共查询到20条相似文献，搜索用时 31 毫秒
1.
回顾了国内外关于学校开展儿童注意缺陷多动障碍(简称ADHD)干预的研究,对ADHD的治疗和干预研究现状以及学校开展干预的措施进行了总结,其中包括单项干预措施和综合干预措施。最后作出结论,相对其他ADHD干预,学校干预对于改善ADHD学生的人际交往以及提高其学业成绩更具有优势。 相似文献
2.
David Trueman 《Psychology in the schools》1984,21(2):215-223
This paper is a critical review of the studies that have applied behavioral techniques in the treatment of school phobia. After a brief theoretical discussion, this work proceeds to note the conspicuous absence of any studies designed to assess either the relative efficacy of behavior therapy in comparison to other types of therapy or the different effects of various behavioral treatments. An in-depth analysis of reported case studies dichotomized into those using classical conditioning elements and those using operant learning ones reveals that both approaches indicate success. However, some blurring between treatment modalities, both theoretically and empirically, is noted, thus bringing into question the precision of estimating the efficacy of treatments of different approaches. Suggestions for future research focus on both large scale studies and the need to apply distinct treatments firmly allied to theoretical models. 相似文献
3.
4.
5.
This study updates the Baldwin and Ford (1988) review of the empirical articles published on training transfer. The updated review and analysis revolves around the four key limitations noted in the original review: (1) the criterion problem of how and when to measure training transfer, (2) the generalizability of results from training design studies, (3) the choice of which trainee characteristics to examine for their impact on transfer, and (4) the conceptualization and operationalization of work environment factors that can impact transfer. Twenty studies were found in the literature since the 1988 review on training transfer. An analysis of these studies found that progress has been made in addressing many of the limitations noted by Baldwin and Ford. This paper concludes with a discussion of future research directions for training transfer research relevant to each of the four areas of criterion measurement, training design, trainee characteristics, and work environment. 相似文献
6.
Wenying ZHOU 《Frontiers of Education in China》2020,15(1):164
This paper presents a critical overview of studies on mobile assisted language learning (MALL) in teaching Chinese as a foreign language (CFL) during the period 2007-2019. In the review, keyword and reference searches were conducted to identify and select empirical studies during the review period. Thematic and frequency analyses were employed on the data. This identified methodological trends and research outcomes in the reviewed studies. As shown in the results, most of the reviewed studies used qualitative methods to examine the effect of mobile CFL learning on formal learning in higher education settings. These studies document the positive impact that mobile technology has on CFL learning. Their attention is primarily on the use of mobile learning in Chinese vocabulary acquisition, language skill development and mobile seamless learning. Suggestions are provided for further research to support continuous mobile assisted CFL teaching and learning. 相似文献
7.
Eugene Borokhovski Rana Tamim Robert M. Bernard Philip C. Abrami Anna Sokolovskaya 《Distance Education》2012,33(3):311-329
This systematic review draws from and builds upon the results of a meta-analysis of the achievement effects of three types of interaction treatments in distance education: student–student, student–teacher, and student–content (Bernard et al., Review of Educational Research, 79(3), 1243–1289, 2009). This follow-up study considers two forms of student–student interaction treatments, contextual interaction and designed interaction. Typical contextual interaction treatments contain the necessary conditions for student–student interaction to occur, but are not intentionally designed to create collaborative learning environments. By contrast, designed interaction treatments are intentionally implemented collaborative instructional conditions for increasing student learning. Our meta-analysis compared the effect of these two types of interaction treatments on student achievement outcomes. The results favored designed interaction treatments over contextual interaction treatments. Examples of designed interaction treatments and a discussion of study results and their potential implications for research and instruction in distance education and online learning are presented. 相似文献
8.
OBJECTIVE: Child abuse is a risk factor for developing Posttraumatic Stress Disorder (PTSD) and subsequent Substance Use Disorder (SUD). The purpose of this review is to summarize current knowledge about effective treatments for adolescent abuse-related PTSD, SUD, and the co-occurrence of these conditions.METHOD: The literature on empirical treatment studies for these conditions in adolescence was reviewed, summarized, and synthesized.RESULTS: Randomized controlled studies of abuse-related PTSD and SUD in adolescents have supported the efficacy of cognitive behaviorally-based individual and family treatment components. Components overlap considerably in empirically supported treatments for each disorder. An integrated treatment approach is described for use in adolescents with abuse-related PTSD and SUD, with recommendations for optimizing services for this population and for future research.CONCLUSIONS: The available evidence on effective treatments suggests that integrated PTSD- and SUD-focused cognitive-behavioral and family treatment for adolescents with comorbid abuse-related PTSD and SUD may optimize outcomes for this population. 相似文献
9.
The focus of the present paper is on the contribution of the research in the student approaches to learning tradition. Several studies in this field have started from the assumption that students’ approaches to learning develop towards more deep approaches to learning in higher education. This paper reports on a systematic review of longitudinal research on how students’ approaches to learning develop during higher education. A total of 43 studies were included in the review. The results give an unclear picture of the development of approaches to learning and, thus, do not provide clear empirical evidence for the assumption that students develop towards more deep approaches during higher education. Neither methodological nor conceptual aspects of the studies investigated explained the ambiguity of the research results. Both theoretical and empirical implications for further research are discussed. 相似文献
10.
网络成瘾的研究进展 总被引：7，自引：0，他引：7
高亚兵 《浙江教育学院学报》2006,(4):40-45
对网络成瘾的概念、测量工具、研究发现、治疗方法等几方面的研究进展进行综述，并提出几个网络成瘾有待于研究的问题。 相似文献
11.
近十年来我国儿童问题行为研究现状 总被引：2，自引：0，他引：2
廖艳华 《浙江教育学院学报》2007,(6):33-37,62
对我国儿童问题行为的概念、测量工具、研究发现、干预方法等几方面的研究进展进行综述,并提出几个有待于研究的问题。 相似文献
12.
This study presents the outcome data on the effectiveness of social learning treatments in reducing out-of-home placements of abused children. Noteworthy are that true experimental designs used in both studies and their being conducted in a natural field setting, child protection services agencies. The results indicate that this model of family intervention is an effective alternative to out-of-home placements with this population for approximately 50% of typical child protection services caseloads. The cost benefits of social learning treatments are discussed along with potentially useful clinical and research directions. 相似文献
13.
14.
Margaret R. Rogers Wiese 《Psychology in the schools》1992,29(3):229-236
This project was designed to review and evaluate parent training research conducted between 1975 and 1990 and, based on the results, suggest some directions for future research. One hundred forty-eight published studies were analyzed regarding the effectiveness of parent training as an intervention. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were represented in the review. The reviewed studies were classified as group or case studies and were categorized in terms of theoretical orientation adopted and methodology employed. Case studies exhibited several methodological shortcomings, including limited social validation and treatment integrity data and an over-reliance on single, rather than multiple, outcome measures. Group studies also did not routinely collect treatment integrity information, and 50% of group parent training research did not employ control groups. Recommendations for future directions in parent training research are provided. 相似文献
15.
Bingyu SUN Yongqiang LIU Danhua HE Jinke LI Jiawei WANG Wulin WENS Ming HONG 《Journal of Zhejiang University. Science. B》2021,22(3):190-203
The rapidly developing resistance of cancers to chemotherapy agents and the severe cytotoxicity of such agents to normal cells are major stumbling blocks in current cancer treatments.Most current chemotherapy agents have significant cytotoxicity,which leads to devastating adverse effects and results in a substandard quality of life,including increased daily morbidity and premature mortality.The death receptor of tumor necrosis factor-related apoptosis-inducing ligand(TRAIL)can sidestep p53-dependent pathways to induce tumor cell apoptosis without damaging most normal cells.However,various cancer cells can develop resistance to TRAIL-induced apoptosis via different pathways.Therefore,it is critical to find an efficient TRAIL sensitizer to reverse the resistance of tumor cells to TRAIL,and to reinforce TRAIL’s ability to induce tumor cell apoptosis.In recent years,traditional Chinese medicines and their active ingredients have shown great potential to trigger apoptotic cell death in TRAIL-resistant cancer cell lines.This review aims to collate information about Chinese medicines that can effectively reverse the resistance of tumor cells to TRAIL and enhance TRAIL’s ability to induce apoptosis.We explore the therapeutic potential of TRAIL and provide new ideas for the development of TRAIL therapy and the generation of new anticancer drugs for human cancer treatment.This study involved an extensive review of studies obtained from literature searches of electronic databases such as Google Scholar and PubMed."TRAIL sensitize"and"Chinese medicine"were the search keywords.We then isolated newly published studies on the mechanisms of TRAIL-induced apoptosis.The name of each plant was validated using certified databases such as The Plant List.This study indicates that TRAIL can be combined with different Chinese medicine components through intrinsic or extrinsic pathways to promote cancer cell apoptosis.It also demonstrates that the active ingredients of traditional Chinese medicines enhance the sensitivity of cancer cells to TRAIL-mediated apoptosis.This provides useful information regarding traditional Chinese medicine treatment,the development of TRAIL-based therapies,and the treatment of cancer. 相似文献
16.
This review maps and critically evaluates 36 empirical studies from English language teaching (ELT), focusing on the role of texts and activities in intercultural learning. The rationale for this review is the call for theoretically-based recommendations for English language (EL) teachers and researchers on the selection of texts and the design of activities for intercultural learning. It draws on principles from Critical Interpretive Synthesis (CIS), and the studies were gathered from systematic searches of databases, supplemented by manual searches of relevant journals. The results show that fiction texts are more widely used and more strongly rationalized for use than nonfiction texts. There is also a strong focus on dialogic and student-centred activities, and less focus on experiential teaching. It argues that an awareness of the affordances of different text types can assist teachers in mediating EL students’ intercultural learning and recommends a greater variety of research and teaching approaches to identify intercultural learning processes. Furthermore, the review calls for more research on intercultural learning in primary and secondary ELT. 相似文献
17.
Shengnan Wang Christine M. Rubie-Davies Kane Meissel 《Educational Research and Evaluation》2018,24(3-5):124-179
ABSTRACTThis review aimed to illustrate the development in the teacher expectation literature and discuss the major avenues of research in the teacher expectation field from 1989 to 2018. Four analytical themes emerged from a narrative synthesis based on a systematic literature search: (1) influential factors on teacher expectations; (2) mediation mechanism of teacher expectations; (3) moderating factors of teacher expectation effects; (4) teacher expectation effects on student socio-psychological, behavioural, and achievement outcomes. On the whole, most studies confirmed earlier research findings regarding the 4 themes, although there were some studies that found results contradicting earlier work. In addition, new research topics and directions raised in the past 3 decades were identified in this review, especially regarding the mediation of teacher expectations and the socio-psychological and behavioural outcomes of the expectation effects. The review concludes with a set of recommendations for future research directions on teacher expectations. 相似文献
18.
《The Journal of educational research》2012,105(2):97-111
AbstractThis paper synthesizes empirical studies of homework and of various homework strategies on the academic achievement and attitude of elementary and secondary students. A computer search yielded 15 published and unpublished studies with explicit statistical results. Fifty-four characteristics of treatments, contexts, conditions, validity, and outcomes were coded for each study. About 85% of the effect sizes favored the homework groups. The mean effect size is .36 (probability less than .0001). Homework that was graded or contained teachers' comments produced stronger effects (.80). 相似文献
19.
This critical review presents studies of Mexican American fathers in the United Sates to provide researchers with an understanding
of contemporary fatherhood. It describes the myths that cause methodological and conceptual problems in interpreting the results
of studies on Mexican American fathers. Several common challenges and limitations in those studies are identified and discussed,
such as conflicting cultural perceptions, traditional and contemporary perceptions, and social stereotyping of the Mexican
American fathers’ family roles. This review also provides guidelines for future research and practical applications on Mexican
American fathers’ involvement in their children’s education. In doing this, it contributes to an emerging understanding of
the complexity of Mexican American fathering. 相似文献
20.
Jonna Vierula Elina Haavisto Maija Hupli Kirsi Talman 《Assessment & Evaluation in Higher Education》2020,45(4):496-512
AbstractHigher education student selection has significant societal, institutional and individual impacts. Thousands of applicants apply only for nursing, one of the major higher education disciplines. As the nursing profession is characterised by cognitive requirements, higher education institutions assess the learning skills of nursing applicants. However, there has been no comprehensive analysis of learning skills assessment for nursing student selection. The purpose of this scoping review was to describe the assessment of learning skills in undergraduate nursing student selection. Five databases were systematically searched, and 24 studies published between 2006 and 2016 were included. Learning skills were most commonly assessed using standardised tests in the areas of language and communication, reasoning, mathematics and natural sciences. Overall scores of onsite selection methods were found to best predict future academic performance. The results indicate that higher education institutions may benefit from comprehensive assessment of learning skills in their selection processes. This assessment should focus on a wider range of cognitive aptitudes, including reasoning skills. This review focussed on nursing education, but the results may benefit other higher education disciplines due to the generic nature of learning skills and similar cognitive requirements of higher education studies. The results support the development of more comprehensive and valid methods for assessing learning skills. 相似文献