we can teach adolescents coping responses, which include optimism and problem‐solving skills, so that they may handle problems and stressors more effectively. Additionally, an important feature of such programmes is a focus on the reduction of the use of non‐productive coping skills. With an increase in psycho‐social problems, the need to provide school‐based programmes is discussed, with emphasis placed on programme implementation. In particular, the probable need for ongoing involvement of psychologically trained school counsellors with teachers, through the life of the programme.  相似文献