In Practice: Using the “developing competency” vector to prepare students for competent academic major exploration     

Mika Galilee‐Belfer 《About Campus》2012,17(3):23-27

Though many programs for undecided students focus on the “developing purpose” vector, Mika Galilee‐Belfer argues that putting purpose before competency is putting the cart before the horse. Here she shares practical strategies she has used to help her students at the University of Arizona reach competence in understanding the academic world.  相似文献   

Campus commons: Lessons from an outdoor classroom     

Deborah Mixson‐Brookshire 《About Campus》2012,17(1):30-32

Deborah Mixson‐Brookshire shares an experience that opened her mind to the transformative nature of her ropes course work with students and reminded her why she does it.  相似文献   

Conceptualizing climate change in the context of a climate system: implications for climate and environmental education     

Daniel P. Shepardson  Dev Niyogi  Anita Roychoudhury  Andrew Hirsch 《Environmental Education Research》2012,18(3):323-352

Today there is much interest in teaching secondary students about climate change. Much of this effort has focused directly on students’ understanding of climate change. We hypothesize, however, that in order for students to understand climate change they must first understand climate as a system and how changes to this system due to both natural and human influences result in climatic and environmental changes and feedbacks. The purpose of this article is to articulate a climate system framework for teaching about climate change and to stimulate discussion about what secondary students should know and understand about a climate system. We first provide an overview of the research on secondary students’ conceptions of climate and climate change. We then present a climate system framework for teaching about climate and climate change that builds on students’ conceptions and scientific perspectives. We conclude by articulating a draft conceptual progression based on students’ conceptions and our climate system framework as a means to inform curriculum development, instructional design, and future research in climate and environmental education.  相似文献   

The Relationship Between Active Coping and Trait Resilience Across U.S. and Taiwanese College Student Samples     

Ming‐Hui Li  Takeshi Nishikawa 《Journal of College Counseling》2012,15(2):157-171

This study compared predictors of active coping (people's tendency to actively cope with stress) among college students in the United States and Taiwan. In both samples, trait resilience predicted active coping and mediated the effect of self‐efficacy on active coping. The findings indicate that trait resilience influences college students' active coping with stress, regardless of their cultural backgrounds. Implications on how to help college students enhance trait resilience are discussed.  相似文献   

Traits and skills theories as the nexus between leadership and expertise: Reality or fallacy?     

Marie‐Line Germain 《Performance Improvement》2012,51(5):32-39

The assumption that effective leaders differ in some identifiable and fundamental ways from other people is still a large part of mainstream industrial‐organizational psychology. Based on a research review on the trait theory of leadership and the concept of expertise, this article finds a convergence between leader and expert traits. Results suggest that leaders and experts may share similar characteristics, with expertise encompassing skills theory. Implications for performance improvement and human resource developers are discussed.  相似文献   

Effects of student‐generated questions as the source of online drill‐and‐practice activities on learning     

Fu‐Yun Yu  Yi‐Jun Chen 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):316-329

This study investigated the effects of online drill‐and‐practice activities using student‐generated questions on academic performance and motivation as compared with online drill‐and‐practice using teacher‐generated questions and no drill‐and‐practice in a student question‐generation (SQG) learning context. A quasi‐experimental research method was adopted for the purposes of this study. Six fifth‐grade classes (n = 145) participated in a weekly online activity for 5 weeks. Analysis of covariance results showed significant differences among the different treatment groups with regard to both academic performance and motivation. Post hoc comparisons using simultaneous confidence intervals, however, did not demonstrate the use of online SQG combined with answering peer‐generated questions to be more conducive to learning with regard to any of the observed variables as compared with the use of online SQG combined with answering teacher‐generated questions. Furthermore, answering student‐generated questions in addition to online SQG did not lead to added gains in learning as compared with the online SQG‐alone group. Some reasons for the unexpected findings are proposed, and the significance of this study, as well as suggestions for instructional implementations and future research, are provided.  相似文献   

Disorganized Behavior in Adolescent–Parent Interaction: Relations to Attachment State of Mind,Partner Abuse,and Psychopathology     

Ingrid Obsuth  Katherine Hennighausen  Laura E. Brumariu  Karlen Lyons‐Ruth 《Child development》2014,85(1):370-387

Disoriented, punitive, and caregiving/role‐confused attachment behaviors are associated with psychopathology in childhood, but have not been assessed in adolescence. A total of 120 low‐income late adolescents (aged 18–23 years) and parents were assessed in a conflict‐resolution paradigm. Their interactions were coded with the Goal‐Corrected Partnership in Adolescence Coding Scales. Confirmatory factor analysis demonstrated that the three disorganized constructs (punitive, caregiving, and disoriented interaction) were best represented as distinct factors and were separable from a fourth factor for collaboration. The four factors were then assessed in relation to measures of attachment disorganization, partner abuse, and psychopathology. Results indicate that forms of disorganized behavior first described in early childhood can also be reliably assessed in adolescence and are associated with maladaptive outcomes across multiple domains.  相似文献   

Erstad,Ola (2013) Digital learning lives Peter Lang (New York & Bern) isbn 978‐1‐4331‐1163‐1 280 pp € 30.75 (paper and e‐book) http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=78334&cid=448     

Gi‐Zen Liu PhD 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):E14-E15

Digital learning lives aims to describe a set of practices in school education and beyond that are well developed and based on digital technology. With rich examples from our digital lives, the author shows that digital natives should be able to go beyond spaces and places with which they are familiar. People closely interested in broadening the scope of digital learning and creativity should think of buying this. Gi‐Zen Liu  相似文献   

Longitudinal Links Between Fathers’ and Mothers’ Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms     

Ming‐Te Wang  Sarah Kenny 《Child development》2014,85(3):908-923

This study used cross‐lagged modeling to examine reciprocal relations between maternal and paternal harsh verbal discipline and adolescents’ conduct problems and depressive symptoms. Data were from a sample of 976 two‐parent families and their children (51% males; 54% European American, 40% African American). Mothers’ and fathers’ harsh verbal discipline at age 13 predicted an increase in adolescent conduct problems and depressive symptoms between ages 13 and 14. A child effect was also present, with adolescent misconduct at age 13 predicting increases in mothers’ and fathers’ harsh verbal discipline between ages 13 and 14. Furthermore, maternal and paternal warmth did not moderate the longitudinal associations between mothers’ and fathers’ use of harsh verbal discipline and adolescent conduct problems and depressive symptoms.  相似文献   

Associations Between Child Disabilities and Caregiver Discipline and Violence in Low‐ and Middle‐Income Countries     

Charlene Hendricks  Jennifer E. Lansford  Kirby Deater‐Deckard  Marc H. Bornstein 《Child development》2014,85(2):513-531

Using nationally representative samples of 45,964 two‐ to nine‐year‐old children and their primary caregivers in 17 developing countries, this study examined the relations between children's cognitive, language, sensory, and motor disabilities and caregivers' use of discipline and violence. Primary caregivers reported on their child's disabilities and whether they or anyone in their household had used nonviolent discipline, psychological aggression, and physical violence toward the target child and believed that using corporal punishment is necessary. Logistic regression analyses supported the hypothesis that children with disabilities are treated more harshly than children without disabilities. The findings suggest that policies and interventions are needed to work toward the United Nations' goals of ensuring that children with disabilities are protected from abuse and violence.  相似文献