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1.
John Holland 《Pastoral Care in Education》2004,22(1):10-14
The paper discusses elements of the findings of 'Iceberg', a doctoral study at the University of York addressing many issues of child bereavement through a retrospective study of nearly one hundred individuals who had either experienced the death of a parent when they were at school, or were the surviving parent of such a child. The research revealed issues of lack of control and information for children after a parental death. Forty-seven per cent of those in the study attended the funeral of their parent. There was correlation between the age of children and attendance at the funeral. Of the fifty-three per cent of children not attending, twenty-four per cent of them were forbidden to attend, whilst eleven per cent of them were distracted from attending the funeral, such as being sent to school or a neighbours and being unaware that it was taking place. None of the children attending the funeral reported any negative experiences, and two thirds of them reported it as a positive or helpful event. In contrast, over three-quarters of those not attending later wished that they had. Over a third had feelings of regret, others feeling that they had been excluded from the family at the time of the death, and felt anger, hurt, and frustration. The conclusion was that the best strategy is to give children informed choice about whether or not to attend. If children do attend a negative outcome seems unlikely, but it would be prudent to prepare them as to what to expect at the ceremony. 相似文献
2.
While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies. 相似文献
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The nonequivalent groups with anchor test (NEAT) design involves missing data that are missing by design. Three equating methods that can be used with a NEAT design are the frequency estimation equipercentile equating method, the chain equipercentile equating method, and the item-response-theory observed-score-equating method. We suggest an approach to perform a fair comparison of the three methods. The approach is then applied to compare the three equating methods using three data sets from operational tests. For each data set, we examine how the three equating methods perform when the missing data satisfy the assumptions made by only one of these equating methods. The chain equipercentile equating method is somewhat more satisfactory overall than the other methods. 相似文献
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6.
Domesticating Computers and the Internet 总被引:1,自引:0,他引:1
The people who use computers and the ways they use them have changed substantially over the past 25 years. In the beginning highly educated people, mostly men, in technical professions used computers for work, but over time a much broader range of people are using computers for personal and domestic purposes. This trend is still continuing, and over a shorter time scale has been replicated with the use of the Internet. This paper uses data from four national surveys to document how personal computers and the Internet have become increasingly domesticated since 1995 and to explore the mechanisms for this shift. Now people log on more often from home than from places of employment and do so for pleasure and for personal purposes rather than for their jobs. Analyses comparing veteran Internet users to novices in 1998 and 2000 and analyses comparing the change in use within a single sample between 1995 and 1996 support two complementary explanations for how these technologies have become domesticated. Women, children, and less well-educated individuals are increasingly using computers and the Internet and have a more personal set of motives than well-educated men. In addition, the widespread diffusion of the PC and the Internet and the response of the computing industry to the diversity in consumers has led to a rich set of personal and domestic services. 相似文献
7.
Natalia Chaban Allan Williams Martin Holland Valerie Boyce Frendehl Warner 《Int J Intercult Relat》2011,35(6):776-790
While there is growing scholarly interest in returned and cyclical migration, and on young adult cultural or adventure seeking migration, there is still a lack of systematic empirical insights into how the experiences of being abroad, and after return, are mediated by exposure to different cultural environments. Addressing this conceptual and empirical gap, the paper analyses the experiences of New Zealand return migrants, or sojourners, who lived and worked in European countries (other than the UK) for more than one year and compares them with the experiences of NZ returnees from the UK. Drawing on 20 ‘non-UK’ and 22 ‘UK’ in-depth interviews, the paper revisits
[Rhinesmith, 1975]
and
[Rhinesmith, 1986]
typology of cross-cultural, or intercultural, adjustment (largely ignored in studies of return migration) to assess sojourners’ experiences throughout the migration cycle and serve as a useful tool for identifying and reporting psychological and socio-cultural elements in the returnees stories. The findings of sojourners’ possible identity shifts during intercultural transition are discussed with reference to the four-member paradigm of Cultural Identity Model (CIM) (Sussman, 2010) while addressing Sussman's (2002) argument that overseas adaptation and repatriation experiences are not directly associated. This paper demonstrates the need to understand first that the costs and benefits of circular migration or sojourning are country-specific, and that they do not ‘just happen’ at a particular moment or in one phase but are forged through a veritable rollercoaster of experiences of intercultural adjustment. 相似文献
8.
This article examines the implications of shifting technology trends by looking at what we’ve lost or are losing, where we are, and where we need to go for making the needed transitions in knowledge and skills. Areas of growth within new media and the tech industry are good indicators of our growing interests in mobility, improved quality, and personalization, all happening within our increasingly global community. With the tremendous technological shifts, we need to consider the potential gaps or missing bits of knowledge slipping through the cracks. Then, determine where we need to go while forging ahead to provide the meaningful integration of new technologies through the selection of quality tools aligning to current best research based instructional practices to foster powerful, meaningful, engaged learning opportunities. 相似文献
9.
Rochelle Holland 《Community College Journal of Research & Practice》2013,37(4):278-295
This explanatory case study researched the writing experiences of 11 community college students who differed subculturally and who were all part of the African diasporic community. The theoretical perspectives used for this study were Arthur Chickering's (1969) classical concept of academic competence and community dialect theory (Baxter & Holland, 2007). Academic competence is a stage in college that explores how students learn acquired skills for educational attainment. Community dialect theory argues that African American dialect writers have a low-to-some awareness of how their dialect differs from standard English in the area of subject-verb agreement. Two research questions guided this inquiry: (a) How does Black English influence writing anxiety in academic settings? (b) Why should college counselors have a strategy to assist students who express fears of enrolling in remedial English? A mixed method strategy was used to gather the data. This strategy consisted of a qualitative interview, and two educational tests. The study found that most of the students had a low awareness of how their dialect differed from standard English. Furthermore, Black English directly induced writing anxiety in academic settings for this group of community college students. Their writing anxieties and insecurities were detected by the words and situational experiences these students related during the interviews. In addition, college counselors should have an intervention strategy in place for this population of students to reduce the gap between academic competence and students of African descent who are dialect writers with writing anxieties and linguistic insecurities in academic settings. 相似文献