Mount Saint Mary College

About: Mount Saint Mary College is a education organization based out in Newburgh, New York, United States. It is known for research contribution in the topics: Nurse education & Educational technology. The organization has 98 authors who have published 131 publications receiving 2038 citations. The organization is also known as: The Mount & MSMC.

Underemployment, job attitudes, and turnover intentions

Abstract: We surveyed three distinct samples of employees (Ns of 238, 102, and 981) in order to examine relations among various types of underemployment, job satisfaction, organizational commitment, and turnover intentions. Each dimension of underemployment is explored as a case of poor person-job fit, and the fit literature is used to produce hypotheses about these relations. We also developed and validated the 9-item Scale of Perceived Overqualification (SPOQ) to tap employee perceptions of surplus education, experience, and KSAs (knowledge, skills, and abilities). In general, perceptions of underemployment were associated with poor job satisfaction, particularly for facets with a direct causal relationship with the specific dimension of underemployment, such as overqualification and satisfaction with work. Perceived overqualification was also related to lower affective commitment, and higher intentions to turnover. For part-time work, negative attitudes were only found when employees expressed a preference for full-time work; a similar trend was not found for temporary workers, however. Implications for theory, research, and practice are delineated. Copyright © 2006 John Wiley & Sons, Ltd.

Applying Technology to Inquiry-Based Learning in Early Childhood Education

Abstract: Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a variety of subjects, including mathematics, science, reading, language, and social studies. However, most software packages have yet to integrate technology into inquiry-based learning for early childhood contexts. Based on existing theoretical frameworks, we suggest that instructional technologies should be used in early childhood inquiry education to (a) enrich and provide structure for problem contexts, (b) facilitate resource utilization, and (c) support cognitive and metacognitive processes. Examples of existing and hypothetical early childhood applications are provided as we elaborate on each role. Challenges and future research directions are also identified and discussed.

Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra

Abstract: Recent changes in national and state mathematics standards have increased the level of algebraic thinking taught in younger grades. These changes have prompted more inclusive curriculum designs tha...

I’m Proud of It: Consumer Technology Appropriation and Psychological Ownership

Abstract: While a common narrative is that we are increasingly living in a “technology-mediated” world, a quick assessment of emerging digital technologies suggests that today’s standards will soon seem old-fashioned and quaint. For example, advances in circuitry, flexible displays, projection, and wearable computing promise to literally and figuratively weave technology into the fabric of our lives.