Is the restructured initial professional training in educational psychology fit for purpose?     

Sarah Pearl Evans  Lisa Henson  Emily Prince 《Educational Psychology in Practice》2012,28(4):373-393

Following changes to educational psychology training, the research aimed to examine whether the new training is considered “fit for purpose”, using a mixed-methods design. Quantitative and qualitative data were collected via semi-structured online questionnaires completed by recently qualified educational psychologists (RQEPs) who completed training programmes in 2009 and 2010, and principal educational psychologists (PEPs). 64 RQEPs and 15 PEPs responded to the online questionnaires distributed through the Educational Psychology Network (EPNET) and the National Association of Principal Educational Psychologists (NAPEP) forums, as well as via all initial professional training providers in the UK (excluding Scotland). Frequency counts were calculated for quantitative data. Thematic analysis was employed to analyse the qualitative data. Findings suggest that RQEPs gain skills and competencies that are used and valued by services, specifically, professional and interpersonal competencies to face demanding roles. Gaps were identified in relation to providing RQEPs with therapeutic competencies that they and PEPs would value. Discrepancies between the training provided and the realistic educational psychologist (EP) role were highlighted, in addition to the impact these seem to have on RQEPs. Facilitators and barriers to implementation of training were identified. The restructured initial professional training appears to have provided RQEPs with relevant training that is used and valued by services. It seems that some level of “mismatch” in training and job requirements will remain until a consistent educational psychology identity can be formed, either through the profession itself or due to enforced Government changes to the role. Recommendations for RQEPs, Educational Psychology Services, including PEPs, and future programme providers are presented.  相似文献   

The impact of childhood maltreatment history on parenting: a comparison of maltreatment types and assessment methods     

Bailey HN  DeOliveira CA  Wolfe VV  Evans EM  Hartwick C 《Child abuse & neglect》2012,36(3):236-246

  相似文献   

Student-life stress in Education and Health Service majors     

Victoria Zascavage  Kathleen G. Winterman  Max Buot  Jennifer R. Wies  Natalie Lyzinski 《高等教育研究与发展》2012,31(4):599-610

In order to better understand the effects of student-life stress on Education and Health Service majors (n?=?195) at a private, religious, Midwestern university in the USA, we assessed student perception of overall stress level and physical stress level using the Student-life Stress Inventory. The targeted sample consisted of students with declared majors that lead to careers involving interaction with vulnerable populations (i.e., children, individuals with disabilities, patients). Women in this study experienced a significantly higher (F?=?7.092 [1195], p?=?.008) overall stress level than their male counterparts. When the physical stress reaction scores were isolated, women still experienced significantly higher stress levels (F?=?7.758 [1195], p?=?.01). Regardless of gender, seniors and graduate students had an overall stress difference that was 11 points below that of freshman students in overall stress scores. There was a significant difference in the overall stress score (F?=?6.484 [2181], p?=?.001) between students who took 18 or more credit hours and those who took less. Students who worked more than four hours per week had a significantly higher overall stress level. Students in the age category 23+ had significantly less physical stress. There was a significant difference between students who prayed at least daily and students who never pray (F?=?1.114 [3188], p?=?.03). This study provides a valuable insight into the characteristics of individuals more likely to have difficulties adjusting to the demands of college life and the inherent stress of a profession in Education or Health Service.  相似文献   

Exploring Australian pre-service teachers sense of efficacy,its sources,and some possible influences     

Sue O’Neill  Jennifer Stephenson 《Teaching and Teacher Education》2012

Beginning teachers that posses a good sense of efficacy are less likely to suffer stress, burnout, or attrition. This study reports final-year Australian pre-service primary teachers sense of efficacy scores and the sources of information that contributed to it. Results showed that our beginning teachers had a good sense of efficacy, and classroom management was not differentiated from instructional or engagement efficacy. Further, personal qualities and physiological and affective states predicted self-efficacy scores, and having a number of opportunities to practice behaviour management skills was associated with a higher sense of efficacy. Implications for teacher education are discussed.  相似文献   

The influence of decodability in early reading text on reading achievement: a review of the evidence     

Jennifer P. Cheatham  Jill H. Allor 《Reading and writing》2012,25(9):2223-2246

The purpose of this review is to synthesize the existing research on decodability as a text characteristic examining how reading decodable text impacts students?? reading performance and growth. The results are organized into two sections based on the research designs of the studies: (1) studies that described student performance when reading texts of varying decodability levels, and (2) studies that compared the reading performance of students after participation in a treatment that manipulated decodable text as an independent variable. Collectively the results indicate that decodability is a critical characteristic of early reading text as it increases the likelihood that students will use a decoding strategy and results in immediate benefits, particularly with regard to accuracy. The studies point to the need for multiple-criteria text with decodability being one key characteristic in ensuring that students develop the alphabetic principle that is necessary for successful reading, rather than text developed based on the single criterion of decodability.  相似文献   

Increasing MSW Students’ Information Competencies through Online Tutorials,Application Exercises,and Course Assignments     

John A. Kayser  Jennifer Bowers  Lin Jiang  Marian Bussey 《Journal of Teaching in Social Work》2013,33(4-5):578-593

Increasing MSW students’ information competencies was achieved through a 2-year project in which online video tutorials, in-class exercises, and course assignments were created and integrated into two required foundation courses. Tutorials demonstrated basic and advanced search techniques, online databases, and online course-specific research guides. Tutorials were viewed during and outside of class. In-class exercises and course assignments enabled students to immediately apply what they had learned. Results indicate a significant increase in the adequacy of students’ search for online information and ability to critically examine sources and evidence. Implications for social work education are discussed.  相似文献   

Setting Aside the Course Reader: The Legal, Economic, and Pedagogical Reasons     

Brent J. Evans  John Willinsky 《Innovative Higher Education》2013,38(5):341-354

In this article we examine the changing status of the course reader as an instructional technology in higher education. We assess the advantages of simply providing students bibliographic entries for assigned readings instead of readers, and we evaluate this alternative in regards to intellectual property and fair use issues focusing on Cambridge University Press v. Becker (2012). A study of 110 course readers showed that 45 % of the readings are freely available either through the university library or open access sources. Finally, we review a number of pedagogical benefits to having students work directly with scholarship within a dynamically hyperlinked environment.  相似文献   

Do you see what I see? School perspectives of deaf children,hearing children and their parents☆     

Marc Marschark  Rebecca Bull  Patricia Sapere  Emily Nordmann  Wendy Skene  Jennifer Lukomski 《欧洲特需教育杂志》2013,28(4):483-497

Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.  相似文献   

Time Usage During Face-to-Face and Synchronous Distance Music Lessons     

Evelyn K. Orman  Jennifer A. Whitaker 《The American journal of distance education》2013,27(2):92-103

  相似文献   

Teaching Reflective Practice: Implementation in the Teacher-Education Setting     

Jennifer L. Jones  Karrie A. Jones 《The Teacher Educator》2013,48(1):73-85

Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered during initial stages of teacher preparation. This qualitative research study seeks to provide one exemplar of this promising practice by exploring the instructional approaches used to promote reflective inquiry in preservice teachers by a veteran teacher educator from Niagara University, NY. Using participant observer research protocols, data were collected and analyzed according to qualitative research methodologies (Spradley, 1980 Spradley, J. A. 1980. Participant observation New York, NY: Holt Rinehart and Winston..  [Google Scholar]). Grounded in the theories of Dewey (1935) and Schön (1983) Schön, D. 1983. The reflective practitioner: How professionals think in action New York, NY: Basic Books..  [Google Scholar], this study examines how the teacher educator studied created opportunities for preservice teachers to develop their reflective inquiry skills in a Methods of Secondary Education course. Advice for other teacher educators and implications for the greater teacher education community will be discussed.  相似文献