Problem-based learning (PBL) is a pedagogical approach that has been identified as promoting learning outcomes consistent with ABET criteria. Although the learning benefits of PBL have been well documented, little is ...
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Problem-based learning (PBL) is a pedagogical approach that has been identified as promoting learning outcomes consistent with ABET criteria. Although the learning benefits of PBL have been well documented, little is known about the effects of PBL on students' motivation and engagement in learning. As problem-based approaches are becoming more widespread in use across engineering programs and curricula, it is particularly important to understand the impact that such approaches have on students' motivation. As part of a larger mixed methods study, this paper focuses on the critical element of team facilitation. Specifically, we examine how students perceive the role of facilitators and how these perceptions influence student motivation. Grounded in the MUSIC Model of Academic Motivation, we present findings from interviews conducted with first-year engineering students at two different research sites. State U1 participants are engaged in a well-established PBL-based course. State U2 participants are engaged in a course that uses a project-based approach to integrate design projects into the class (termed traditional engineering design, or TED, for this study). We conducted semi-structured interviews with eleven men and eight women from State U1 and three men and eleven women from State U2 at the end of their first year. Audio recordings were transcribed and then analyzed using MAXQDA coding software. We developed codes inductively through the data and based on relevant literature. Our findings demonstrated that participants at both sites viewed the facilitator (PBL) or workshop leader (TED) as the grading authority, although it was most salient for the TED participants from State U2 and for participants in only one of the six PBL groups at State U1. For most participants at State U1, however, the more dominant function of the facilitator was modeling the engineering problem solving process. These State U1 participants also expressed feelings of empowerment and were m
Objective To assess emotional and social aspects in the experience of abortion and the diagnosis of major depression, comparing women from two Brazilian cities (São Paulo – SP, Natal – RN). Methods A transversa...
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Objective To assess emotional and social aspects in the experience of abortion and the diagnosis of major depression, comparing women from two Brazilian cities (São Paulo – SP, Natal – RN). Methods A transversal study was carried out from January 2009 to May 2010, through semi-directed interviews with women undergoing an abortion (up to 22 weeks gestation) treated at university hospitals in São Paulo – SP (n = 166) and Natal – RN (n = 150). The Portuguese version of the Primary Care Evaluation of Mental Disorders (PRIME-MD) instrument was applied for the diagnosis of depression. Results There was no significant difference (p = 0.223) in the proportion of induced abortions when comparing the two capital cities: Natal (7.3%) and São Paulo (12.0%). The diagnosis of depression was high among women undergoing an abortion and was significantly higher in Natal than in São Paulo (50.7% vs. 32.5%, p < 0.01). Regarding emotional aspects, there was no difference in the occurrence of guilt feelings (Natal 27.7%; São Paulo 23.3%; p = 0.447). The partner's involvement was considered satisfactory by women in similar proportions in the two capitals (Natal 62.0%; São Paulo 59.0%, p = 0.576). No difference was found in the proportion of women who reported violence, related or not to the abortion (Natal 22.9%; São Paulo 16.6%; p = 0.378). Conclusion Although there was no difference between the emotional and social aspects in the comparison between the two capitals, there was a high proportion of women with major depression, more frequent in the city of Natal than in São Paulo, which demonstrates the importance of psychosocial support in the women's healthcare system.
作者:
Gina Hernez-Broome phdUniversity of the RockiesGina Hernez-Broome
PhD is a core faculty member for the Organizational Leadership Program at the University of the Rockies. Prior to joining the university Gina spent 12 years at the Center for Creative Leadership where she was program manager for the Design and Delivery Faculty team designing and delivering leadership development and coaching programs and was lead researcher for the center's coaching research and evaluation efforts. Gina has published and presented on the topics of leadership development executive coaching employee engagement and organizational transformation in a variety of professional and scholarly venues such as the Society for Industrial and Organizational Psychology the Academy of Management the International Coaching Federation the International Leadership Association Human Resource Planning and Leadership Quarterly. Most recently she was editor for the book Advancing Executive Coaching: Setting the Course for Successful Leadership Coaching.
By Daniel Goleman New York: Bantam Dell, 2006. 403 pp. ISBN 978-0-553-38449-9. $14.00 Reviewed by Gina Hernez-Broome, phd
By Daniel Goleman New York: Bantam Dell, 2006. 403 pp. ISBN 978-0-553-38449-9. $14.00 Reviewed by Gina Hernez-Broome, phd
Judges are the key to court reform in child protection proceedings but legislative mandates cannot guarantee the requisite level of judicial commitment. Lack of full implementation of the Adoption Assistance and Child...
Judges are the key to court reform in child protection proceedings but legislative mandates cannot guarantee the requisite level of judicial commitment. Lack of full implementation of the Adoption Assistance and Child Welfare Act of 1980 demonstrates that rather than rely on statutory language, court reformers ought to increase judicial understanding of the provisions of federal law through initiatives such as cross-training. From December 1996 to June 1998, Kentucky's Court Improvement Project delivered 11 regional cross-training sessions to more than 550 judges, attorneys, social service personnel and other child advocates. Based on a statewide survey, cross-training increased significantly awareness of federal child protection objectives among the state's judges. Awareness of a policy among those expected to implement it is the first step toward implementation.
We evaluated systolic and diastolic blood pressure, heart rate variability and skin conductance at basline, and 1 and 4 months in 38 participants with elevated blood pressure, randomly assigned to expressive writing o...
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This article suggests that the principle of object-relatedness, introduced by Vygotsky and expanded by A. N. Leontiev, can be used to conceptualize human subjectivity within a profoundly social view of human developme...
This article suggests that the principle of object-relatedness, introduced by Vygotsky and expanded by A. N. Leontiev, can be used to conceptualize human subjectivity within a profoundly social view of human development. This is achieved by reformulating the premises of cultural-historical activity theory to include the notion that material production, intersubjective exchanges, and human subjectivity form a unified three-fold dialectical system. Focusing on the constant manifold transitions among components of this system as its modus vivendi reveals (a) individual and collective processes as being interrelated and co-evolving levels of activity, and (b) the practical relevance of human subjectivity alongside the human relevance of material practices. Such an expanded view posits human subjectivity on a continuum of regulatory mechanisms of social practice, to which both individual and social processes belong. It is further conceptualized as a form of practical transformative pursuits in the world, and as a lawful and necessary moment of human life endowed with the capacity to generate new activity cycles. The co-evolution of collective motives and personal goals, as well as the practical relevance of theoretical constructions, are used as illustrations.
This study examined the association between peer dynamics and bullying behavior among early adolescents. Participants (N = 422) included middle school students in grades 6 through 8 from a small midwestern town. Stude...
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