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1.
There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole lessons resulted in positive instructional effects for students with ASD and DD (Ganz, 2007). However, it is not known whether DI is more effective than other language interventions. The purpose of this study was to compare DI to an established intervention, discrete trial teaching. Thirteen students with ASD or participated in the study and data were collected using curriculum-based assessment. An independent samples t-test indicated that there was a statistically significant difference in student performance for the group who received DI. Results and their implications will be discussed. 相似文献
2.
Although the psychological benefits of intergenerational learning environments have been well documented, no study has yet investigated wisdom as an outcome of intergenerational classroom engagement. In this study, Elders between the age 60–89 were recruited to participate in a high-school English classroom. We hypothesized that participating in an intergenerational high-school classroom would benefit both Elders and Students by fostering the conditions for both groups to develop greater psychological wisdom. Our findings indicate that both Elders and Students actively engaged the five dimensions of wisdom identified by Webster (2003, 2007) during their time in the intergenerational class. Further, we find that while Students and Elders both demonstrated aspects of wisdom, they understood the concept of wisdom in strikingly different ways. 相似文献
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4.
Human beings have a fundamental need to belong, for ongoing positive interactions with others who provide companionship and caring (Baumeister & Leary, 1995). Children may hit, exclude, or harass others electronically because when their own needs for belongingness are threatened, or when they want to enhance their own status, they lash out and hurt others in the way they think will be most painful, by engaging in behaviors that undermine the target's sense of belongingness. For reasons discussed herein, children and adolescents might be especially vulnerable to desperate needs for belongingness. Viewing bullying as motivated by the need to belong has profound implications for prevention and intervention programs to reduce bullying. 相似文献
5.
《Clearing house (Menasha, Wis.)》2012,85(6):210-223
AbstractMuch debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching. 相似文献
6.
This study used statistical simulation to calculate differential statistical power in dynamic structural equation models with groups (as in McArdle & Prindle, 2008). Patterns of between-group differences were simulated to provide insight into how model parameters influence power approximations. Chi-square and root mean square error of approximation (RMSEA) power approximation procedures were used to compare the effects of parameter manipulations and how researchers should interpret findings. The chi-square power of perfect fit calls for at least 270 individuals to detect moderate differences, whereas the RMSEA procedure of close fit seems to require as many as 1,450 participants. It is shown that parameters that provide input into the change score that the transfer leads to affect power versus indirect pathways. A discussion of differences in approximation values and future research directions follows. 相似文献
7.
William A. Sandoval 《学习科学杂志》2013,22(1):150-161
Andrew Elby (this issue) argues that researchers in the field of personal epistemology should beware insistence on a narrow definition of epistemology to guide this work. His argument is a response to suggestions (Hofer & Pintrich, 1997; Sandoval, 2005) that the study of personal epistemology should focus on people's views about knowledge and knowing and not conflate those with views about learning. His main concern is that learners' views about knowledge and their views about learning may, in fact, be conflated and that an insistence on definitional clarity could lead to a mischaracterization of cognitive structures. In this response I argue that clarity in the definition of theoretical constructs does not imply exclusion of views about learning from the study of personal epistemology. Furthermore, given the history of this area of research, failing to more clearly define our constructs makes real theoretical progress difficult. 相似文献
8.
Katie E. Cherry Professor Susan Brigman Celinda Reese-Melancon Allison Burton-Chase Kayla Holland 《Educational gerontology》2013,39(3):168-178
The purpose of this study was to examine relationships among memory aging knowledge and memory self-appraisal in college students and community-dwelling older adults. Participants completed the Knowledge of Memory Aging Questionnaire ([KMAQ] Cherry, Brigman, Hawley, & Reese, 2003) and the Memory Functioning Questionnaire ([MFQ] Gilewski, Zelinski, & Schaie, 1990). We hypothesized that poorer performance on the KMAQ stereotype scale, suggesting an ageist response bias, would be associated with more negative self-appraisals of memory. Results confirmed that responses on the KMAQ stereotype scale were significantly associated with responses on the MFQ Frequency of Forgetting scale and two shorter scales derived from the full MFQ, the memory self-efficacy scale (Zelinski & Gilewski, 2004), and a revised Seriousness of Forgetting scale after controlling for age and educational level. Implications of these findings for the development of instructional materials to improve memory aging knowledge and memory self-appraisal in adulthood are discussed. 相似文献
9.
Recent findings (Keysar, 1994; Weingartner & Klin, 2005) have shown that readers are not always accurate at taking a story character's perspective. When readers evaluated a character's understanding of a written message, they mistakenly took into account information that was inaccessible to that character. The results from the three experiments reported here demonstrate that this “illusory transparency of intention” is not dependent on the message readers' communicative role: Even when the message was composed for one character but read by another, readers assumed that the message was understood as it was intended. The results are discussed in the context of two theoretical accounts for these perspective-taking errors: the “knowledge projection hypothesis,” which appeals to readers’ expectations about cooperative behavior during communication, and “construal,” which attributes the illusory transparency of intention to a general cognitive bias that occurs during the perception of ambiguous stimuli. 相似文献
10.
Lisa Ruble Jessie Birdwhistell Michael D. Toland John H. McGrew 《Journal of educational and psychological consultation》2013,23(4):259-283
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. 相似文献
11.
Pam Schuetz 《Community College Journal of Research & Practice》2013,37(4-6):305-324
This mixed-methods study develops, operationalizes, and tests a new conceptual model of community college student engagement. Themes emerging from participant observations and semistructured interviews with 30 adult students enrolled at a Large Best Practices Community College (LBPCC) over the 2005–2006 academic year are used to guide selection of Self-Determination Theory (Deci & Ryan, 1985, 2000, 2002) to frame the new conceptual model. Structural equation modeling techniques confirm that variables and relationships proposed by the new model represent a good fit with data from over 1,000 students surveyed in the Community College Survey of Student Engagement. Findings from this study suggest that community college engagement and related outcomes can be fostered by tuning campus policies, practices, and climates to promote students' senses of belonging, competence, and autonomy. 相似文献
12.
Catherine McBride-Chang Xiuli Tong Hua Shu Anita M.-Y. Wong Ka-wai Leung Twila Tardif 《Scientific Studies of Reading》2013,17(2):171-194
Tasks of word reading in Chinese and English; nonverbal IQ; speeded naming; and units of syllable onset (a phoneme measure), syllable, and tone detection awareness were administered to 211 Hong Kong Chinese children ages 4 and 5. In separate regression equations, syllable awareness was equally associated with Chinese and English word recognition. In contrast, syllable onset awareness was uniquely associated with English reading only, whereas tone detection was uniquely associated with Chinese reading only. Results underscore both the universality of first-language phonological transfer to second-language reading and the importance of different psycholinguistic units (Ziegler & Goswami, 2005) for understanding reading acquisition: Tone units are integral to Chinese character recognition, whereas phonemes are more strongly associated with English word recognition, even within the same children. 相似文献
13.
Anne Boomsma 《Structural equation modeling》2013,20(3):518-540
In structural equation modeling, Monte Carlo simulations have been used increasingly over the last two decades, as an inventory from the journal Structural Equation Modeling illustrates. Reaching out to a broad audience, this article provides guidelines for reporting Monte Carlo studies in that field. The framework of discourse is set by a number of steps to be taken in such research, matching outlines of experimental design by Paxton, Curran, Bollen, Kirby, and Chen (2001) and Skrondal (2000). Throughout the article, reference is made to exemplary publications and, occasionally, to imperfect reporting. 相似文献
14.
General practitioners (GPs) need advanced skills in geriatric assessment to be competent to treat the increasing number of elderly patients. Continuing medical education in geriatrics for GPs is heterogeneous, and not assessed for effectiveness. In this study we compared the educational effects of three geriatric post-graduate training methods on GPs. GPs in the health district of the Nijmegen University Medical Centre (The Netherlands) were offered a variety of training options in geriatric assessment: (1) a formal one-day teacher centered conference (TCC), (2) an interactive GP-centered day of workshops (GCW), and (3) participation in a project of knowledge translation, linked to a research project of geriatric intermediate care (GKT). Pre-post measures were taken of the attitudes of GPs towards the elderly (Aging Semantic Differential, 1969), attitudes towards geriatric patients (Maxwell & Sullivan, 1980; Rosencranz & McNevin, 1969) and geriatric competencies (Robinson, Barry, Renick, et al., 2001). After training, neither the attitudes towards the elderly nor geriatric patients changed in any of the three groups. The TCC did not show a significant change in perceived competencies, while the GCW and GKT group improved. A formal large group conference is ineffective in improving GPs' geriatric assessment skills, while small interactive workshops and participation in a project of knowledge translation are equally effective. None of the three training methods improved or worsened attitudes toward the elderly in general or the geriatric patients in particular. 相似文献
15.
Yiwei Chen Jiaxi Wang Robert M. Kirk Olivia L. Pethtel Allison E. Kiefner 《Educational gerontology》2013,39(11):825-833
The primary purposes of the present study were to examine age differences in adaptive decision making and to evaluate the role of numeracy in mediating the relationship between age and adaptive decision making. Adaptive decision making was assessed by the Cups task (Levin, Weller, Pederson, & Harshman, 2007). Forty-six younger (18 to 24 years old) and 37 older adults (61 to 89 years old) completed the Cups task. In addition, the Numeracy Scale (Lipkus, Samsa, & Rimer, 2001) was used to measure individual numeric ability. Adaptive decision making was operationalized by the Expected Value sensitivity (i.e., the product of probability and outcome magnitudes) across the gain and the loss domains. Older adults had significantly lower Expected Value sensitivity than young adults. In addition, older adults demonstrated significantly lower numeracy than younger adults. Finally, numeracy partially mediated the relationship between age and adaptive decision making. It is suggested that older adults’ declined decision making may be partially due to their declined numeric abilities. Implications were discussed in numeracy education and public policies concerning older adults. 相似文献
16.
Bandura's Social Learning Theory purports that early exposure to this social information may have an impact on children's schema development (e.g., Bandura, 2001), which may influence how children and later adults think about what it means to age and get older (e.g., what it means to be an aging woman in society). By extension, if the portrayal of aging women characters in picture books contains both ageist and sexist attitudes, then the concern is that learned double jeopardy social schemas may influence both children's and the broader society's reactions to this aging sub-population (Chappell & Havens, 1980) and personal self-efficacy toward aging (Bandura, 2011). For the purpose of the current research, a possible double jeopardy portrayal was examined for older women characters in children's picture books. Using a stratified random sampling of 90 children's picture books, results found that older book characters were depicted in only about one-third of the sampled books, and older women portrayals were generally more negative (e.g., “hag”). The current study analyzed the biased aging portrayals in children's picture books, and found evidence for double jeopardy (e.g., both ageist and sexist attitudes combined) in how aging women characters were presented in both text and imagery. Implications toward future research and education interventions that convey more positive messages about aging and being a woman aging in society will be discussed. 相似文献
17.
Oshima, Raju, Flowers, and Slinde (1998) described procedures for identifying sources of differential functioning for dichotomous data using differential bundle functioning (DBF) derived from the differential functioning of items and test (DFIT) framework (Raju, van der Linden, & Fleer, 1995). The purpose of this study was to extend the procedures for dichotomous DBF to the polytomous case and to illustrate how DBF analysis can be conducted with polytomous scoring, common to psychological and educational rating scales. The data set used was parent and teacher ratings of child problem behaviors. Three group contrasts (teacher vs. parent, boy vs. girl, and random groups) and two bundle organizing principles (subscale designation and random selection) were used for the DBF analysis. Interpretations of bundle indexes in the context of child problem behaviors were presented. 相似文献
18.
A motor task that requires fine control of upper limb movements and a cognitive task that requires executive processing—first performing them separately and then concurrently—was performed by 18 young and 18 older adults. The motor task required participants to tap alternatively on two targets, the sizes of which varied systematically. The cognitive task required participants to generate a series of random numbers at fixed production rates. Participants' performance on the motor task decreased slightly from single- to concurrent-task condition, and the dual-task cost was age-independent. Older adults showed large cognitive dual-task costs as motor-control demands increased. Younger adults' cognitive performance was not affected by concurrent task demands. These results are discussed in light of the permeation model developed by Baltes and Lindenberger (1997). Practical implications and educational recommendations are presented. 相似文献
19.
Yuan and Hayashi (2010) introduced 2 scatter plots for model and data diagnostics in structural equation modeling (SEM). However, the generation of the plots requires in-depth understanding of their underlying technical details. This article develops and introduces an R package semdiag for easily drawing the 2 plots. With a model specified in EQS syntax, one only needs to supply as few as 2 parameters to generate the 2 plots using the semdiag package. Two examples are provided to illustrate the use of the package. Multiple figures are used to explain the elements of data and model diagnostics. Advice on selecting proper estimation methods following the diagnostics is also given. 相似文献
20.
This is a sequel to previous theoretical papers (Gamliel, Reichental, & Eyal, 2007a, 2007b) that proposed a Model of Knowledge in Volume 33 of this journal. The study examines the effects of digital education on intergenerational empowerment and social interaction among participants in the Israeli Multigenerational Connection Program (MCP). The program pairs seniors and children in computer-room activities at primary schools and encourages both groups to benefit by learning from each other. Findings from feedback questionnaires, field observations, and semistructured interviews show that the MCP was successful in building an intergenerational bridge. The flexible structuring of the roles of teacher and pupil contributed to participants' satisfaction with the program, and the intergenerational knowledge exchanges empowered both groups and allowed them to reach out to each other. Implications for educators, both in the community and in mainstream schools, are discussed. 相似文献