Institution
Western Seminary
Education•Portland, Oregon, United States•
About: Western Seminary is a education organization based out in Portland, Oregon, United States. It is known for research contribution in the topics: Refugee & Mental health. The organization has 15 authors who have published 18 publications receiving 363 citations. The organization is also known as: Western Seminary-San Jose & Western Seminary-Sacramento.
Papers
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TL;DR: It is suggested that, holding other factors constant, delivery format is not related to statistical literacy for graduate students, which contradicts some existing research that shows hybrid delivery outperforms online only.
Abstract: Statistical literacy refers to understanding fundamental statistical concepts. Assessment of statistical literacy can take the forms of tasks that require students to identify, translate, compute, read, and interpret data. In addition, statistical instruction can take many forms encompassing course delivery format such as face-to-face, hybrid, online, video capture, and flipped. In this study, we examined statistical literacy of graduate students using a validated assessment tool (the Comprehensive Assessment of Outcomes in Statistics; CAOS) across two increasingly popular delivery formats—hybrid and online. In addition, we examined condensed (six week) semesters to full (16 week) semesters to determine if course length was related to statistical literacy. Our findings suggest that, holding other factors constant, delivery format is not related to statistical literacy for graduate students. This contradicts some existing research that shows hybrid delivery outperforms online only. Our results have...
9 citations
TL;DR: In this article, the authors argue that one receives the calling to become a therapist to experience feeling real and that therapists become therapists to heal themselves, and identify five "wounds" therapists may consciously and unconsciously address by entering a therapeutic profession.
Abstract: This paper argues that one receives the calling to become a therapist to experience feeling real Stated differently, therapists become therapists to heal themselves Drawing on object relations theory, the author identifies five “wounds” therapists may consciously and unconsciously address by entering a therapeutic profession The wounds are located in the capacity to believe, the capacity to imagine, the capacity for concern, the capacity to be alone, and the capacity of object usage Achieving these capacities provides the therapist with a sense of wholeness, health, and holiness
7 citations
TL;DR: The authors show that Barth's ontological understanding of the mind-body relationship generates a number of important ontological implications, which can in turn serve as a basis for developing a christologically adequate mind/body theory.
Abstract: Interpretations of Karl Barth's anthropological ontology are often characterized by significant disagreement as to whether it is best understood in essentially dualist or monist terms. Such arguments are misguided in that they miss the thrust of Barth's argument. This article will show that Barth's christological understanding of the mind–body relationship generates a number of important ontological implications, which can in turn serve as a basis for developing a christologically adequate mind/body theory, but that it does not provide the actual development of such a theory.
6 citations
TL;DR: This paper explored adult identity formation through work experiences, gaining insight into structures and practices which allow women to thrive in leadership within the evangelical Church and found that women are more likely to identify as women than men.
Abstract: This empirical research explores adult identity formation through work experiences, gaining insight into structures and practices which allow women to thrive in leadership within the evangelical ch...
4 citations
08 Dec 2017
TL;DR: This article explored the experiences of non-native speakers of English in education doctoral programs in US and found that students used both past knowledge from their home countries to connect with new knowledge and appreciated new experiences provided by professors and the support from both colleagues and mentors.
Abstract: International students, specifically non-native speakers of English, constitute a growing population of the graduate programs in western-based universities like UK, US, and Australia. Despite their document challenges, these students also demonstrate resilience that when appropriately channeled, could promote their success in graduate school. The purpose of the study was to explore the experiences of non-native speakers of English in education doctoral programs in US. A qualitative research, specifically a phenomenological approach was used to explore the experiences of non-native speakers of English in US doctoral programs in education. Participants were six doctoral students on F1 visa or equivalent. Semi-structured interviews were conducted, transcribed, and coded. Themes that came out of the codes included knowledge, new experience, and support. Students used both past knowledge from their home countries to connect with new knowledge. They appreciated new experiences provided by professors and the support from both colleagues and mentors. Implications are discussed.
4 citations
Authors
Showing all 16 results
| Name | H-index | Papers | Citations |
|---|---|---|---|
| Hannah E. Acquaye | 3 | 6 | 20 |
| Marc Cortez | 2 | 2 | 10 |
| Robert E. Buckler | 1 | 1 | 298 |
| Hannah E. Acquaye | 1 | 1 | 8 |
| David Holifield | 1 | 2 | 1 |
| Carol M. John | 1 | 1 | 1 |
| Patrick Schreiner | 1 | 1 | 13 |
| Jaco J. Hamman | 1 | 1 | 7 |
| Nicole M. Milne | 1 | 1 | 1 |
| Judy L. Glanz | 1 | 1 | 3 |
| Laurie A. Bloomquist | 1 | 1 | 1 |
| Kay C. Bruce | 1 | 1 | 4 |
| Jonathan Clemens | 0 | 1 | 0 |
| Carolina Baeza-Velasco | 0 | 1 | 0 |
| Norm L. Thiesen | 0 | 1 | 0 |