A comparison of teacher checklists used over 15 days and a one‐day antecedent analysis to conduct a medication trial     

R. Smith  D. Larsen  K.M. Derby  T.F. McLaughlin  K.P. Weber  K. Brown  M. Herring 《Psychology in the schools》2004,41(2):235-240

A one‐day antecedent analysis and an extended school‐based double‐blind medication trial were used to assess the effects of Ritalin on the disruptive behavior of a child diagnosed with ADHD. The evaluations took place in an outpatient clinic and in the child's general education classroom. The results of both evaluations indicated that the medication had a positive effect on reducing disruptive behaviors. The investigation suggests that the one‐day antecedent analysis procedure could be used as an initial evaluation of the use of Ritalin. More importantly, the one‐day trial provided results similar to the outcomes obtained during the school‐based evaluation. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 235–240, 2004.  相似文献   

Outreach by College Counselors: Increasing Student Attendance at Presentations     

Lawrence I. Marks  Richard H. McLaughlin 《Journal of College Counseling》2005,8(1):86-96

Psychoeducational outreach programming by college counselors can be an effective service to meet students' needs; however, getting students to attend outreach programs on a college campus can be challenging. The authors describe a model of an outreach series and the strategies implemented to increase student attendance at the presentations. Information collected from students through focus groups, a survey, and presentation evaluation forms revealed factors that seem to be important to increasing attendance.  相似文献   

Temptations of the flesch     

G. Harry McLaughlin 《Instructional Science》1974,2(4):367-383

A Briton's educational level, social class, sex and age all go to determine the degree of linguistic difficulty which he finds acceptable in reading matter. Tables show how these determinants of acceptability relate to readability as measured by word and sentence lengths.It is hypothesised that long sentences are difficult because comprehension depends upon combining cortical patterns evoked by grammatically related elements; but in long sentences the pattern evoked by one element may have decayed before the next related element is read. Long words may cause difficulty because they are generally the more precise words, requiring longer to categorise semantically; but the longer the search for a word's meaning, the more likely that the preceding context will be lost beyond recall.  相似文献   

Mapping Variation in Children’s Mathematical Reasoning: The Case of ‘What Else Belongs?’     

Colleen Vale  Wanty Widjaja  Sandra Herbert  Leicha A. Bragg  Esther Yoon-Kin Loong 《International Journal of Science and Mathematics Education》2017,15(5):873-894

Explaining appears to dominate primary teachers’ understanding of mathematical reasoning when it is not confused with problem solving. Drawing on previous literature of mathematical reasoning, we generate a view of the critical aspects of reasoning that may assist primary teachers when designing and enacting tasks to elicit and develop mathematical reasoning. The task used in this study of children’s reasoning is a number commonality problem. We analysed written and verbal samples of reasoning gathered from children in grades 3 and 4 from three primary schools in Australia and one elementary school in Canada to map the variation in their reasoning. We found that comparing and contrasting was a critical aspect of forming conjectures when generalising in this context, an action not specified in frameworks for generalising in early algebra. The variance in children’s reasoning elicited through this task also illuminated the difference between explaining and justifying.  相似文献   

Editorial     

T. H McLaughlin 《Cambridge Journal of Education》2001,31(2):133-134

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The effects of the copy, cover, compare approach in increasing spelling accuracy with learning disabled students     

Joseph F. MurphyCarol L. Hern  R. L. Williams  T. F. McLaughlin 《Contemporary educational psychology》1990,15(4)

This study compared the traditional spelling approach of presenting a list of spelling words at the beginning of the week and a final test at the end of the week with a daily copy, cover, and compare spelling approach. Weekly spelling performance of nine special education students was measured in a ABAB single-subject design. Results indicated improved spelling performance during the copy, cover, and compare spelling phase of the experiment. This finding was replicated across all nine students. Questionnaires given to students at the end of the study revealed that all students preferred the copy, cover, and compare spelling method over the more traditional approach to spelling.  相似文献   

Online student perceptions of engagement,transactional distance,and outcomes     

Doris U. Bolliger  Colleen Halupa 《Distance Education》2018,39(3):299-316

This study explores student perceptions of engagement, transactional distance, and outcomes in online courses. Researchers also investigated linkages between these elements. Data were collected from students enrolled in online courses at three private universities located at different geographical regions in the United States. Six hundred sixty-seven students completed the Revised Scale of Transactional Distance developed by Paul, Swart, Zhang, and MacLeod and a modified version of Dixson’s Online Student Engagement scale during spring 2016 semester. Results indicate students experienced a relatively high level of engagement and a moderate level of transactional distance. Respondents perceived outcomes such as satisfaction, progression, and learning very positively. There were significant differences in responses based on gender and college standing. Student engagement, transactional distance, and outcomes were moderately correlated, and researchers confirmed transactional distance is a valid predictor of student engagement.  相似文献   

Effects of instructions for on-task behavior and academic behavior: Two case studies     

T. F. McLaughlin  Pat Laffey  J. E. Malaby 《Contemporary educational psychology》1977,2(4):393-395

The effects of daily teacher instructions to “work hard” for the on-task behavior of two special education students during a math period were examined in a multiple-baseline design. The results indicated that teacher instructions could increase such behavior. Generalization to work output (the rate of correct math problems) was observed. Follow-up data revealed that the effects of the instructional procedure were of lasting duration. It was suggested that instructions could be an effective, inexpensive, easy to implement, and socially acceptable classroom intervention procedure.  相似文献   

Reward structures of academic disciplines     

Dr. John C. Smart  Gerald W. McLaughlin 《Research in higher education》1978,8(1):39-55

This article examined the specific differences in the salary reward structures of eight clusters of academic disciplines included in Biglan's three-dimensional model of the academic profession. The sample consisted of 1.320 faculty at a large research university who responded to the Faculty Activity Analysis questionnaire requesting information on the amount of time they devoted each week to eleven categories of professional responsibility. These measures were used to predict faculty salaries in the eight discipline clusters. The results demonstrated wide variation in the reward structures of these discipline clusters.  相似文献   

Effects of social and economic factors on four-year higher-education enrollments in Virginia     

Deborah C. Strickland  Vittorio A. Bonomo  Gerald W. McLaughlin  James R. Montgomery  Beatrice T. Mahan 《Research in higher education》1984,20(1):35-53

Based on human capital theory, the demand for higher education is investigated within a statewide system. A multiple regression approach is applied to data that measure the following by geographic municipality (i.e., county or city): the ratio of high school graduates enrolled in a given institution to that institution's entering freshman enrollment (dependent variable); eligible population, academic ability, educational attainment, income level, wage rate, unemployment rate, cost of attendance, and local environment (independent variables). Using the SAS GLM procedure, various breakdowns of the demand function by institutional grouping are presented. Squared multiple correlations for the various models range from .3 to .5.Presented at the 22nd Annual Forum of the Association for Institutional Research, Denver, May 1982.  相似文献