The INSPIRE Project: Using the ‘Unknown’ to Co-construct a Training Course on Humanistic Counselling in Afghanistan     

Lucia Berdondini  Sandra Grieve  Ali Kaveh 《International journal for the advancement of counseling》2014,36(3):305-316

This article details a collaborative project between the University of Strathclyde (UK) and the University of Herat (Afghanistan). The aim was to co-construct a model of training, based on humanistic approaches, in order to enhance counselling services in Afghanistan and to establish counselling training at the University of Herat. Two groups of participants received 120 h training each. In February 2014 a selected group received a further training for trainers. Strengths and limitations of this project are explored as well as its impact on the Afghan community and further developments for counselling in this context.  相似文献   

Early Integration and Other Outcomes for Community College Transfer Students     

Mark M. D’Amico  Sandra L. Dika  Theodore W. Elling  Bob Algozzine  Donna J. Ginn 《Research in higher education》2014,55(4):370-399

The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto’s (Leaving college: Rethinking the causes and cures of student attrition, 1993) Longitudinal Model of Institutional Departure and Deil-Amen’s (J Higher Educ, 82:54–91, 2011) concept of “socio-academic integrative moments” to inform the selection and organization of potential predictors. We developed regression models for relationships between demographic and background variables of interest and perceived academic and social integration following the first six weeks at the receiving university. We also included these perceived integration scores in regression models for six outcomes (first and second semester grade point average, first and second semester earned hours ratios, and second and third semester persistence). Academic and previous college background explained the greatest amount of variance in predicting early integration and academic outcomes.  相似文献   

Increasing Teachers' Adherence to a Classwide Intervention Through Performance Feedback Provided by a School-Based Consultant: A Case Study     

Lisa M. Hagermoser Sanetti  Sandra M. Chafouleas  Lindsay M. Fallon  Rose Jaffrey 《Journal of educational and psychological consultation》2014,24(3):239-260

Performance feedback (PF) is an empirically supported method of increasing teachers' treatment adherence. In the evaluations of PF to date, however, PF was delivered by someone external to the school. The primary purpose of this case study was to provide an exploratory evaluation of the effectiveness and feasibility of PF when delivered by a school-based consultant to teachers implementing a classwide behavioral intervention. Teacher treatment adherence and student outcomes were also evaluated. Results indicate that overall, (a) teachers demonstrated moderate-to-high, but variable, levels of treatment adherence; (b) when teachers demonstrated lower levels of treatment adherence, the school-based consultant implemented PF with high adherence for 5 weeks, after which adherence varied; and (c) student outcomes improved.  相似文献   

“Everything's Upside Down. We'll Call It Upside Down Valley!”: Siblings’ Creative Play Themes,Object Use,and Language During Pretend Play     

Nina Howe  Shireen Abuhatoum  Sandra Chang-Kredl 《Early education and development》2014,25(3):381-398

  相似文献   

K-8 Educators Perceptions and Preparedness for Teaching Evolution Topics     

Louis S. Nadelson  Sandra Nadelson 《Journal of Science Teacher Education》2010,21(7):843-858

Many science education standards mandate teaching evolution concepts in the K-8 curriculum. Yet, not all K-8 certified educators embrace the notion of teaching evolution content Factors influencing K-8 teacher engagement with evolution curriculum include evolution familiarity and personal beliefs conflicts. With this in mind, we investigated the perceptions and beliefs about evolution of educators who had completed a science and mathematics education master’s degree. Our quantitative and qualitative data indicate some participants did not feel prepared or responsible for teaching evolution content. The discussion of our study results and implications was done in the context of achieving science learning standards.  相似文献   

Orientations to Science Teacher Professional Development: An Exploratory Study   总被引：1，自引：0，他引：1  

Meredith A. Park Rogers  Sandra K. Abell  Rose M. Marra  Fran Arbaugh  Kristen L. Hutchins  James S. Cole 《Journal of Science Teacher Education》2010,21(3):309-328

  相似文献   

Preschool Children and iPads: Observations of Social Interactions During Digital Play     

Sandra M. Lawrence 《Early education and development》2018,29(2):207-228

Research Findings: Digital play is now commonplace in many young children’s lives, but not in preschool settings. This situation is likely due to the fact that the existent literature seldom highlights what digital play looks like, the various ways it can be situated, and what young children do when they play together with digital devices in the preschool setting. The present study addresses this limitation by providing a close examination of the social interactions of young children as they engage with different types of iPad apps and each other. Observational data of 20 dyads of children during digital play analyzed qualitatively revealed that children exhibited a range of social behaviors from competitive to collaborative as they engaged in 4 types of digital play: practice/task, exploratory, construction, and pretense. Forms of play and exhibited behaviors were shaped by interrelated factors of children’s individual characteristics and relationships, classroom culture and routines, adult views and actions, as well as aspects of the digital device itself. Practice or Policy: Selecting open-design apps, attending to digital play structures, and monitoring peer play more closely may lessen competition, enhance collaboration, and lead to more complex digital play.  相似文献   

Health benefits of hard martial arts in adults: a systematic review     

Sandra Origua Rios  Jennifer Marks  Isaac Estevan 《Journal of sports sciences》2018,36(14):1614-1622

Participation in organized sports is promoted as a means of increasing physical activity levels and reducing chronic disease risk in adults. Hard martial arts practice (i.e. using body contact techniques), has gained in popularity over time. This review explores the evidence for health benefits of “hard” martial arts practice within the adult population. A systematic electronic database search was conducted, and quality assessments applied the Effective Public Health Practice Project tool. Twenty-eight studies met the inclusion criteria, examining balance, cognitive function, muscular skeletal status, psychological, cardiovascular fitness, and metabolic effects. The majority of studies reported positive effects resulting from hard martial arts practice, showing some improvement and maintenance of balance, cognitive function and psychological health. Benefits may be obtained regardless of the age of practice commencement. However, quality of the evidence is affected by methodological weaknesses across the studies. “Hard” martial arts seem to have potential to improve balance and cognitive functions that decline with age, which can lead to poorer health outcomes among the elderly (e.g. cognitive decline, falls and fractures). Benefits should be further investigated with improved intervention studies, representative samples and longer follow-up periods in order to establish associations with morbidity and mortality in the long term.  相似文献   

Kinematics and kinetics of handcycling propulsion at increasing workloads in able-bodied subjects     

Oliver J. Quittmann  Joshua Meskemper  Thomas Abel  Kirsten Albracht  Tina Foitschik  Sandra Rojas-Vega  Heiko K. Strüder 《Sports Engineering》2018,21(4):283-294

In Paralympic sports, biomechanical optimisation of movements and equipment seems to be promising for improving performance. In handcycling, information about the biomechanics of this sport is mainly provided by case studies. The aim of the current study was (1) to examine changes in handcycling propulsion kinematics and kinetics due to increasing workloads and (2) identify parameters that are associated with peak aerobic performance. Twelve non-disabled male competitive triathletes without handcycling experience voluntarily participated in the study. They performed an initial familiarisation protocol and incremental step test until exhaustion in a recumbent racing handcycle that was attached to an ergometer. During the incremental test, tangential crank kinetics, 3D joint kinematics, blood lactate and ratings of perceived exertion (local and global) were identified. As a performance criterion, the maximal power output during the step test (P_max) was calculated and correlated with biomechanical parameters. For higher workloads, an increase in crank torque was observed that was even more pronounced in the pull phase than in the push phase. Furthermore, participants showed an increase in shoulder internal rotation and abduction and a decrease in elbow flexion and retroversion. These changes were negatively correlated with performance. At high workloads, it seems that power output is more limited by the transition from pull to push phase than at low workloads. It is suggested that successful athletes demonstrate small alterations of their kinematic profile due to increasing workloads. Future studies should replicate and expand the test spectrum (sprint and continuous loads) as well as use methods like surface electromyography (sEMG) with elite handcyclists.  相似文献   

Leadership in online learning in higher education: Why instructional designers for online learning should lead the way     

Sandra Kay Brigance 《Performance Improvement》2011,50(10):43-48

With the increase in demand for online education at the university level has also come the “recognition that in order to be effective, such programs cannot simply be on‐line replicas of the instruction delivered in classrooms” (Reiser, 2001, p. 64). An environment of collaboration with a shared vision is needed to bring faculty expertise together with online learning design and technological expertise. This article addresses why and how instructional designers should lead the way.  相似文献