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AWARE is a brief group intervention that was built upon the principles of personalized normative feedback with novel components (Penn State Altoona, n.d.). The purpose of this study was to pilot test the intervention with mandated college students who were referred for alcohol‐related violations (N = 283). Results showed significant postintervention changes. Significant interaction effects between time and race and between time and gender were found. Reduction in the consumption of alcohol use and perception of peer alcohol use were significantly different among non‐White and female participants. 相似文献
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隐性采访凭借其在获取第一手新闻素材的便捷条件,以及直接、真实的感观效果等方面的独特优势,越来越多地被各种新闻媒体采用,但由此产生的新闻纠纷和新闻诉讼也呈上升趋势。因此,对隐性采访适用范围的争论,更是愈演愈烈。如何趋利避害,是隐性采访需要注意的关键问题。 相似文献
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Elizabeth Dunphy 《International Journal of Early Years Education》2010,18(4):331-347
One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education. 相似文献
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Wincy Wing Sze Lee 《Asia Pacific Journal of Education》2018,38(2):164-174
Research on epistemic beliefs (beliefs about what knowledge is and what knowing is) has advanced and there is now a burgeoning interest in examining this construct in the Chinese cultural context. However, issues related to understanding epistemic beliefs change remain under-explored. The present study used a qualitative approach to explore Chinese college students’ timing and critical incidents of epistemic beliefs change. Eight college students from Hong Kong participated in interviews and three key themes emerged from their responses. First, students identified college transition as a major source of epistemic perturbation. Second, they attributed epistemic beliefs change mostly to educational encounters. These encounters were characterized by a curriculum with multiple perspectives, being taught by teachers who could provide cognitive scaffolding for epistemic belief resolution, and assessment processes that allowed the latitude to demonstrate multiple perspectives. Furthermore, these characteristics of assessment (mainly regarding examinations) also emerged as a strand of culturally nuanced findings. Students explicitly regarded assessment influencing their epistemic beliefs and described how they differentiated their incongruent “professed” and “practised” epistemic beliefs so as to fit the rules of the public examination. The findings have yielded cultural implications and suggest the need to understand epistemic beliefs transcending the naive-sophisticated dichotomy. 相似文献
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Jill Robbins 《Research in Science Education》2005,35(2-3):151-172
How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like “brown paper packages tied up with strings” – as the song from The Sound of Music goes? Or are their ideas like “wild geese that fly with the moon on their wings” (Sound of Music): fluid, complex, rich.?.?.? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article. 相似文献
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J. Kevin Barge 《Communication Studies》2013,64(1):106-127
An antenarrative approach to organizational communication acknowledges the fragmented, collective, situated, and performative nature of organizational stories and storytelling. Adopting an antenarrative approach to managerial practice focuses our attention on the ways individuals manage the multi‐voiced nonlinear character of organizfitional life. Antenarrative theory and its significance for managerial practice is overviewed followed by an explication of how an organizational consultancy firm has developed systemic story making as a core practice for managing the multiple, often conflicting stories comprising organizational experience. Systemic story making raises significant issues regarding how antenarrative theory may consider the relationships among stories, inquiry, and change. 相似文献
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Previous case‐study research has explored the efficacy of motivational interviewing (MI) as a therapeutic approach for supporting young people in schools. This article considers how MI may additionally be used as an assessment and consultation tool for ascertaining the needs of disaffected young people and identifying appropriate support strategies. Here, the approach is used with three pupils aged 13–15 years, using visual stimuli to involve them explicitly in the process of MI. Findings indicate that in general MI was felt by the young people to be helpful in allowing them to think about issues relating to their behaviour. The article also indicates that MI may be useful both as an initial assessment tool and in providing supporting adults with practical ideas for assisting disaffected young people in making positive changes to their behaviour. The authors acknowledge limitations in terms of the usefulness of this approach for pupils who may be less ready for change, have difficulty in identifying aspirational goals or have language and communication difficulties. Further larger scale research is recommended, including other vulnerable groups, such as excluded pupils or school refusers. 相似文献
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Supervision offers a distinct opportunity to experience the interconnection of counselor–client and counselor–supervisor interactions. One product of this network of interactions is parallel process, a phenomenon by which counselors unconsciously identify with their clients and subsequently present to their supervisors in a similar fashion ( Searles, 1955 ). Addressing parallel process has the potential to be valuable in the advancement of counselor development, but few strategies exist in the literature for working with the phenomenon. The authors describe the use of motivational interviewing as one method for effectively addressing parallel process in supervision. 相似文献
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《Journal of Teaching in Social Work》2013,33(1-2):181-203
ABSTRACT This paper presents the findings of a study conducted on the social work values systems of social work students in the City University of Hong Kong. A social work values scale composed of six dimensions, namely human worth, potential for change, mutual care, societal responsibility, social participation and freedom to make choice, was constructed. The findings in this study indicated that all batches of students had a common pattern in the ranking of the order of the value dimensions. Not all the value dimensions had an increase in scores with the increase in training and practice experiences. The fieldwork placement was considered by the students as the most important formal channel during trainingin the acquisition of social work values. It is suggested that social work educators need to have a thorough review of the relationship between curriculum design and the inculcation of professional values. 相似文献