Young people in detention are at greater risk of death and disability from injury sustained while not in custody. Injury prevention and mental health programs have been designed for this group but their theoretical ba...
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Young people in detention are at greater risk of death and disability from injury sustained while not in custody. Injury prevention and mental health programs have been designed for this group but their theoretical basis is rarely discussed. The present study investigates whether the conceptual basis of the Theory of Planned Behavior (TPB) is relevant to youth in a detention center. Focus group and observational data were collected. A thematic analysis supported central theoretical constructs and emphasized "Subjective Norms." The challenge of normative influences must be actively addressed in the design of health interventions for youth in detention.
This reflective paper began with a discussion of the online program design and delivery experiences of three senior faculty members at the University of Calgary (Canada) and Deakin University (Australia), which was re...
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Aboriginal young people from rural areas in Australia are significantly over-represented in the youth justice system, and yet there is little evidence to indicate that current programs are having measurable success on...
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Aboriginal young people from rural areas in Australia are significantly over-represented in the youth justice system, and yet there is little evidence to indicate that current programs are having measurable success on rates of re-offending, suggesting alternative approaches are required. Drawing on new directions in human service policy that emphasise the importance of involving community in program design, this study reports the findings of a consultation with Aboriginal community members from one rural community to identify how the ecological validity of youth justice programs may be increased to be more responsive to local need. Eighteen Aboriginal community members from a town in Western New South Wales participated in semi-structured interviews, guided by a culturally informed research methodology. Qualitative content analysis was used to identify key themes that the community saw as important in program design, highlighting the need for consistent levels of support for local and community-driven solutions. Proposed conditions to enhance the ecological validity of programs are discussed.
Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-a-vis path analysis in secondary-grade mathematics teacher...
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Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-a-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.
Background. In research regarding work-place health promotion (WHP), the employees' perspective has so far been a neglected issue. Thus, employees' potential opposition towards WHP due to perceived program-rel...
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Background. In research regarding work-place health promotion (WHP), the employees' perspective has so far been a neglected issue. Thus, employees' potential opposition towards WHP due to perceived program-related barriers regarding information as well as program design has also received little attention. The latter is the focus of this study. Methods. Preliminary hypotheses regarding WHP program-related barriers as well as proposals for their reduction were created on the basis of problem-centered interviews. These interviews were conducted with 19 employees in three organizations, four persons in charge of WHP within these organizations, and nine health experts. Results. From the employees' perspective, individual criteria such as the perceived utility of the WHP program, social aspects such as the internal acceptance of WHP, and organizational prerequisites such as access conditions potentially create barriers to the implementation and use of WHP programs. Conclusion. On the individual level, barriers related to program design can be reduced by, for example, stressing certain topics. On the interpersonal level, offering activities with a strong group orientation is a possibility. On the organizational level, creating attractive organizational conditions represents a favorable intervention.
A framework for the evaluation of proposals for the development of human services programs considering student needs and other educational factors is presented. Five program variables and five environmental variables ...
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A framework for the evaluation of proposals for the development of human services programs considering student needs and other educational factors is presented. Five program variables and five environmental variables are examined in a sample matrix. Suggestions for practical use of the matrix are also offered. (Author/CJ)
Studies assessing novice programming proficiency have often found that many students coming out of introductory-level programming courses still struggle with programming. To address this, some researchers have attempt...
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Studies assessing novice programming proficiency have often found that many students coming out of introductory-level programming courses still struggle with programming. To address this, some researchers have attempted to find and develop ways to better help students succeed in learning to program. This dissertation research contributes to this area by studying the programming processes of students trained through a specific program design curriculum, How to designprograms (HTDP). HTDP is an introductory-level curriculum for teaching program design that teaches a unique systematic process called the design recipe that leverages the structure of input data to designprograms. The design recipe explicitly scaffolds learners through the program design process by asking students to produce intermediate artifacts that represent a given problem in different ways up to a program solution to the problem. Although HTDP is used in several higher-education institutions and some K-12 programs, how HTDP-trained students designprograms towards problems, particularly ones with multiple task-components, has not been thoroughly studied. The overarching goal of this dissertation is to gain an understanding and insight into how students use the techniques put forth by the design recipe towards designing solutions for programming problems. I conducted a series of exploratory user studies with HTDP-trained student cohorts from HTDP course instances across two different universities to collect and analyze students’ programming process data in situ. I synthesized findings from each study towards an overall conceptual framework, which serves as a data-grounded theory that captures several facets of HTDP-trained students’ program design process. The main contribution of this work is this theory, which describes: (1) the program design-related skills that students used and the levels of complexity at which they applied these skills, (2) how students’ use of design skills evolve during a c
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