Institution
Georgia College & State University
Education•Milledgeville, Georgia, United States•
About: Georgia College & State University is a education organization based out in Milledgeville, Georgia, United States. It is known for research contribution in the topics: Population & Higher education. The organization has 950 authors who have published 1591 publications receiving 37027 citations.
Papers published on a yearly basis
Papers
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TL;DR: In this paper, the content of undergraduate college students' daydream journals were analyzed using an exploratory qualitative research methodology and the data suggested that the work-related daydream phenomenon was a tangible and accessible process that presented fully developed career narratives.
Abstract: This study was conducted to develop and examine the work-related daydream construct. The content of undergraduate college students’ daydream journals were analyzed using an exploratory qualitative research methodology. The data suggested that the work-related daydream phenomenon was a tangible and accessible process that presented fully developed career narratives. Embedded within these career narratives were elements of individuals vocational self-concepts (i.e., work values, aspirations, life roles, and lifestyle choices). Six work-related daydreams are described in detail. Implications for the use of work-related daydreams as a career assessment technique are discussed.
11 citations
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TL;DR: Great parenting discomfort and daily stress were associated with lower appraisals of children's behaviors and caregiver's appraisal was associated with daily stress level and parenting comfort.
11 citations
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TL;DR: The successful implementation of PM can help identify clients who are not responding to treatment and generate useful and reliable outcome data, and recommendations for how PM can be implemented in similar youth care programs are discussed.
Abstract: Progress monitoring (PM) is the periodic and reliable assessment of client progress to evaluate and inform psychotherapeutic treatment. PM’s use in a variety of treatment contexts show improved treatment outcome, dropout rate reduction, moderated treatment deterioration, and more efficient treatment delivery. This study reports the preliminary results of a PM implementation initiative at a youth care program that focuses on substance use disorder treatment. Participants were 70 adolescent clients (mean age 16.6 years, 56% male, 58% White, 30% Aboriginal or Metis). A time series evaluation design guided the study, where data were collected at admission, periodic intervals during treatment, and at discharge. Descriptive analysis was performed on all demographic variables. Pairwise t tests and effect sizes were calculated to determine clinically significant change. PM was successfully implemented in the youth care program and the outcomes associated with PM were statistically and clinically significant with large effect sizes reported. Changes in the development of mindfulness related-skills were positively associated with changes in outcome. Case studies illustrate how PM can identify clients who are not responding to treatment. PM in adolescent substance use treatment programs is an important consideration for program providers. Implementation needs to involve staff, be flexible, empower clients, and be integrated into the culture of programs. The successful implementation of PM can help identify clients who are not responding to treatment and generate useful and reliable outcome data. Recommendations for how PM can be implemented in similar youth care programs are also discussed.
11 citations
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TL;DR: In this paper, a consistent Hamiltonian for the theory is obtained, as a first step toward quantization, as well as a possible method for extending the theory to include the strong interaction.
Abstract: A theory has been presented previously in which the geometrical structure of a real four-dimensional space time manifold is expressed by a real orthonormal tetrad, and the group of diffeomorphisms is replaced by a larger group. The group enlargement was accomplished by including those transformations to anholonomic coordinates under which conservation laws are covariant statements. Field equations have been obtained from a variational principle which is invariant under the larger group. These field equations imply the validity of the Einstein equations of general relativity with a stress-energy tensor that is just what one expects for the electroweak field and associated currents. In this paper, as a first step toward quantization, a consistent Hamiltonian for the theory is obtained. Some concluding remarks are given concerning the need for further development of the theory. These remarks include discussion of a possible method for extending the theory to include the strong interaction.
11 citations
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TL;DR: A Web-based, self-directed tutorial program that provides various scaffolds e.g., prompts, expert models, visual guidance to help college students enhance their skills and abilities in solving problems in science.
Abstract: The understanding of core concepts and processes of science in solving problems is important to successful learning in biology. We have designed and developed a Web-based, self-directed tutorial program, SOLVEIT, that provides various scaffolds e.g., prompts, expert models, visual guidance to help college students enhance their skills and abilities in solving problems in science. An initial version of SOLVEIT was used in this study. This paper details the features of SOLVEIT that are contextualized within the biological domains of evolution and ecology. A qualitative case study was conducted to evaluate the usability of the program. Selected students were recruited from an introductory biology course at a large public university in the south-eastern United States. Data for this study were collected through the SOLVEIT database and semi-structured interviews. The findings of this study demonstrate the potential of the program for improving students' problem solving in biology. Suggestions for the use of SOLVEIT and its further improvement and development are discussed, along with suggestions for future research. This study also provides more general guidance for researchers and practitioners who are interested in the design, development and evaluation of Web-based tutorial programs in science education.
11 citations
Authors
Showing all 957 results
Name | H-index | Papers | Citations |
---|---|---|---|
Gene H. Brody | 93 | 418 | 27515 |
Mark D. Hunter | 56 | 173 | 10921 |
James E. Payne | 52 | 201 | 12824 |
Arash Bodaghee | 30 | 122 | 2729 |
Derek H. Alderman | 29 | 121 | 3281 |
Christian Kuehn | 25 | 206 | 3233 |
Ashok N. Hegde | 25 | 48 | 2907 |
Stephen Olejnik | 25 | 67 | 4677 |
Timothy A. Brusseau | 23 | 139 | 1734 |
Arne Dietrich | 21 | 44 | 3510 |
Douglas M. Walker | 21 | 76 | 2389 |
Agnès Bischoff-Kim | 21 | 46 | 885 |
Uma M. Singh | 20 | 40 | 1829 |
David Weese | 20 | 46 | 1920 |
Angeline G. Close | 20 | 35 | 1718 |