Consultation Groups: Participants' views     

Nick Bozic  Anna Carter 《Educational Psychology in Practice》2002,18(3):189-201

Over the past 30 years, there have been a number of attempts to show how group consultation can function in school settings. The present study used the group consultation approach developed by Hanko (1999) in a set of schools in a large Shire County. Evaluation measures assessed the views of participant teachers on a number of dimensions, including perceived value, perceived main effects and the need for an external consultant. Results were positive, adding to the evidence that group consultation can be an effective form of educational psychology service delivery.  相似文献   

Latino student transition to college: Assessing difficulties and factors in successful college adjustment     

Sylvia Hurtado  Deborah Faye Carter  Albert Spuler 《Research in higher education》1996,37(2):135-157

The primary purpose of this study is to understand the factors that affect Latino student adjustment in the first and second year of college. The study examines data from a national, longitudinal survey along with the Student Adaptation to College Questionnaire completed by Latino students judged to have high potential for success upon entering a variety of four-year colleges. Results show dimensions of the campus climate affect all forms of student adjustment, as do transitional experiences that are common to most students in the first year. Implications of the findings suggest further college programming and monitoring of adjustment in the second year of college.An earlier version of this paper was presented at the Association of Institutional Research Forum in New Orleans, LA, May 1994.  相似文献   

Book reviews     

Charles Carter  Eric Leitner  G. L. Williams  J. Wrigley  Desmond L. Nuttall 《Higher Education》1981,10(1):119-124

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Post‐Fordism and the Theorisation of Educational Change: what's in a name?     

John Carter 《British Journal of Sociology of Education》1997,18(1):45-61

Post‐Fordist approaches offer a stimulating account of recent educational restructuring. There is, however, a problem with the term itself and the way it has framed and defined the debate. Mot only does it combine a number of diverse frameworks, applications and conclusions, but it also composites different levels of definitional coherence. In this way post‐Fordist education tries to operate as a generalised metaphor whilst also incorporating more tightly‐defined conceptual narratives. The result is that these different meanings become collapsed and the term itself swamped by overuse. A consequence is that the model is less able to offer an incisive or distinctive perspective on educational change. When specific post‐Fordist narratives are used to interrogate educational restructuring it is clear that they are unable to capture the range of levels in which change is both generated and manifest. This raises a broader issue for educational theorisation—identifying the structures that mediate and link the economic and educational realms (and in particular, the role of politics and ideology). A further conclusion is that grand theoretical designs need to be chaperoned by a policy analysis approach or at least a more detailed account of the policy sector to be explained.  相似文献   

Perceptions of Pubertal Timing and Discrimination Among African American and Caribbean Black Girls     

Eleanor K. Seaton  Rona Carter 《Child development》2019,90(2):480-488

This study used a nationally representative sample of African American and Caribbean Black adolescent females to examine the relation between perceived pubertal timing relative to peers and discriminatory experiences. Participants included the 607 girls who participated in the National Survey of American Life-Adolescent (NSAL-A), and ranged in age from 13 to 17. Most African American girls perceived their development as on-time relative to their same-aged peers; whereas the majority of Caribbean Black girls perceived their development as earlier than their same-aged peers. The results indicated that girls who perceived that their pubertal development was earlier than their same-aged peers reported more general and racial discrimination experiences.  相似文献   

Data management maturity assessment of public sector agencies     

Manoj A. Thomas  Joseph Cipolla  Bob Lambert  Lemuria Carter 《Government Information Quarterly》2019,36(4):101401

To determine how critical data assets are conceptualized and managed in the public sector, we conducted a large-scale empirical study at 15 government agencies. We use the Data Management Maturity (DMM) reference model framework to conduct a systematic multi-level analysis (inter-agency, intra-agency, and cross-case analysis). To aid the comparative assessment of multiple independent agencies, we propose and test the DMM Index. The study not only examines the maturity of data management practices in government agencies, but also provides guidance on how an enterprise-wide, systematic assessment may be conducted. The approach presented in the paper can be replicated at other large government entities and private conglomerates. Public and private sector agencies may apply the approach to develop custom roadmaps for data management improvements that align with the organization's business goals.  相似文献   

Psychological capital development effectiveness of face-to-face,online, and Micro-learning interventions     

Carter  Justin W.  Youssef-Morgan  Carolyn 《Education and Information Technologies》2022,27(5):6553-6575

Education and Information Technologies - There is growing empirical support for the benefits of developing psychological capital (PsyCap), and the effectiveness of PsyCap interventions (PCIs) in...  相似文献   

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19     

Ling Zhang  Richard Allen Carter Jr.  Xueqin Qian  Sohyun Yang  James Rujimora  Shuman Wen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):620-646

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Re-imaging and re-constructing cross-cultural research through critical personal narratives: an examination into fault lines     

Cassie F. Quigley  Nicole Beeman-Cadwallader  Ingrid S. Carter 《International journal of qualitative studies in education》2019,32(2):167-187

In this paper, the authors illustrate the impacts of their cross-cultural research in Africa, on their current work in science and STEM education. Through the examination of two research projects in cross-cultural settings in Africa, the authors explore the lasting impacts of this type of work. Specifically, through the use of Critical Personal Narratives and feminist theory, the authors discover fault lines existing in this cross-cultural work and ultimately the shifts in their conceptions of science and STEM education.  相似文献   

Distance learning partnerships for underserved learners     

Nancy Feyl Chavkin Ph.D.  Paul A. Kennedy Ph.D.  Mark Carter 《TechTrends》1994,39(5):30-38

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