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71.
Professor DAVID J KAVANAGH SUSAN SPENCE HEIDI STURK JENNY STRONG JILL WILSON LINDA WORRALL NATASHA CROW ROBYN SKERRETT 《Australian psychologist》2008,43(2):96-104
There is little controlled research on the impact of supervisor training on supervision. The current study examined the effects of supervision training in a sample of 46 supervisor–supervisee pairs of mental health practitioners. It compared Immediate 2‐day workshop training of the pair, a wait‐list control in which workshop training was delayed 3 months, and a condition in which supervisors were trained 3 months before their partners (Split). Benefits of Immediate training were restricted to supervisors reporting fully specified agreements, and to reduction of some perceived problems. Self‐efficacy in providing effective supervision fell in the Split condition, relative to the other conditions. Across conditions in general there was a fall from baseline to post‐test assessment in the proportion of sessions where recommended supervision strategies were used, perhaps partly because the controlled trial extended across the summer vacation period. Results are consistent with other observations of the limited impact of workshop training on practice. 相似文献
72.
Working memory and arithmetic calculation in children: the contributory roles of processing speed, short-term memory, and reading 总被引:2,自引:0,他引:2
Berg DH 《Journal of experimental child psychology》2008,99(4):288-308
The cognitive underpinnings of arithmetic calculation in children are noted to involve working memory; however, cognitive processes related to arithmetic calculation and working memory suggest that this relationship is more complex than stated previously. The purpose of this investigation was to examine the relative contributions of processing speed, short-term memory, working memory, and reading to arithmetic calculation in children. Results suggested four important findings. First, processing speed emerged as a significant contributor of arithmetic calculation only in relation to age-related differences in the general sample. Second, processing speed and short-term memory did not eliminate the contribution of working memory to arithmetic calculation. Third, individual working memory components--verbal working memory and visual-spatial working memory--each contributed unique variance to arithmetic calculation in the presence of all other variables. Fourth, a full model indicated that chronological age remained a significant contributor to arithmetic calculation in the presence of significant contributions from all other variables. Results are discussed in terms of directions for future research on working memory in arithmetic calculation. 相似文献
73.
Krishnasamy ST 《Science and engineering ethics》2008,14(2):291-293
The object of this communication is to reflect on the recent article by James Stieb in relation to an earlier article by Selvan. 相似文献
74.
A number of recent studies have questioned the conventional view regarding the existence of income-related inequalities in
depression and have suggested that other factors have a more marked impact, most notably those socio-environmental effects
linked to professional status and educational attainment. This paper seeks to measure and decompose the degree of socio-economic
inequality in the factors underlying reported depression by drawing on data from Spain (Spanish National Health Survey, 2003),
a country in which mental care coverage is somewhat limited, but where a marked social transformation has been apparent in
recent decades. Contrary to recent evidence, our findings point towards the existence of significant income-related inequalities
in the prevalence of reported (diagnosed) depression. However, the results from our decomposition analysis are more mixed.
While a modest proportion of overall inequalities (6–13%) is accounted for by income alone, labour status, demographics and
education appear to be more relevant. However, when controlling for potential endogeneity between income and depression by
using instrumental variables (IV), income is found to account for more than 50% of overall inequality in reported depression.
相似文献
Joan Costa-FontEmail: |
75.
This study examined whether singular/plural marking in a language helps children learn the meanings of the words 'one,' 'two,' and 'three.' First, CHILDES data in English, Russian (which marks singular/plural), and Japanese (which does not) were compared for frequency, variability, and contexts of number-word use. Then young children in the USA, Russia, and Japan were tested on Counting and Give-N tasks. More English and Russian learners knew the meaning of each number word than Japanese learners, regardless of whether singular/plural cues appeared in the task itself (e.g., "Give two apples" vs. "Give two"). These results suggest that the learning of "one," "two" and "three" is supported by the conceptual framework of grammatical number, rather than that of integers. 相似文献
76.
Clarence W. Joldersma 《Studies in Philosophy and Education》2009,28(3):193-208
This paper argues for an alternative notion of spirituality for education, based on Theo de Boer’s idea of a spirituality
of the desert. Rather than depicting an inner, additional region named the spiritual, spirituality here is thought of as a
discourse that depicts the everyday world in a particular way. In dialogue with David Purpel’s analysis, the paper argues
for a notion of spirituality that is located in an ongoing oscillation between ‘the individual’ and ‘the community.’ This
oscillation turns out to be the call of justice. This analysis helps understand classroom dynamics differently, providing
a place of critique for current practices.
相似文献
Clarence W. JoldersmaEmail: |
77.
Michaël Huet Cyril Camachon Laure Fernandez David M. Jacobs Gilles Montagne 《Human movement science》2009,28(4):450-467
The present study investigates the effects of different types of concurrent feedback on the acquisition of perceptual-motor skills. Twenty participants walked through virtual corridors in which rhythmically opening and closing sliding doors were placed. The participants aimed to adjust their walking speed so as to cross the doors when the doors were close to their maximal aperture width. The highest level of performance was achieved by learners who practiced the task with unambiguous self-controlled concurrent feedback, which is to say, by learners who could request that feedback at wish. Practice with imposed rather than self-controlled feedback and practice without concurrent feedback were shown to be less effective. Finally, the way in which the self-controlled concurrent feedback was presented was also found to be of paramount importance; if the feedback is ambiguous, it may even prevent participants from learning the task. Clearly, unambiguous self-controlled feedback can give rise to higher levels of performance than other feedback conditions (compared to imposed schedule) but, depending on the way it is presented, the feedback can also prevent the participants from learning the task.In the discussion it is argued that unambiguous self-controlled concurrent feedback allows learners to more rapidly educate their attention towards more useful perceptual invariants and to calibrate the relation between perceptual invariants and action parameters. 相似文献
78.
Anthony P.S. Guerrero Deborah A. Goebert Daniel A. Alicata Cathy K. Bell 《Aggression and violent behavior》2009,14(6):499-505
The quality of youth violence prevention practice is dependent on the quality of education and training of professionals who will care for disadvantaged and/or underserved youth. The authors propose that culturally responsive youth violence prevention curricula, focused on Asian Americans and Pacific Islanders, should: 1) target institutions that train health professionals likely to serve Asian Americans and Pacific Islanders; 2) promote the professional development of Asian American and Pacific Islander students and enhance all students' comfort in addressing behavioral, social, and cultural concerns; 3) cover specific issues relevant to Asian Americans and Pacific Islanders, including the role of acculturative stress, socioeconomic hardship, and other risk factors that may account for mental health disparities; and 4) continuously engage researchers, educators, and community stakeholders in cooperatively and creatively applying new knowledge to clinical challenges. The authors summarize resources for youth violence prevention education that have been used for training healthcare professionals in a multicultural context. 相似文献
79.
Tomasz Szkudlarek 《Studies in Philosophy and Education》2007,26(3):237-252
The paper assumes that education is part of the process of discursive construction of society. The theoretical framework on
which this argument is based includes Ernesto Laclau’s theory of the “ontological impossibility and political necessity of
society”, and the role discourse and empty signifiers play in the establishment of political identities. Laclau’s theory is
supplemented here by ideas of Derrida, Lacan, Žižek and Marx, and by other traits in contemporary semiotics that relate to
the notion of “the void” in semantic systems. My claim is that empty signifiers, crucial to the production of the totality
of society, are discursively produced, among others, in pedagogical debates. This is illustrated by one historical example
(Rouuseau), which gives ground for more contemporary analyses, and on the basis of the present economic discourse of educating
and the idea of “knowledge society”. The main conclusion is that education, in contemporary discourse of learning, becomes
a neurotic symptom of the lack of overt domination in social relations.
相似文献
Tomasz SzkudlarekEmail: |
80.
Kevin Williams 《Studies in Philosophy and Education》1996,15(1-2):209-219
The European dimension of civic education can allow educators to promote many positive elements of internationalism. These include the promotion of general respect for the rule of law and for human rights and of commitment to democratic and egalitarian principles. This paper accepts these aspects of the European dimension in civic education. What it objects to is the attempt, through education, to change the focus of the political allegiance of young people by promoting the notion of European citizenship. Support for the valuable elements in the European dimension of civic education does not entail support for a contrived notion of citizenship for inhabitants of nations who have long civic traditions of their own. In the first section of the paper, the project of appropriating education to engineer political loyalty to the New Europe is criticized. The second part of the article draws attention to certain unacknowledged difficulties in conceptualizing the shared identity which would be required in order to animate and sustain a sense of European citizenship. 相似文献