Connecting to the Good Life through outdoor adventure leadership experiences designed for Indigenous youth     

Stephen D. Ritchie  Mary Jo Wabano  Rita G. Corbiere  Brenda M. Restoule  Keith C. Russell  Nancy L. Young 《Journal of Adventure Education & Outdoor Learning》2013,13(4):350-370

Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined through a community-based participatory research project that sought insight from the perspectives of one First Nations community in Canada. The OALE was implemented with six different groups for a total of 43 youth participants (ages 11.9–18.7 years) from Wikwemikong Unceded Indian Reserve in northeastern Ontario. Field data were collected from multiple sources including participant interviews, journals, focus groups, and talking circles. Using a critical ethnographic lens, we analyzed the data inductively to understand how the OALE promoted resilience and well-being. We listened to Indigenous voices, adhered to principles of Indigenous coding for thematic content and respected Indigenous ways of knowing for interpreting results. The process of connecting to the Good Life (Anishinaabe Bimaadziwin) or waking up (nsidwaaswok) to the Good Life emerged as the dominant theme. Connecting to the Good Life may offer a simple yet compelling way to understand the net impact of the OALE.  相似文献   

The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction     

Youyan Nie  Gim Hoon Tan  Albert Kienfie Liau  Shun Lau  Bee Leng Chua 《Educational Research for Policy and Practice》2013,12(1):67-77

Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction was stronger than the correlation between teacher efficacy and didactic instruction. The study suggests that policy makers and school leaders should try to improve teacher’s efficacy beliefs so that innovative instruction could be effectively implemented by school teachers.  相似文献   

Influential factors for knowledge creation practices of CTE teachers: mutual impact of perceived school support, transformational leadership, and work engagement     

Ji Hoon Song  Sang Hoon Bae  Sunyoung Park  Hye Kyoung Kim 《Asia Pacific Education Review》2013,14(4):467-482

This study examined the structural relationships among perceived school support, transformational leadership, teachers’ work engagement, and teachers’ knowledge creation practices. It also investigated the mediating effects of transformational leadership and work engagement in explaining the association between perceived school support and knowledge creation practices. Samples included 284 career and technical education teachers in the United States. Structural equation modeling was employed. Perceived school support was positively associated with transformational leadership and teachers’ work engagement, but had no direct impact on knowledge creation practices. Transformational leadership was found to affect knowledge creation practices, but not work engagement of teachers. Although a supportive school climate had no direct relationship with knowledge creation practices, it indirectly affected this outcome variable through transformational leadership and teachers’ work engagement. The results suggest that in order to increase teachers’ knowledge creation activities, a supportive school climate should be provided with efforts to improve teachers’ work engagement and transformational behaviors of the principal.  相似文献   

The application of cognitive learning theory to criminal justice education     

Dawn B. Young  George M. McCormick II 《Journal of Criminal Justice Education》2013,24(1):5-14

Most criminal justice programs began as extensions of vocational technical training courses, but within the last decade they have begun to parallel the liberal arts programs originally proposed. As a result of this reorientation, criminal justice instructors lack many of the instructional methods used by colleagues in other fields. In addition, the dual nature of criminal justice instruction, requiring both experience and theory, places demands on criminal justice instructors that their colleagues may not experience. The field needs an instructional approach that blends the best of the vocational aspects and the theoretical underpinnings. This paper reviews cognitive learning theory, specifically Kolb's experiential learning model. Recommendations are offered for the application of this model to instruction in criminal justice courses.  相似文献   

Examining the Validity of Standards-Based Assessments for Initially Fluent Students and Former English Language Learners     

John W. Young  Jonathan Steinberg  Fred Cline  Elizabeth Stone  Maria Martiniello  Guangming Ling 《Educational Assessment》2013,18(2):87-106

To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers.  相似文献   

FROM PERSUASION TO ACCOMMODATION IN PUBLIC TWO-YEAR COLLEGE DEVELOPMENT     

Raymond J. Young 《Community College Journal of Research & Practice》2013,37(7-8):559-572

This was the first of a series of papers presented February 20, 2001 at a national conference sponsored by North Texas State University held in the Omni Hotel Dallas, TX. The author relates the 1950 status of two-year college development, numbers and locations of university professors specializing in the field, and the need to persuade citizens they should have a public two-year college in their midst. Events are traced which led up to the overwhelming demand by the public in the late 1960s and early 1970s to have their own two-year college. This condition precipitated the untiring work of university faculty specialized in this field to accommodate the need for assistance at both the state level planning and for local college establishment. The citizens participatory comprehensive study involvement developed initially as a way of overcoming resistance and persuading citizens they needed a college is a viable approach today for periodically evaluating and future planning to meet changing societal manpower needs. The author urges continued use of action research tools to accommodate evolving local area educational needs.  相似文献   

Review of Discovering Structural Equation Modeling Using Stata—Revised Edition,     

Ji Hoon Ryoo  Dingjing Shi 《Structural equation modeling》2013,20(1):162-165

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Exercise cardiac power and the risk of heart failure in men: A population-based follow-up study     

Sudhir Kurl  Sae Young Jae  Timo H.Makikallio  Ari Voutilainen  Magnus J.Hagnas  Jussi Kauhanen  Jari A.Laukkanen 《运动与健康科学(英文)》2022,11(2):266-271

Background:Little is known about exercise cardiac power(ECP),defined as the ratio of directly measured maximal oxygen uptake with peak systolic blood pressure during exercise,on heart failure(HF)risk.We examined the association of ECP and the risk of HF.Methods:This was a population-based cohort study of 2351 men from eastern Finland.The average time to follow-up was 25 years.Participants participated at baseline in an exercise stress test.A total of 313 cases of HF occurred.Results:Men with low ECP(<9.84 mL/mmHg,the lowest quartile)had a 2.37-fold(95%confidence interval(95%CI):1.68-3.35,p<0.0001)hazards ratio of HF as compared with men with high ECP(>13.92 mL/mmHg,the highest quartile),after adjusting for age.Low ECP was associated with a 1.96-fold risk(95%CI:1.38-2.78,p<0.001)of HF after additional adjustment for conventional risk factors.After further adjustment for left ventricular hypertrophy,the results hardly changed(hazards ratio=1.87,95%CI:1.31-2.66,p<0.001).One SD increase in ECP(3.16 mL/mmHg)was associated with a decreased risk of HF by 28%(95%CI:17%-37%).Conclusion:ECP provides a noninvasive and easily available measure from cardiopulmonary exercise tests in predicting HF.However,ECP did not provide additional value over maximal oxygen uptake.  相似文献   

Identifying organizational knowledge creation enablers through content analysis: The voice from the industry     

Ji Hoon Song  Seung Won Yoon  Hea Jun Yoon 《Performance Improvement Quarterly》2011,24(2):71-88

The primary purpose of the current research was to identify core contextual factors that facilitate or hinder the process of organizational knowledge creation practices. The grounded theory framework and negotiated coding approach were employed. Serving as the fundamental research framework was Nonaka and his colleagues' knowledge creation and conversion theory, along with their proposed knowledge creation enablers. A total of 314 codeable units from 153 individuals were used for data analysis. All answers were coded and categorized into three emerged domains—organization, team/subgroup, and individual—for both areas of facilitating and hindering factors. Limitations and implications for further research are presented in the discussion section.  相似文献   

Correction to: Latent profiles of attitudes toward print and digital reading among adolescents     

Jang  Bong Gee  Ryoo  Ji Hoon  Smith  Kristin Conradi 《Reading and writing》2021,34(5):1141-1141

Reading and Writing - In the original publication, the article title was incorrectly published. The correct title has been given with this Correction.  相似文献