Validation of a reflective practice rubric for evaluating the complexity of teacher candidate digital and written reflections

This study was conducted to validate the effectiveness of a previously published rubric for evaluating the reflective characteristics contained within reflective artifacts. The goal of the study was to test the validity of the rubric when evaluating written reflection and digital artifacts of teacher candidates. The theory of reflection is discussed, and the process of eliciting higher levels of reflection through various modalities from written prompts. Secondly, this study describes the process participants followed while learning to use the rubric, the methods of evaluating artifacts using the rubric, and the results the study produced. The rubric proved to be an effective tool when determining the level of reflection, a teacher candidate demonstrated. Lastly, this article discusses limitations of the rubric, as well as suggestions for further research regarding teaching reflective practices, and how to refine one’s own reflective skills to achieve a level of deep reflection on/for action.     

An analysis of autobiographical tools in written reflection: implications for teaching critical thinking and goal-setting

This paper analyzes the results of an 18 month study of a variety of participants involved in written reflection on their learning, both in classes at two universities in the Southern US or in voluntary focus groups. The purpose of the study was to analyze the effects of including autobiographical tools in written reflection. Participants used three tools from the genre of autobiography as they reflected on their learning inside either course content, internship experiences, experiential learning, or goal-setting. Over 500 samples were gathered, offering a large data set for analysis of what kinds of best practice produce quality reflective writing. Through analysis of the data and student surveys and interviews, results show increased attention to critical thinking and metacognition; expressed flexibility, adaptability, and ability to handle ambiguity; and value in connection to others/empathy-building as a result of incorporating autobiographical tools in reflective prompts. The study indicated that reflections using the same autobiographical tool over the course of several sessions seemed to produce deeper levels of reflection and more engagement with the autobiographical tool. Of the three autobiographical tools used in the study, the tool that seemed most helpful to participants was reflection as storytelling that revealed aspects of the self.     

父母-儿童共同活动中的互动与儿童的数学学习

本研究运用结构性观察方法对两组4岁儿童与父母在四种活动中的互动进行了分析与比较。一组儿童为书面数符号测查高分者,二组儿童为书面数符号测查低分者。85对父母一儿童对子参加了4个各有15分钟的共同活动,阅读、数学题、纸和积木,并完成一个微型问卷。结果表明,在这些活动中包含了多种数学知识学习和多种以父母为主导的互动策略;两组对子之间在数学事件频次上无差异,但一组父母更多地运用了一些积极策略,二组父母更多地运用了一些消极策略;二组中有更多儿童对互动表现出消极回应和注意力问题。两个组的父母在家中与儿童一起进行诸如阅读和做数学题的共同活动的频次与质量上表现出差异。     

Ten-year-old girls' and boys' body composition and peer victimization experiences: prospective associations with body satisfaction

This study examined prospective associations between 10-year-olds’ weight and height, their perception of shape and stature, frequent experiences of peer victimization, and different aspects of body esteem at age 13. Participants were 474 girls and 400 boys participating in a two-wave longitudinal questionnaire study. Main results were that whereas actually being heavier built at age 10 was associated with girls’ increments in body dissatisfaction, the mere perception of being too heavy was associated with boys’ poorer body satisfaction. Also, boys who believed that they were too short were more dissatisfied at follow-up. Whereas frequent peer victimization had long-term associations with girls’ weight-esteem, teasing targeted towards appearance was associated with boys’ more negative beliefs about what others think about their appearance. Finally, participants had become significantly more dissatisfied at age 13, suggesting that this is a time in life when both girls and boys risk becoming increasingly critical towards their appearance.     

概化理论在作文评分中的应用研究

概化理论是现代心理测量理论之一,该文简要地介绍了该理论的基本思想并用此理论对作文评分的误差控制问题进行了应用性探讨。研究中请６位评分员对２０名学生每人三种文体的作文用分项评分法进行评定。然后用ＧＥＮＯＶＡ软件的估计了作文评分中的评分员效应和题目效应,并对各种误差构成进行了分析比较。结果表明：在作文评分中,评分员勺最大,题目效应不明显。同时还发现,不同文体对评分误差有重要影响。论文文的评分误差最大,     

武汉市老年护理医院出院患者疾病构成帕累托图分析

为了解武汉市老年护理医院患者主要病种、多发病种构成情况,以武汉市5家老年护理医院的病案统计数据为资料,运用帕累托图分析法对1236例出院患者的情况进行分析。武汉市老年护理医院患者中病种以心血管病、脑血管病、脑卒中后遗症、慢性支气管炎、糖尿病、肺气肿、骨折等疾病为主,其构成占到老年护理医院出院病例疾病构成的90％以上。     

Team tenure and team performance: A meta-analysis and process model

Team tenure is a key component of models of team effectiveness. However, the nature of the relationship between team tenure and team performance is unclear due to underdeveloped theory on the nature of team tenure, various unintegrated theoretical conceptualizations of team tenure, and mixed empirical findings. Further, there is a lack of theory as to the intervening team processes and emergent states that account for the “black box” of the team tenure–team performance relationship. Accordingly, we conducted meta-analyses of the relationships of team tenure with team processes and performance. Our results, based on 622 effect sizes reported in 169 studies, show that team tenure, conceptualized as additive team tenure, collective team tenure, and team tenure dispersion, is positively related to team performance. Relative weights analysis found additive team tenure to be a relatively more important predictor of team performance than collective team tenure or team tenure dispersion. We found that team cognition, motivational-affective states, and behavioral processes mediate the relationships of additive team tenure, collective team tenure, and team tenure dispersion with team performance, respectively. We discuss the implications of these findings for research and practice.     

心理性作文在心理咨询与治疗中的作用

心理性作文是发轫于当代语境治疗的一种全新心理咨询辅助技术。本文就心理性作文在心理咨询过程中起到的两大作用：情绪疏导和认知调节;以及当前心理性作文理论与实践中需要注意的问题进行了介绍与分析。     

The utility of written numerals for preschool children when solving additive problems / La utilidad de los numerales escritos en la resolución de problemas aditivos en niños preescolares

Abstract

The purpose of this study was to determine the impact the presence conventional written numerals has on solving additives problems. We asked 45 children (aged four and five) to solve ten different 5 + 3 type problems by adding tokens that were placed into an opaque box in view of the children. The participants’ performance in counting, recognizing written numerals and solving a number conservation task were assessed. The results suggest that the presence of written numerals facilitated children’s ability to perform additive operations: they were able to use these numerals as a reference to calculate the amount of tokens added, even those who had not shown good quantitative judgement in the number conservation task. Identifying preschoolers’ possible reliance on written numerals could eventually influence formal teaching conditions.     

Dynamic mechanisms of exercise to improve body satisfaction: Perceived or actual fat loss?

We examined the dynamic mechanisms of aerobic training (AT) and strength training (ST) to improve body satisfaction. Sixty-six participants were randomised to either the AT or ST condition and completed an 8-week intervention. Participants completed 3 weekly, 30-minute sessions of moderate intensity AT (65–75% VO₂max) or ST (65–75% 1-RM). The energy consumption of each session was approximately equivalent under both conditions. Body satisfaction, body composition, perceived fitness and exercise self-efficacy were measured at baseline and biweekly during the intervention. Exercise improved individuals' body satisfaction (p < .05). When the energy expenditures of AT and ST were equal, there was no difference in body satisfaction improvement. There were dynamic mechanisms underlying the effects of exercise on body satisfaction. Specifically, perceived fitness influenced body satisfaction improvements during the early stages of the exercise program, while changes in body composition influenced body satisfaction toward the end of the exercise program. There were sex differences in the mechanisms underlying body satisfaction. For women, perceived fat was more important in the early intervention period; for men, actual body fat was more valuable in the late intervention period. An effective strategy to improve body satisfaction is to initially target perceived fitness before focusing on changing body composition.