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Utilizing the conceptual framework of Garrison, Anderson, and Archer for critical inquiry, this paper outlines the importance of the community of inquiry (COI) model and how it may inform online social work education. Integrating the COI model, we discuss how online learning in the classroom with a hybrid approach has been used to facilitate critical reflection and discourse. To illustrate this approach, we provide two case examples from clinical courses taught in an MSW program. 相似文献
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Karen Burstein Craig J. Forsyth Raymond W. Biggar Sonya Hsu Steven Dick Paula Zeanah 《Journal of Criminal Justice Education》2017,28(3):411-427
Most youth in juvenile delinquent systems end up incarcerated due in part to poor decision-making skills. This study describes a theoretical framework undergirding the relationships across delinquency, learning climate, decision-making, and computational logic. This framework will inform a team of educators, criminologists, and psychologists, and their peers in computer science and mathematics, instructional software design, and content experts as they build and test an innovative instructional model for youth in secure care settings. The goal of the system is to improve human decision-making skills, while preparing youth for further education potentially leading to careers in STEM fields. 相似文献
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Leathers SJ 《Child abuse & neglect》2006,30(3):307-324
OBJECTIVE: This study examined risk of placement disruption and negative placement outcomes (e.g., residential treatment and incarceration) among adolescents placed in traditional family foster care for a year or longer. A foster parent's report of externalizing behavior problems was expected to be a stronger predictor of disruption and negative outcomes than a caseworker's report. Additionally, the association between behavior problems and placement disruption was expected to be mediated by the youth's degree of belonging and integration in the foster home. METHOD: The caseworkers and foster parents of 179 randomly selected 12-13-year-old adolescents placed in traditional foster care were interviewed by telephone. Interviews included standardized measures of externalizing behavioral problems and several other variables that have been previously associated with placement movement. Disruption from the youth's foster home at the time of the interview was prospectively tracked for 5 years. RESULTS: Over half of the youth experienced a disruption of their placement. Contrary to expectations, behavior problems as reported by caseworkers, but not foster parents, were predictive of placement disruption. However, the foster parent's report of behavior problems predicted risk of negative outcome after a period of 5 years. As hypothesized, integration in the foster home was highly predictive of placement stability and mediated the association between behavior problems and risk of disruption. CONCLUSIONS: Results suggest that integration in the foster home might be an important dimension of placement adaptation that should be considered during service planning for foster youth in long-term foster care. In addition, using standardized measures of behavior with both foster parents and caseworkers might be necessary to assess both long-term risk of negative outcomes and more immediate risk of placement disruption. 相似文献
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When missingness is suspected to be not at random (MNAR) in longitudinal studies, researchers sometimes compare the fit of a target model that assumes missingness at random (here termed a MAR model) and a model that accommodates a hypothesized MNAR missingness mechanism (here termed a MNAR model). It is well known that such comparisons are only interpretable conditional on the validity of the chosen MNAR model’s assumptions about the missingness mechanism. For that reason, researchers often perform a sensitivity analysis comparing the MAR model to not one, but several, plausible alternative MNAR models. In the social sciences, it is not widely known that such model comparisons can be particularly sensitive to case influence, such that conclusions drawn could depend on a single case. This article describes two convenient diagnostics suited for detecting case influence on MAR–MNAR model comparisons. Both diagnostics require much less computational burden than global influence diagnostics that have been used in other disciplines for MNAR sensitivity analyses. We illustrate the interpretation and implementation of these diagnostics with simulated and empirical latent growth modeling examples. It is hoped that this article increases awareness of the potential for case influence on MAR–MNAR model comparisons and how it could be detected in longitudinal social science applications. 相似文献
5.
Sonya K. Sterba 《Structural equation modeling》2013,20(4):630-647
Individual growth trajectories of psychological phenomena are often theorized to be nonlinear. Additionally, individuals’ measurement schedules might be unique. In a structural equation framework, latent growth curve model (LGM) applications typically have either (a) modeled nonlinearity assuming some degree of balance in measurement schedules, or (b) accommodated truly individually varying time points, assuming linear growth. This article describes how to fit 4 popular nonlinear LGMs (polynomial, shape-factor, piecewise, and structured latent curve) with truly individually varying time points, via a definition variable approach. The extension is straightforward for certain nonlinear LGMs (e.g., polynomial and structured latent curve) but in the case of shape-factor LGMs requires a reexpression of the model, and in the case of piecewise LGMs requires introduction of a general framework for imparting piecewise structure, along with tools for its automation. All 4 nonlinear LGMs with individually varying time scores are demonstrated using an empirical example on infant weight, and software syntax is provided. The discussion highlights some advantages of modeling nonlinear growth within structural equation versus multilevel frameworks, when time scores individually vary. 相似文献
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3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N?=?42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers’ science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants’ science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students’ project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education. 相似文献
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Sonya M. Alemán Sarita Gaytán 《International journal of qualitative studies in education》2017,30(2):128-146
Scholars maintain that when race and racism are addressed as factors that continue to shape inequality in the classroom, white students often deny the validity of these claims, while Students of Color tend to feel empowered by them. However, drawing on open-ended interviews, focus group discussions, and survey data, we argue that some Students of Color resist critical race pedagogy and curriculum. Specifically, we identify and analyze how this push back is articulated through three triggers: (1) an entrenchment in majoritarian ideologies; (2) a disavowal of racialized oppression; and (3) a disinclination to scrutinize personal experiences marred by race. These dynamics illustrate what we call ‘resisting decolonization’ – a reluctance to grapple with pedagogies that destabilize dominant ideologies about race and racism in schools and disrupt mainstream ideas regarding ethnic or racial identity. We introduce this concept in an attempt to hone critical race pedagogy to better address the needs of Students of Color who sometimes unknowingly participate in the marginalization of Populations of Color through deficit thinking or through the denial of the continuing significance of race. 相似文献
8.
The skeletons in our closet: E‐learning tools and what happens when one side does not fit all 
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下载免费PDF全文 In the anatomical sciences, e‐learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual‐kinesthetic learning modalities are scarce. The study examined how a visual‐kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two‐dimensional (2D) e‐learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual‐task study to: (1) investigate if a dual‐task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual‐task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e‐learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570–588. © 2017 American Association of Anatomists. 相似文献
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Tenaha O'Reilly Sonya Symons Heather MacLatchy-Gaudet 《Contemporary educational psychology》1998,23(4):434-445
The purpose of the present study was to examine the effectiveness of two learning strategies, self-explanation and elaborative interrogation, for the retention of scientific facts. University students (N= 55) were asked to learn facts about the cardiovascular system using one of three approaches. Self-explanation participants were required to explain what the facts meant to them and how they related to their prior knowledge. Elaborative interrogation participants answered “why” the facts made sense. Finally, the control group simply repeated the facts aloud. Self-explanation participants significantly outperformed elaborative interrogation and repetition control participants on measures of cued recall and recognition. Elaborative interrogation was no more effective than repetition. Results were discussed in terms of the practicality and flexibility of each approach. 相似文献
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OBJECTIVE: The prevalence of childhood sexual abuse among Latino adult men who have sex with men who live in the US was estimated because a history of childhood sexual abuse increases HIV sexual risk behaviors and other negative health outcomes in adulthood. METHOD: The Urban Men's Health Study is a random-digit telephone probability survey of 2881 adult men who have sex with men (MSM) aged 18 years or older residing in San Francisco, New York, Los Angeles, and Chicago. Self-reported history of childhood sexual abuse was the main outcome measure gathered from 2692 MSM. RESULTS: A significantly higher proportion of Latino MSM reported sexual abuse before age 13 (22%) than did non-Latino MSM (11%). CONCLUSIONS: Latino MSM are twice as likely to report a history of childhood sexual abuse than are non-Latino MSM. Given the association between childhood sexual abuse and increased risk for HIV and other negative health outcomes, health providers must remain vigilant to the possibility of childhood sexual abuse histories among their Latino patients. 相似文献