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Yayın Genre practices, multimodality and student identities(Springer International Publishing, 2022-01-01) Gray, Robert JamesThis book offers a novel framework for describing and understanding student identity via the central concept of "genre practices", developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations. The author draws on interviews with undergraduate psychology students and recordings of their presentations to argue that by engaging in the multimodal practices of classroom presentations, presenters (re)produce both the genre and their identities as students. The resulting theory of student identity is widely applicable to tertiary settings, and the methodology described is applicable to the study of practices and identity in a range of other classroom genres. The book will therefore be of interest not only to researchers in EMI and TESOL settings, but also any tertiary-level educational practitioners whose courses include presentations.Yayın Modeling and simulation support to the defense planning process(Sage Publications Inc, 2017-04-01) Çayırcı, Erdal; Özçakır, LütfüDefense planning is a crucial part of the defense process. It identifies the capabilities required for the future defense environment, analyzes the capability shortfalls, prioritizes them, and provides the fundamental inputs for their development. Modeling and simulation may significantly contribute to the success of defense planning. However, neither the theory nor the tools are mature enough to fulfill the defense planning requirements. Various types of simulation tools, such as static, dynamic, deterministic, stochastic, closed, discrete, continuous, and symbiotic, in multiple levels of resolution and fidelity are needed to support the different stages and phases. The verification and validation of the models and the analysis of the input and output data are critical. Yet another challenge is that the uncertainties related to the contemporary defense scenarios are mostly not in aleatory but in the epistemic domain. In this paper, we briefly present a new computer-assisted defense planning process. Then, we introduce the service-oriented cloud approach for the modeling and simulation support to the process.Yayın Developing andsSustaining outcomes assessment in english as a foreign language programs(Springer International Publishing AG, 2017) Staub, Donald FrancisEducational organizations are charged with one critical task: effectively and efficiently ensuring student learning. Traditionally, the determining factor for whether educational institutions had imparted knowledge on their students was simply to count the number of graduates. English as a Foreign Language (EFL) programs have followed this tradition, equating quality with numbers of successful program completers. Over the past two decades, the so-called accountability movement has put increasing pressure on schools to demonstrate quality by evidencing student learning through the assessment of learning outcomes. EFL programs are increasingly being asked to develop and implement learning outcomes assessment programs. To do so, however, can be arduous, and, if not approached thoughtfully, can lead to failure. This chapter explores the principles and practices that are generally believed to be must-haves for successful outcomes assessment programs. This is followed by a discussion of common pitfalls that lead to failure of such initiatives. Finally, the chapter proposes that EFL program leaders who are embarking upon an outcomes assessment process consider the Distributed Leadership model as a means for increasing the probability of success and sustainability of their outcomes assessment initiative.Yayın Therapist's assessment of their patient's session-level emotional processes: validation of the in-session patient affective reactions questionnaire–clinician form(John Wiley and Sons Inc, 2025-08-06) Stefana, Alberto; Ünver, Buket; Vieta, Eduard; Fusar-Poli, Paolo; Youngstrom, Eric ArdenBackground: The current study aimed to evaluate a therapist version of the in‐Session Patient Affective Reactions Questionnaire(SPARQ). The SPARQ was developed to assess a pattern of emotions, thoughts, and behaviors experienced by a patient towardtheir therapist during a session. The SPARQ has existed only as a patient self‐report measure and has demonstrated promise as apsychotherapy process measure. This study intended to validate a complementary clinician‐report version of the questionnaire:the SPARQ‐C.Methods: A sample of licensed mental health clinicians (N = 151) completed the SPARQ‐C along with other measures. Dataanalysis involved exploratory and confirmatory factor analyses (CFA). Reliability and convergent and criterion‐related validityof the SPARQ‐C were also evaluated.Results: The SPARQ‐C preserved the two‐factor structure: positive affect (k = 4, ω total = 0.84) and negative affect (k = 4, ωtotal = 0.70), which correlated r = 0.26. CFA using the a priori model two‐factor model based on the patient‐report versionprovided the following fit indices: χ2[19] = 26.01, CFI = 0.98; TLI = 0.97, RMSEA = 0.05 (90% CI [0.00, 0.09]), and SRMR = 0.05.The SPARQ‐C scales demonstrated convergent and criterion‐related validity with measures of other elements of the therapeuticrelationship, session outcome, and demographic‐clinical variables.Discussion: The SPARQ‐C is a reliable measure suitable for both clinical and research purposes. It allows for a nuancedassessment of patients' session‐level affective responses towards their therapist from the clinician's perspective.
