Book reviews     

A. W. Cragg  Max Dublin  Sharon L. Pape  Fred Wilson  Ruth Weir 《Interchange》1989,20(3):90-105

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The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills     

Beth Eddinger Wesley  Gerald H. Krockover  Alfred Devito 《科学教学研究杂志》1985,22(8):687-697

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.  相似文献   

Protégé Perceptions of High Mentorship Quality Depend on Shared Values More Than on Demographic Match     

Paul R. Hernandez  Mica Estrada  Anna Woodcock  P. Wesley Schultz 《Journal of Experimental Education》2017,85(3):450-468

Mentoring, particularly same-gender and same-race mentoring, is increasingly seen as a powerful method to attract and retain more women and racial minorities into science, technology, engineering, and mathematics (STEM) education and careers. This study examines elements of a mentoring dyad relationship (i.e., demographic and perceived similarity of values) that influenced the perceived quality of mentorship, as well as the effect of mentorship on STEM career commitment. A national sample of African American undergraduates majoring in STEM disciplines were surveyed in their senior year. Overall, perceived similarity, rather than demographic similarity of values, was the most important factor associated with protégé perceptions of high-quality mentorship, which in turn was associated with higher commitment to STEM careers. We discuss the implications for mentoring underrepresented students and broadening participation in STEM.  相似文献   

Latent inhibition of the conditioning context: Further evidence of contextual potentiation of retrieval in the absence of appreciable context-US associations     

Mary Ann Balaz  Sharon Capra  Wesley J. Kasprow  Ralph R. Miller 《Learning & behavior》1982,10(2):242-248

Previous research in our laboratory has found superior performance when classically conditioned responses are observed in the training context as opposed to outside it, even when direct context-US associations have been minimized by either the choice of conditioning parameters or extinction to the context. The present experiment used latent inhibition of the conditioning context as an alternative method of examining contextual cue effects in the absence of appreciable direct context-US associations. Water-deprived rats received tone-footshock pairings in one of two distinctly different apparatuses, but all were tested in a common apparatus. Animals conditioned in the test enclosure displayed more lick suppression than those conditioned outside the test enclosure. Other animals tested without the tone present also exhibited more suppression if conditioning had occurred in the test context rather than outside it, indicating that direct associations between the conditioning context and shock had been formed. However, when formation of direct associations to the conditioning context was attenuated in additional animals through extensive preexposure to the context prior to conditioning, more suppression to the tone was still seen when conditioning had occurred in the test context rather than outside it. These results add support to the position that the training context augments recall even when direct associations between the context and the US are attenuated. The phenomenon is discussed in terms of facilitated retrieval of nominal CS-US associations, configural retrieval cues, and conditional discriminations.  相似文献   

What Journals are the Most Cited Journals in Criminology and Criminal Justice’s “Big Three” Journals?     

Raymond E. Barranco  Wesley G. Jennings  David C. May  Makeela J. Wells 《Journal of Criminal Justice Education》2016,27(1):19-34

Recently, scholars have sought to learn more about scholarly activity within the fields of criminology and criminal justice (CCJ). Research in this area has examined which departments have the most productive faculty, which scholars are the most productive, and which journals are the most prestigious. However, no study of which we are aware has determined what journals criminologists are most likely to cite in their scholarly research. In this study, we rank the most influential journals by the number of times those journals were cited between 2009 and 2013 in Criminology, the Journal of Research in Crime and Delinquency, and Justice Quarterly. Our analyses suggest that Criminology is clearly the most influential CCJ journal in terms of citations, while the American Sociological Review, the Journal of Research in Crime and Delinquency, and the American Journal of Sociology remain influential in CCJ as well.  相似文献   

Centered but not Caught in the Middle: Stepchildren's Perceptions of Dialectical Contradictions in the Communication of Co-Parents     

Dawn O. Braithwaite  Paige W. Toller  Karen L. Daas  Wesley T. Durham  Adam C. Jones 《Journal of Applied Communication Research》2013,41(1):33-55

The researchers adopted a dialectical perspective to study how stepchildren experience and communicatively manage the perception of feeling caught in the middle between their parents who are living in different households. The metaphor of being caught in the middle is powerful for stepchildren and this metaphor animated their discourse. A central contribution of the present study was to understand the alternative to being caught in the middle and what this alternative means to stepchildren. Reflected in the discourse of stepchildren is that to feel not caught in the middle is to feel centered in the family. Stepchildren's desire to be centered in the family was animated by the dialectic of freedom–constraint, which co-existed within the contradictions of openness–closedness and control–restraint. These contradictions are detailed in the analysis, along with advice to parents from the perspective of stepchildren. Implications for the interaction of stepchildren and their parents are discussed.  相似文献   

The Rules-Based Process of Revealing/Concealing the Family Planning Decisions of Voluntarily Child-Free Couples: A Communication Privacy Management Perspective     

Wesley T. Durham 《Communication Studies》2013,64(2):132-147

Critical literature has largely ignored the element of purpose in Kenneth Burke's dramatistic pentad, along with its attendant philosophy of mysticism. Chiara Lubich's 1977 Templeton Prize Acceptance Speech presents rhetorical critics with a valuable opportunity to observe in practice the features of a rhetoric of purpose, as Burke has disseminated them. In fact, analysis of Lubich's speech according to Burke's criteria of purposive rhetoric suggests the existence of a discrete sub‐class of purposive rhetoric identified here as the mystical narrative.  相似文献   

A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students   总被引：1，自引：1，他引：0  

Wesley Nuffer  Jodi Duke 《Journal of Science Education and Technology》2013,22(4):522-528

To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students prepared by receiving only live classroom instruction. All students in the four cohorts were given a survey to evaluate the training sessions, and results were analyzed using the analysis of variance statistical test (ANOVA). Preceptors at the sites who interacted with students in all four cohorts were surveyed to evaluate which students appeared more prepared; these data were compared using paired t tests. Final assessment data for students in all four cohorts were analyzed using ANOVA. There were statistical differences between the two live training groups, with the second group finding the training to be more beneficial for preparing them, feeling the training length was appropriate and preferring the live modality for delivery. The two internet training cohorts were similar except for perceptions regarding the length of the online training. Comparing responses from those students who received live training with those receiving internet instruction demonstrated a statistical difference with the live groups rating the trainings as more helpful in preparing them for the clinics, rating the training as necessary, and rating their confidence higher in seeing patients. Preceptors rated the live training statistically higher than online training in preparing students. There was no difference between groups on their final site assessments. Live classroom training appears to be superior to the recorded internet training in preparing pharmacy students to oversee a diabetes management program in community settings.  相似文献   

Discrimination in Educational Placement and Referral     

Walter C. Farrell Jr.  James L Olson  William W. Malloy  Wesley L. Boykin 《Equity & Excellence in Education》2013,46(1-6):120-123

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Developing Positive Attitudes Toward Interprofessional Collaboration Among Students in the Health Care Professions     

Juyoung Park  Michele Hawkins  Elwood Hamlin  Wesley Hawkins  Jo Ann M. Bamdas 《Educational gerontology》2013,39(12):894-908

This study examined whether attitudes toward interprofessional collaboration (Physician-Nurse, Physician-Social Worker, Nurse-Social Worker) held by medical, social work, and nursing students changed after completing an interprofessional curriculum consisting of (a) Interprofessional Education Development Session and (b) the Senior Aging and Geriatrics Educator mentoring program. The 15-item original and two modified versions of the Jefferson School of Attitudes Toward Physician-Nurse Collaboration (JSAPNC) were administered as pretest/posttest. Of the 186 participants who completed the pretest, 156 (84%) completed the posttest. Results showed that the medical students (n = 52) reported the most positive change in attitude toward all three pairs of interprofessional collaboration. Social work students (n = 55) reported the least positive attitudes toward Physician-Social Worker collaboration and nursing students (n = 49) reported the least positive attitudes toward Physician-Nurse collaboration. It is recommended to evaluate the interprofessional curriculum and other factors, such as the possible influence of the facilitator in group discussions, and that future studies include a rigorous design that monitors content of each educational session to ensure integrity across groups. Postgraduate follow-up measures could be used to enhance positive attitudes toward interprofessional collaboration.  相似文献