Self-concept,Attributional Style and Depression     

Richard Haugen  Thorleif Lund 《教育心理学》2002,22(3):305-315

The purpose of the present study was to investigate how self-concept and attributional style are related to depression in a student group. On the basis of an inventory, 166 advanced teacher students were scored on general and academic self-esteem, attribution for positive and negative events, and depression. The two self-esteem variables were found to constitute important predictors of depression, while the contributions of the attributional variables were of minor importance. In addition, pessimistic attributions to both positive and negative events resulted in higher depression than pessimistic attributions to either kind of events, and to neither kind of events. Finally, factor analysis resulted in interpretable solutions.  相似文献   

Indigenous Australian Education and Globalisation     

Wendy Brady 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):413-422

This article focuses on the impact of colonisation and its associated impact on Indigenous teaching and learning. Western European institutions have dominated Indigenous ways of knowing and in Australia this has led to barriers which restrict the participation of Aboriginal people in education systems. Globally Indigenous people are attempting to bring into the introduced educational systems culturally appropriate teaching and learning practices so that a more holistic approach to education can become the norm rather than the exception. The relationship between Indigenous knowledge and western European concepts of knowledge and knowing need to placed in a framework of mutual interaction so that not only do Indigenous people benefit, but so do non-Indigenous educators and students.  相似文献   

Using Peers as Trainers to Increase an Autistic Child's Social Interactions     

Michael P. Brady  Mary A. McEvoy  Joseph Wehby  David Ellis 《International Journal of Disability, Development & Education》1987,34(3):213-219

This report presents a data‐based intervention designed t o increase the social interactions between an autistic boy and his nondisabled peers. A “loose training” prompting tactic was used to teach the child to initiate to the peers. After several training sessions the autistic child increased his spontaneous interactions (a) with the training peers in non‐training, generalizationsessions and (b) with non‐training peersin the generalization sessions. The results show promise for the discovery and implementation of generalization tactics that promote the social integration of disabled and nondisabled children.  相似文献   

To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment     

Delgado  Pablo  Stang Lund  Elisabeth  Salmerón  Ladislao  Bråten  Ivar 《Reading and writing》2020,33(8):2049-2072

This study investigated whether accessing conflicting claims in other documents by means of hyperlinks embedded within currently read documents may facilitate conflict detection and source-content integration. Norwegian undergraduates (n?=?85) read multiple conflicting documents on a controversial health-related issue, with half of the conflicting claims across documents hyperlinked and the other half not. Moreover, half of the participants were told that they would get more information by clicking on the links (weak prompting condition) while the other half were additionally told that clicking on the links was necessary to get a more complete understanding of the issue (strong prompting condition). Results indicated that the extent to which participants accessed conflicting claims in other documents via the hyperlinks was positively related to their detection of cross-document conflicts as well as their integration of source-content information. A mediational analysis indicated that conflict detection mediated the effect of accessing conflicting claims via the hyperlinks on source-content integration. No relationship was found between the prompting condition and participants’ selection of the hyperlinks. The theoretical significance as well as the practical value of our findings are discussed.

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Document,documentation, and the Document Academy: introduction     

Niels Windfeld Lund  Michael Buckland 《Archival Science》2008,8(3):161-164

A series of efforts starting in the late nineteenth century to manage the increase in documents came to be knows as “documentation.” Leaders included Paul Otlet and Suzanne Briet. The concern was with access to evidence and the meaning of “document” was broadened to include any sign preserved to represent phenomena. Legal deposit, when extended to new modern media, required new techniques and led to a new program in documentation at the University of Tromsø, Norway, in 1996. Niels Lund, Michael Buckland, and others collaborated in forming the Document Academy and organized a series of conferences.  相似文献   

Developing inclusive teachers from an inclusive curricular perspective     

Renato Opertti  Jayne Brady 《Prospects》2011,41(3):459-472

This article defines inclusive education in light of the Education for All agenda. It then describes key considerations for developing inclusive teachers from the perspective of an inclusive curriculum which seeks to address the needs of all learners. It concludes by outlining several key policy discussion areas which must be addressed if inclusive educational reforms are to be sustained.  相似文献   

Embedding engaged learning in high enrollmentlecture-based classes     

Kathy Lund Dean  Sarah Wright 《Higher Education》2017,74(4):651-668

Engaged learning opportunities have become powerful foundations upon which students build lifelong skills and organizational capacities. Research has empirically validated the long-term positive learning impacts of active and experiential learning opportunities for students. As such, institutional administrators and external stakeholders have encouraged and, in some cases, required that faculty use engaged teaching methods. At the same time, difficult economic circumstances continue to batter higher education, with class sizes increasing to improve efficiencies and reduce instructional costs. The confluence of those two trends has resulted in calls to integrate engaged learning opportunities in large higher education classes, engendering special challenges for educators. It is within this particular gap—practical guidance for transforming passive course designs to active ones—that our article contributes to the international higher education literature. We share our experiences implementing engaged learning practices into large university classes over a 4-year period, guided by an experiential learning theoretical framework. By analyzing text from our individual teaching journals and collaborative post-mortems, we are able to introduce an integrative model highlighting important contextual and logistical issues that must be considered: pre-class planning, in-class facilitation, assessments and feedback, training and renorming student expectations, and institutional context. We end the article with caveats and ethical considerations when introducing engaged learning into large classes.  相似文献   

The certification bandwagon: Know where you're headed before jumping on     

Susan B. Barksdale  Teri B. Lund 《Performance Improvement》1998,37(9):13-18

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Paths to Positive Aging: Dog Days with a Bone and Other Essays,by Mary Gergen and Kenneth J. Gergen     

E. Michael Brady 《Educational gerontology》2017,43(10):525-526

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父亲和儿子的比赛:大学篮球变成家务事     

Erik Brady 《英语沙龙》2014,(6)

正【阅读难度:★★★】道格?迈克德莫特是大学篮球的顶级得分手之一,并将参加今年6月29号在纽约新泽西进行的NBA选秀,颇受球迷关注。格雷格?迈克德莫特是克瑞顿大学的篮球教练,也是道格的父亲。当大学篮球变成家务事,这对篮球场上的父子搭档相处的怎么样?  相似文献