Duquesne University

About: Duquesne University is a education organization based out in Pittsburgh, Pennsylvania, United States. It is known for research contribution in the topics: Population & Health care. The organization has 3615 authors who have published 7169 publications receiving 180066 citations. The organization is also known as: Duquesne University of the Holy Spirit.

On the Affective Challenges of Developing a Pedagogy of Teacher Education

Abstract: This article reports on the affective challenges I experienced while attempting to develop a pedagogy of teacher education during my first three years in teacher preparation. Data were collected systematically over the course of the study in the form of written interpretive accounts of my experiences. Analysis of these accounts revealed how certain ongoing, and at times paradoxical, tensions influenced my thinking about my initial practices as a teacher educator. Even as I came to understand the content and pedagogy of my instruction in more sophisticated ways, I simultaneously exhibited fear of regression, displayed apathy or exhaustion, exhibited frustration and restlessness, and struggled to navigate interpersonal relationships with my students. The implications of these affective challenges for developing a pedagogy of teacher education are discussed and avenues for further research are considered.

The effects of therapeutic back massage on psychophysiologic variables and immune function in spouses of patients with cancer.

Abstract: " Background: Spouses of patients with cancer are at risk for stress-related disorders and may experience a reduction in immune function. Therapeutic back massage (TBM) has been shown to enhance relaxation and thus, may reduce stress associated with caring for an ill partner. " Objectives: To determine if TBM's influences on psychosocial, physiologic, and immune function variables in spouses of patients with cancer, and explore the relationships between psychosocial variables and immune function in spouses of patients with cancer. " Methods: This group experimental design measured the effects of a 20-minute TBM at three time points (preintervention, immediately postintervention, 20 minutes postintervention) on spouses of patients with cancer (N = 42) randomly assigned to either the experimental or control group. The major dependent variables including natural killer cell activity (NKCA), heart rate, systolic and diastolic blood pressure, mood, and perceived stress were measured at the three time points to examine the effects of TBM. Data colt lected on measures of mood and perceived stress were correlated with NKCA to examine their relationships. Prior to hypotheses testing. data collected on measures of depressive mood, loneliness, marital disruption, and health practices were also correlated with NKCA to ascertain any possible confounding variables. " Results: Two-way repeated measures analysis of variance tests determined the effects of TBM over the two postintervention time points and resulted in significant group x time interactions on mood (F [2, 40] = 14.61, p =.0005) and per:: ceived stress (F[2, 40] = 28.66, p =.001). Significant inverse relationships were found between mood and NKCA (r= -.41, p =.009, N = 42) and perceived stress and NKCA (r = -.37, p =.017, N = 42). " Discussion: Findings suggest that TBM may enhance mood and reduce perceived stress in this population. Insight was gained into the psycho-immunologic relationships studied.

Predictors of self-injury cessation and subsequent psychological growth: results of a probability sample survey of students in eight universities and colleges

Abstract: Factors affecting non-suicidal self-injury cessation are poorly understood. The aim of this study was to identify differences between individuals with current and past non-suicidal self-injury (NSSI) in a large probability sample of university students using quantitative and qualitative methods. Predictors of psychological growth related following NSSI cessation were also examined. The sample included 836 students who participated in a larger online study of well-being at eight U.S. colleges and who reported current or past history of repeated NSSI. The average age of respondents used in analysis was 21.3 years. They were 78.3 % female and 21.7 % male and were 70.7 % Caucasian, 1.4 % African American/Black, 5.5 % Hispanic, 7.8 % Asian/Asian American and 14.7 % other. Analyses tested differences in demographics, NSSI characteristics (e.g. lifetime frequency, number of NSSI functions, NSSI disclosure), formal help-seeking, psychosocial factors, and mental health and trauma histories. Individuals with current NSSI status were more likely to be female and slightly younger, to report higher NSSI lifetime frequency, more NSSI forms and functions, thinking of themselves as a “self-injurer”, and current psychological distress. Individuals with current NSSI status were less likely to report that self-injury interfered with life, that therapy was useful in stopping, perceiving social support, having a sense of meaning in life, access to more emotion regulation strategies, and life satisfaction. Qualitative data suggested that cessation may be attributable to changes in ability to regulate emotion (62.6 %), self-awareness (38.7 %), and important relationships to others (36.0 %). Psychological growth after stopping NSSI was predicted by more severe NSSI (form and perceived NSSI dependence), having talked about NSSI with others and higher numbers of confidantes, perceived life satisfaction, and a history of suicide action. These findings add to the still nascent body of literature examining processes related to NSSI cessation. Our results point to the importance of help-seeking and social support, as well as psychosocial processes in stopping NSSI.

A ‘task-centric approach’ to professional development: enhancing and sustaining mathematics teachers’ ability to implement cognitively challenging mathematical tasks

Abstract: In this article, we describe a task-centric approach to professional development for mathematics teachers in which teachers’ learning experiences are focused on the selection and implementation of cognitively challenging mathematical tasks. We examined teachers’ selection and implementation of cognitively challenging tasks at three points in time: before and after their participation in the professional development initiative and during a follow-up data collection 2 years later. Data included instructional tasks, samples of student work, and classroom observations, and were compared between the time points to identify changes in teachers’ task selection and implementation and to determine whether these changes were sustained over time. Results indicate that teachers increased and sustained their ability to select high-level instructional tasks and to maintain the level of cognitive demand during instruction. All teachers, however, did not exhibit this pattern. Portraits of teachers who continued to select and enact tasks at a high level are contrasted with those who did not, and factors are identified to account for teachers’ current practices.

Older women and the internet.

Abstract: This study was designed to explore the effects that training had on older adults' willingness to use the Internet to manage their health care. The most interesting result was that out of 70 self-volunteers, 58 were women. Results show that highly educated women who either own a computer or have access to one, and have low levels of anxiety toward computers, with strong feelings of self-efficacy toward computers and the Internet, and an internal locus of control, are more willing than men to use the Internet to find medical information to manage a chronic health problem.