The Lived Experiences of Men in a Master's Counseling Program          下载免费PDF全文

Stephanie Crockett  Dena Elghoroury  Melanie Popiolek  Brian Wummel 《Counselor Education & Supervision》2018,57(2):98-115

Using phenomenological methodology, the authors explored the experiences of 11 men in a master's‐level counseling program. Participants described the challenges and advantages of being a minority in number, being in a relational environment, and having an awareness of a patriarchal system. These findings suggest the importance of counselor educator awareness of the unique barriers male students face.  相似文献   

The role of high school racial composition and opportunities to learn in students' STEM college participation          下载免费PDF全文

Martha Cecilia Bottia  Roslyn Arlin Mickelson  Jason Giersch  Elizabeth Stearns  Stephanie Moller 《科学教学研究杂志》2018,55(3):446-476

We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross‐classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college.  相似文献   

Parent and teacher satisfaction with school‐based psychological reports          下载免费PDF全文

Stephanie A. Rahill 《Psychology in the schools》2018,55(6):693-706

School psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions regarding the quality, understandability, and usefulness of school‐based psychological reports. Results of the surveys indicate that both parents and teachers perceive psychological reports as focusing more on tests and test scores as opposed to information that helps to understand the child or assists with intervention development. Strategies for upgrading reports to better meet the needs of parent and teacher readers are discussed.  相似文献   

Schooling and education in Lebanon: Syrian and Syrian Palestinian refugees inside and outside the camps     

Stephanie Bengtsson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):693-695

  相似文献   

Charting the development of sport expertise: challenges and opportunities     

Damian Farrow  Machar Reid  Tim Buszard  Stephanie Kovalchik 《International review of sport and exercise psychology》2018,11(1):238-257

This review poses three key issues that will progress our understanding of the sport expertise literature and its translational scientific impact. Primarily relying on research conducted in interceptive sport tasks, and to a lesser extent team sports, we review the perceptual-cognitive skills of sports experts and explore the challenge of designing a sufficiently representative task to examine expertise. We focus on the methodological challenges presented by the reciprocal relationship between players’ action capabilities and their perceptual-cognitive skill. Second, we consider the need for a paradigm shift in the experimental approach used when examining the development of sport expertise. In short, a shift from traditional expert-novice designs to more prospective longitudinal designs that cross-sectionally track the development of expertise is discussed. The final issue considers how the volume of in situ data now collected provides a rich source of information that sport expertise researchers have only begun to consider and integrate with more traditional sport psychology research. We demonstrate how statistical approaches that have described the likely trajectories of expert performers on their journey toward expertise coupled with more traditional qualitative experimental approaches can provide useful insights into the development of psychological performance skills and more broadly sport expertise.  相似文献   

Validating a shortened form of the ARC for special populations     

Mark Bond  Carrie-Lou Garberoglio  Sarah Schoffstall  Jackie Caemmerer  Stephanie Cawthon 《Educational Assessment》2018,23(1):69-84

Autonomy describes cognition or behavior that is self-directed, according to personal interests, and free from external influence. This construct is of importance to students who are deaf because it has been shown to be positively related to their post-school transition outcomes, and this population faces unique challenges in this area. To conduct research with this construct, it is necessary to use measures that are valid and reliable for the population of interest. Therefore, a set of exploratory and confirmatory factor analyses validated the unidimensionality of a shortened form of the ARC Self-Determination Scale’s autonomy dimension. A three-factor solution, including a social skills dimension, was measurement-invariant across many groups of students, including those with learning disabilities, emotional disturbances, speech and language impairments, and other health impairments. Although the shortened form of this scale was not unidimensional, as hypothesized, the generalizability of its measurement properties may prove useful. Discussion highlights the differences between these three dimensions and Wehmeyer's theory of self-determination.  相似文献   

低碳发展方案编制指南(第三部分)——制定低碳发展规划     

周南  Lynn  Price  Stephanie  Ohshita  Nina  Zheng  胡敏 《科学与管理》2013,(6):62-69

本节介绍制定低碳发展计划常用的核心步骤。本指南侧重城市层面;同样的步骤也适用于企业、市、省和国家等层级。中国自"十一五规划"起,对改善国内能源强度定出目标,包括各经济部门的节能目标。2009年12月中国政府公布了其碳强度目标,重点放在单位GDP用能引发的二氧化碳排放量。为实现该强度目标以及"循环经济"等经济性目标,制定低碳发展规划尤其必要。  相似文献   

Small and Medium-Sized Enterprises in Rural Business Clusters: The Relation Between ICT Adoption and Benefits Derived From Cluster Membership     

Charles Steinfield  Robert LaRose  Han Ei Chew  Stephanie Tom Tong 《The Information Society》2013,29(2):110-120

This study examines the relationships between information and communication technologies (ICT) usage, the benefits a company derives from membership in a rural business cluster, and the success of rural companies. Analysis of 333 rural businesses located in northern lower Michigan showed a strong relationship between (a) ICT adoption and benefits derived from the membership in business clusters, (b) ICT adoption and self-reported business success, and (c) benefits derived from business clusters and business success. Although analysis indicates that these relationships may be industry specific, results suggest that ICT adoption by rural enterprises may have advantages for the region's social capital and business success and may help reduce the digital divide experienced in rural communities.  相似文献   

Metacognition and Middle Grade Mathematics Teachers: Supporting Productive Struggle     

Stephanie M. Lemley  Jessica T. Ivy  Dana Pomykal Franz  Seth F. Oppenheimer 《Clearing house (Menasha, Wis.)》2019,92(1-2):15-22

Communicating mathematical ideas through writing, listening, and verbalizing allows students to think about how they “think” about mathematics. By focusing this communication on a reflection of how one thinks about mathematics, metacognitive writing engages students as mathematicians and learners. In this article we describe a professional development that we implemented with middle grade mathematics teachers focused on metacognitive writing as a tool to support productive struggle in the mathematics classroom. Thus, this practitioner article adds to the knowledge base on how to develop middle grade teachers metacognitive writing through engagement in productive struggle. Recommendations for practice are included.  相似文献   

Preparing special educators to teach reading and use curriculum-based assessments     

Stephanie Al Otaiba  Vickie E. Lake 《Reading and writing》2007,20(6):591-617

Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’ (PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved. PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described and directions for future research are discussed.  相似文献