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1.
The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007. 相似文献
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Robert V. Bullough JR J. Gary Knowles 《International journal of qualitative studies in education》2013,26(2):121-140
Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of herself as teacher changes, as indicated by changes in her personal teaching metaphor, teacher is nurturer. The reasons for these changes are explored. Of particular note is the struggle this teacher has balancing the demands of home and work. Finally, some implications for teacher education are discussed. 相似文献
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Capillary wave phenomena are challenging to study, especially for microfluidics where the wavelengths are short, the frequencies are high, and the frequency distribution is rarely confined to a narrow range, let alone a single frequency. Those that have been studying Faraday capillary waves generated by vertical oscillation have chosen to work at larger scales and at low frequencies as a solution to this problem, trading simplicity in measurement for issues with gravity, boundary conditions, and the fidelity of the subharmonic capillary wave motion. Laser Doppler vibrometry using a Mach–Zehnder interferometer is an attractive alternative: The interface’s motion can be characterized at frequencies up to 40 MHz and displacements of as little as a few tens of picometers. 相似文献
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Learning disabled, emotionally disturbed, and unclassified male students (N = 123) originally tested with the Elizur Test of Psycho-Organicity (ETPO) when they were 6 to 11 years of age by Brooks (1) and Jackson (7), were followed-up and reassessed four years later. The test-retest reliability of the total ETPO score was .70, and subtest reliabilities ranged from .47 to .62. The pattern of subtest intercorrelations also remained stable over the four year interval. It was concluded that the ETPO is sufficiently stable for use with school-aged boys, though individual subtest scores should be used with caution. 相似文献
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Causal modeling was applied to data collected in a naturalistic setting in an attempt to validate a conceputal model of teaching. These data, collected on 44 student teachers, included supervisory ratings of the variables: specifying performance objectives, diagnosing learners, selecting instructional strategies, and interacting with learners. Additionally, the mean number of objectives achieved by the classes of each of the student teachers was used as a measure of the fifth variable in the model, evaluating the effectiveness of instruction. A recursive causal model which described the relationship of these variables was developed and analyzed, using four linear equations. Examination of the path coefficients from these equations revealed that the variables, specification of performance objectives, and diagnosing learners account for over one-half the variance in selecting instructional strategies. Other results indicated there were low to moderate amounts of variance shared by the variables in the model. This study illustrates the application of causal modeling techniques in testing theoretical models in education using data collected in naturalistic, nonexperimental settings. 相似文献