Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education     

Zhoc  Karen C. H.  King  Ronnel B.  Chung  Tony S. H.  Chen  Junjun 《European Journal of Psychology of Education - EJPE》2020,35(4):839-863

European Journal of Psychology of Education - The role of emotions in student engagement has been examined in many studies. However, little is known about how emotional intelligence (EI) is related...  相似文献   

Early Practicum Experiences: Preservice Early Childhood Students’ Perceptions and Sense of Efficacy     

Amy Van Schagen Johnson  Karen M. La Paro  Danielle A. Crosby 《Early Childhood Education Journal》2017,45(2):229-236

The current study explored early practicum experiences (those occurring before student teaching) in an early childhood birth to kindergarten teacher education program. Undergraduates enrolled in practicum courses completed questionnaires about their overall practicum experience including: socio-emotional components (their perceived fit with their cooperating teacher and intrapersonal feelings while in the classroom), overall practicum satisfaction, and their sense of teacher efficacy. Results revealed that practicum students generally reported feelings of being energized and relaxed, though some practicum students reported feelings of frustration in their practicum classrooms. Feeling energized and relaxed and students’ perception of fit with their cooperating teacher were positively associated with practicum satisfaction and practicum students’ teacher efficacy. Feelings of frustration were negatively associated with students’ fit with their cooperating teacher, practicum satisfaction, and students’ teacher efficacy. Higher levels of practicum satisfaction predicted higher practicum students’ teacher efficacy. Findings highlight the importance of understanding early practicum experiences and what factors of the practicum experience contribute teacher efficacy. Implications for future research and practice for early childhood teacher preparation programs are discussed.  相似文献   

Localising and tailoring research evidence helps public health decision making          下载免费PDF全文

Peter van der Graaf  Mandy Cheetham  Karen McCabe  Rosemary Rushmer 《Health information and libraries journal》2018,35(3):202-212

Background

Published research evidence is typically not readily applicable to practice but needs to be actively mobilised.

Objectives

This paper explores the mechanisms used by information professionals with a specific knowledge mobilisation role to make evidence useful for local decision making and planning of public health interventions.

Methods

Data are drawn from a NIHR project that studied how, when, where and by whom published research evidence is used in commissioning and planning across two sites (one in England and one in Scotland). Data included 11 in‐depth interviews with information professionals, observations at meetings and documentary analysis.

Results

Published research evidence is made fit for local commissioning and planning purposes by information professionals through two mechanisms. They localise evidence (relate evidence to local context and needs) and tailor it (present actionable messages).

Discussion

Knowledge mobilisation roles of information professionals are not recognised and researched. Information professionals contribute to the ‘inform’ and ‘relational’ functions of knowledge mobilisation; however, they are less involved in improving the institutional environment for sustainable knowledge sharing.

Conclusion

Information professionals are instrumental in shaping what evidence enters local decision making processes. Identifying and supporting knowledge mobilisation roles within health libraries should be the focus of future research and training.

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Establishing New Museum Storage for Eight Cultural Institutions in Aarhus,Denmark     

Karen Woer 《文物保护研究》2018,63(5):441-444

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International Trends in Health Science Librarianship Part 18: The Middle East (Iran,Qatar and Turkey)          下载免费PDF全文

Kimia Zeraatkar  Haleh Ayatollahi  Tracy Havlin  Karen Neves  Mesra Şendir 《Health information and libraries journal》2016,33(2):156-160

This is the 18th in a series of articles exploring international trends in health science librarianship in the 21st century. The focus of the present issue is the Middle East (Iran, Qatar and Turkey). The next feature column will investigate trends in the Balkan States JM  相似文献   

Patronage and an oral tradition: Influences on attributions of distance learners in a traditional society (A qualitative study)     

Karen Murphy 《Distance Education》1991,12(1):27-53

This paper examines sociocultural influences on the attributions for success and failure among distance learners in Turkey. To gather data on influences on student attributions, in‐depth interviews and observations of four first‐year distance learners were conducted. The two influences discussed, patronage and oral tradition, are central aspects of Turkish culture — emanatingfrom Islam and the Ottoman Empire. It was found that, when the distance learners operated outside the traditional patronage system in a society with roots in an oral tradition, they coped with their first year in the system by reconceptualising their roles as both students and employees. Implications of this research relate to problems inherent in applying Western‐based attribution theory to distance learners in traditional cultures.  相似文献   

Changes in and Stability of Cardiovascular Responses to Behavioral Stress: Results from a Four-Year Longitudinal Study of Children   总被引：2，自引：0，他引：2  

Karen A. Matthews  Karen L. Woodall  Catherine M. Stoney 《Child development》1990,61(4):1134-1144

This study examined the changes in and stability of cardiovascular responses to behavioral stress among 132 children in a 4-year longitudinal study. Children's heart rate and blood pressure were measured at rest and while performing 3 tasks: serial subtraction, mirror image tracing, and isometric exercise. This procedure was followed at study entry when children were in grades 2-12 (ages 6-18 years) and at follow-up when children were in grades 6 through post-high school (ages 11-21 years). Results showed that blood pressure and heart rate responses during the tasks were reliable across time for all measures except heart rate responses during isometric exercise. Systolic blood pressure responses to all tasks increased with age for boys, but not for girls. These results support the notion that cardiovascular responses to behavioral stress are a stable individual difference variable.  相似文献   

Reflections on education and transitional justice: notes from the field     

Tricia Logan  Karen Murphy 《比较教育学》2017,53(3):483-494

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Assessing Girls' Reactions to Science Workshops     

Yanowitz  Karen L.  Vanderpool  Staria S. 《Journal of Science Education and Technology》2004,13(3):353-359

Many science education programs have recently been developed to increase girls' participation in science, however, few formal evaluations of these types of programs have been reported. The present research evaluated fifth grade girls' perceptions of a 1-day science education program. Students attended workshops describing different science fields. Study 1 revealed that attending the workshops increased students' interest in the specific field covered in the workshop. However, even after attending the workshops, students did not believe women typically entered those various fields. A second year evaluation revealed that most students agreed they had learned about individual tasks that scientists do in the various fields. However, significantly fewer believed they learned about educational requirements, problems women might face in the field, or how science can be used to help people. Results are discussed in terms of potential factors that workshop presenters might want to consider in future programs.  相似文献   

Disjunctured reciprocity: paradoxes of community-school relationship in Nepal     

Uma Pradhan  Shivana Shrestha  Karen Valentin 《Globalisation, Societies & Education》2019,17(5):561-573

ABSTRACT

Community-based school governance has been promoted as a popular policy for decentralisation of education around the world. Within this policy, schools are expected to create institutional spaces such as School Management Committees with an assumption of reciprocal relation between school and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects the gap between policy blueprints and action, and, secondly, reveals the competing logics of community-school relations which remain unacknowledged.  相似文献