418 research outputs found

    Decision style, ability and the effectiveness of a careers intervention : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University

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    This study aimed to evaluate the impact of a career decision-making exercise on decision-making skills in groups with different academic ability and career decision style. The study was conducted in a single sex female school using four classes (90 students in total) of Fourth Formers. Three separate phases were carried out within a two week period as part of the careers program. Phase one involved pretesting students using measures of knowledge of sources of careers information and actions to be used when making a careers decision. Career decision style, logical reasoning and demographic details were also obtained at this stage. During phase two students were either taught a specific decision-making exercise (Experimental intervention) or an exercise on women in the workforce (Placebo intervention). The final phase involved a post test and follow up career exercises. Results were analysed using 2 x 2 x 2 x 2 (type of intervention, career decision style, academic ability and pre/post test) way ANOVAs for each dependent measure. The group exposed to the career decision-making exercise did not show the predicted improved performance over those exposed to the placebo intervention. Gains were evident in the knowledge of career information sources but this was the same for both interventions. Academic ability and career decision style did influence the intervention outcomes but not in the predicted directions. Results are discussed in terms of the adequacy of the measures of career decision-making skills and the unexpected impact of the placebo activity. The importance of taking into account decision style and academic ability in designing careers interventions is high-lighted

    The Iowa Homemaker vol.29, no.6

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    I Had a Career on the Companion, Mary Dodds Schlick, page 3 Improve Your Lighting, Katherine Williams, page 4 What’s New, Virginia Foth, page 5 Cold in Name Only, Barbara Allen, page 6 Fill Your Hopechest Free, Mary Kay Pitzer, page 7 Convening in Sweden, Janet Sutherland, page 8 Cook’s Favorite at Sigma Nu, Patricia Binder, page 10 Here’s an Idea, Barbara Short, page 14 Put Spring in a Winter Wardrobe, Margaret Wallace, page 1

    The Iowa Homemaker vol.28, no.3

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    Memo to a Freshman, page 2 Money Planning Can Be Fun, Mary Alice Halverson, page 3 If Marriage Is in Your Future, Jo Ann Breckenridge, page 4 There’s Excitement Ahead, Katherine Williams, page 6 Activities Point Up Fun for Free Time, Margaret Edgar, page 7 Faculty Suggests Electives, Peggy Ann Krenek, page 8 All You Have To Do Is Eat, Janet Sutherland, page 9 Meet Your Counselors, Elinor Chase, page 10 Vicky, Jo Ann Breckenridge, page 12 What’s New, Peggy Ann Krenek, page 17 Testing Bureau, Barbara Allen, page 19 Keeping Up With Today, Mary West, page 2

    Does gender matter? A cross-national investigation of primary class-room discipline.

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    © 2018 Informa UK Limited, trading as Taylor & Francis GroupFewer than 15% of primary school teachers in both Germany and the UK are male. With the on-going international debate about educational performance highlighting the widening gender achievement gap between girl and boy pupils, the demand for more male teachers has become prevalent in educational discourse. Concerns have frequently been raised about the underachievement of boys, with claims that the lack of male ‘role models’ in schools has an adverse effect on boys’ academic motivation and engagement. Although previous research has examined ‘teaching’ as institutional talk, men’s linguistic behaviour in the classroom remains largely ignored, especially in regard to enacting discipline. Using empirical spoken data collected from four primary school classrooms in both the UK and in Germany, this paper examines the linguistic discipline strategies of eight male and eight female teachers using Interactional Sociolinguistics to address the question, does teacher gender matter?Peer reviewedFinal Accepted Versio

    Paradigms for Creating Activities that Integrate Mathematics and Science Topics

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    Research has shown that undergraduate students benefit from seeing examples of mathematics applied to real-world situations. This article describes three different paradigms for how math and discipline partner faculty worked together to create mathematical activities that illustrate applications of the topics being studied in precalculus and calculus. All three examples are discussed within the framework of PDSA cycles to describe the process by which the teams collaborated to plan, enact, study, and refine their lessons. Findings discuss both the difficulties of creating integrated activities (differences in terms and definitions between math and science faculty, different foregrounding of math versus science among faculty), and the value of the resultant lessons, such as increased level of student engagement, higher cognitive demand, and the role that relevant applications can play in piquing student interest in STEM

    The Transition from Practitioner to Professor: The Struggle of New Faculty to Find their Place in the World of Academia

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    Becoming a college professor brings both the feeling of self-accomplishment and discernment regarding this prestigious achievement. Most doctoral candidates are practitioners in the eld of public education and will hopefully transition from a principalship to the oce of a college professor. While this journey is lled with personal attainment, some of the doctoral graduates experience a variety of struggles along the way to their positions in higher education. This study examined this journey for some of those who have made the move. The questions posed to the participants centered on the benefits, disadvantages, and suggestions on ways to assist fellow completers who have decided to take a position in higher education. Four primary struggles were identied as a result of the study: (1) struggle with the role, (2) struggle with self, (3) cultural struggle, and (4) future struggles. Through a narrative approach, the participants addressed their feelings regarding the move to a professorship, struggles they faced along the way and the impact the professional change had on their lives
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