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21.
Catie A. Greene Amy E. Williams Pamela N. Harris Sterling P. Travis Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232
The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy. 相似文献
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A comprehensive, quantitative evaluation of an educational intervention program designed to reduce the attrition of minorities from the biological sciences was undertaken to ascertain whether such efforts adequately address the problem. Program participants had greater odds of persisting in basic math and science courses, and of graduating in biology, than did a comparison group, controlling for demographics and academic preparation. Undergraduate research greatly increased the odds of positive graduation outcomes. Program participants were also more likely to pursue graduate study than were university graduates overall. This evaluation demonstrates the value of such programs in increasing the representation of minorities in science. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 861‐881, 2004. 相似文献
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This study examined the factor structure of the Emotional Autonomy Scale (EAS) as proposed by Steinberg and Silverberg. Participants were from three independent samples of adolescents in grades 6 (n = 1,842), 8 (n = 1,769), and 10 (n = 1,232), with each sample consisting of three ethnic groups: African American, European American, and Mexican American. None of the confirmatory factor analyses for these samples supported the factor structure proposed by Steinberg and Silverberg. From the three models tested, the EAS is best described by the four originally proposed factors, combined with two method factors, one consisting of the positively worded scale items and one consisting of the negatively worded scale items. Results show that the EAS exhibits poor construct validity and behaves quite differently for the different grade and ethnic groups. The strong impact of method variance on the factor structure is discussed. Although various alternative solutions to the psychometric problems in the EAS are proposed, the most credible solution may be to reexamine the conceptual foundations of emotional autonomy and develop better measures of those concepts for adolescents. 相似文献
26.
Pedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction 总被引:1,自引:0,他引:1
Yanghee Kim Amy L. Baylor 《Educational technology research and development : ETR & D》2006,54(3):223-243
This study was designed to examine the effects of the competency (low vs. high) and interaction type (proactive vs. responsive)
of pedagogical agents as learning companions (PALs) on learning, self-efficacy, and attitudes. Participants were 72 undergraduates
in an introductory computer-literacy course who were randomly assigned to one of four treatments: Low-Proactive, Low-Responsive,
High-Proactive, and High-Responsive. Results indicated a main effect for PAL competency. Students who worked with the high-competency
PAL in both proactive and responsive conditions achieved higher scores in applying what they had learned and showed more positive
attitudes toward the PAL. However, students who worked with the low-competency PAL reported significantly enhanced self-efficacy
beliefs in the learning tasks. Also, there was a main effect far PAL interaction type. A proactive PAL had a significantly
positive impact on recall. These different results on learning and motivational outcomes suggest that the competency and interaction
type of a PAL should be designed according to the desired learning and motivational goals. 相似文献
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The Effect of Hearing Impairment on the Quality of Attachment and Mother-Toddler Interaction 总被引:1,自引:0,他引:1
In the present study, 41 hearing impaired and 41 hearing toddlers together with their hearing mothers were observed in Ainsworth's Strange Situation and during free play. Both security of attachment and ratings of maternal and toddler behavior during free play were remarkably similar for the hearing impaired and hearing dyads. In addition, security of attachment was related to the ratings of maternal and toddler behavior in a similar way for the hearing impaired and hearing toddlers. The results suggest that development of a secure attachment and maintaining a good mother-toddler relationship does not depend on normal language development during the toddler years. 相似文献
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This longitudinal study examined how separation and family conflict mediated the effects of two acculturation variables (English language use and generational status) on substance use (alcohol, tobacco, and marijuana use) and deviant behavior outcomes in a Mexican American high school age sample. Structural equation modeling indicated that separation was a significant mediator of the relationship between acculturation and alcohol use, tobacco use, and deviant behavior. Family conflict mediated the effects of acculturation on marijuana use and deviant behavior. Model comparisons across gender groups suggested that generational status was an influential acculturation measure for females but not males. Additionally, English language use maintained a direct effect on marijuana use among females, whereas this relationship was mediated by separation for males. 相似文献
30.
Berent GP Kelly RR Aldersley S Schmitz KL Khalsa BK Panara J Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24
Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies. 相似文献