The aim of this research is to study the effective competencies and personality traits of secondary school counselers. A questionnaire was designed to measure counselor competencies, and a simple one way analysis of variance was used for each major competency area to test the differences between counselors who were rated high or low by their supervisors. The 16 Personality Factor Test was also administered to measure differences in personality traits between the two counselor groups. The results are consistent with previous research. It was also found that there are differences between high and low rated counselors in several personality traits. 相似文献
Background: The high rates of attrition in STEM (science, technology, engineering and mathematics) programmes causes concern over a future shortage of graduates entering STEM careers. Students’ first year experiences critically affect their motivation and are therefore also critical components of students’ academic success in terms of retention, learning and subsequent performance.
Purpose: This study explores STEM students’ encounters with an interdisciplinary first year. Specifically, motivational patterns towards learning in two introductory courses followed by students from multiple study programmes are investigated.
Sample: 173 Danish undergraduate students enrolled in three science programmes: biomedicine; biochemistry and molecular biology; and physics.
Design and methods: Within the framework of Self-Determination Theory, a measure of autonomous and controlled motivation forms the basis for quantitative analyses (n = 173). A qualitative thematic analysis of students’ open responses further supplements and gives nuance to the findings.
Results: The motivational pattern of physics students is found to differ significantly from that of biochemistry and molecular biology (BMB) students and biomedicine students. The comments reveal that some students struggle to realise the relevance of the course content for their chosen study programme to an extent that makes them reconsider their study choice.
Conclusions: The study offers input to the discussion of how to present inter- and/or multidisciplinarity to students and points to implications on two levels: curriculum design and course content. The findings are of importance to educational planners, decision-makers and teachers dealing with the motivational range that exists within their courses. 相似文献
This cross-sectional study investigated contributions of phonological awareness (Elision and blending), rapid naming (object,
color, letter, and digit), and phonological memory (nonword repetition and Digit Span) to basic decoding and fluency skills
in Arabic. Participants were 237 Arabic speaking children from Grades K-3. Dependent measures included word decoding, oral
passage reading fluency, nonword reading fluency, and retell fluency. Within-grade analyses indicated that phonological awareness
accounted for more variance than rapid naming regardless of the nature of the outcome measure and grade. Rapid naming’s capacity
to predict variance, while less than that of phonological awareness, tended to rise steadily and was highest in Grade 3. Phonological
memory, as measured by this study’s tasks, showed almost no relationship to reading performance. The findings are discussed
with respect to changing the requirements of Arabic reading in Grades K-3 and suggestions are made for future research. 相似文献
The present article examines 2 predictions concerning conditional reasoning in children derived from Markovits's model of conditional reasoning. The first claims that children under 12 years of age should be able to respond correctly to uncertain logical forms if the premises and context enable them to access pertinent counterexamples from memory. The second concerns the effect of reasoning in a fantasy context. Previous studies have established that young children can correctly respond to certain reasoning problems with empirically false premises when these are presented in a fantasy context. However, this model of reasoning predicts that presenting empirically true premises in a fantasy context should decrease performance on the 2 uncertain logical forms. In Study 1, a total of 48 8-year-olds, 78 10-year-olds, and 74 12-year-olds were given 4 reasoning problems involving familiar premises. These problems were embedded in either a fantasy or a realistic context and presented via video tape. Results were consistent with the predictions made. Study 2 attempted to determine whether these results could be due to context or problem formulation. A total of 40 7-year-olds and 46 8-year-olds were given reasoning problems with either no context or with a visual image preceding the problems. Results showed that children did equally well in these conditions, and that providing an image did not improve performance. 相似文献
Understanding safe food practice is important for home‐based food operators to prevent foodborne illness. Earlier work has found that home‐based food operators lack food safety knowledge and may benefit from training that is specifically tailored to their needs. Unfortunately, home‐based food operators may be deterred from enrolling in traditional educational formats due to their busy schedules. The objective of this study was to pilot and evaluate the effectiveness of an online food safety education module for home‐based food operators in Iowa through three learning assessments. Twenty‐one participants enrolled in a blended workshop in which participants completed one online module before attending a face‐to‐face session where they completed the remaining five modules. The effectiveness of the online module was measured by examining the first‐attempt average scores on learning assessments, the number of assessment attempts required to achieve 100%, and the first‐attempt performance by question type. The three learning assessment tools resulted in first‐attempt averages of approximately 86%, 90%, and 83%, surpassing our standard of effectiveness of 75% and showing good potential for the online format. The learning assessment attempt numbers of 4.65, 1.67, and 3.81 showed difficulty with knowledge transfer for some topics. Comprehension and analysis‐style questions had first‐attempt success rates of approximately 85% and 88%, respectively. Scores on knowledge and application‐style questions were lower with first‐attempt success rates of approximately 80% and 75%, respectively. These findings were used to improve the first online module and guide the transition of the remaining five modules to the online format. 相似文献