Collaborative teacher roles in facilitating inclusion: Preservice preparation for general and special educators     

Deborah L. Voltz  Raymond N. Elliott Jr. 《The Teacher Educator》2013,48(1):44-60

Abstract

Collaboration between general and special education teachers has been viewed as important to the successful education of students with disabilities who are served in inclusive classes. The purpose of this study was to analyze and compare the perceptions of a national sample of general and special education teacher educators regarding their perceptions of actual and ideal emphases placed on specific collaborative roles in teacher preparation programs for general and special education teachers. The authors analyzed the data and found significant differences between teacher educator perceptions of the degree of emphasis actually placed on collaborative roles and the degree of emphasis that should be placed on these roles in teacher preparation programs.  相似文献   

PSYCHOTROPIC MEDICATIONS: AN UPDATE FOR SCHOOL PSYCHOLOGISTS     

Nancy Rappaport  Deborah Kulick  LeAdelle Phelps 《Psychology in the schools》2013,50(6):589-600

This article provides an overview of medications used frequently in the treatment of pediatric depression, anxiety, and bipolar disorder. The need for a collaborative relationship between the prescribing physician, school personnel, and the family is outlined. School psychologists can play crucial roles by providing the physician with information at the time of referral, developing school‐based psychosocial interventions that augment pharmacological treatment, completing periodic evaluations to assist in symptom monitoring, and alerting the family and physician to any adverse side effects.  相似文献   

Answering Consumer Health Questions: The Medical Library Association Guide for Reference Librarians          下载免费PDF全文

Deborah J. Kaercher 《Medical Library and Historical Journal》2009,97(3):229-230

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Use of Facebook in academic health sciences libraries   总被引：1，自引：0，他引：1       下载免费PDF全文

Dean Hendrix  Deborah Chiarella  Linda Hasman  Sharon Murphy    Michelle L. Zafron 《Medical Library and Historical Journal》2009,97(1):44-47

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How Personality and Gender May Relate to Individual Attitudes Toward Caring for and About Others     

Deborah L. Ruf  David M. Radosevich 《Roeper Review》2013,35(4):207-216

Heightened global awareness and caring are reported as attributes of high intelligence. But we noted enough exceptions in our gifted clientele to question whether feelings of global concern are further related to personality type and gender. A nonrandom sample of 124 bright adults responded to author-developed Likert scale online survey questions about global issues. Results indicated a significant relationship between gender and scores on the Bothered by Catastrophe and Problem Action scales, with females scoring higher than males. Individuals with Feeling-Perceiving personality type had significantly higher scores on the Bothered by Catastrophe Scale. Extroverts were significantly higher on Concern About Global Issues than introverts. Other Myers-Briggs Type Indicator® personality results were unclear and no interactions were found.  相似文献   

Who is listening? An examination of gender effects and employment choice in sustainability education in an undergraduate business school     

Scott Weaven  Deborah Griffin  Ruth McPhail  Calvin Smith 《The Australian Educational Researcher》2013,40(5):567-582

Whilst universities acknowledge the importance of sustainability education, numerous problems exist in relation to the nature, delivery and outcomes of sustainability instruction. Many of these problems arise due to a lack of understanding about students’ perception towards, and knowledge about business sustainability. This article examines gender-specific perceptions of business sustainability issues, sustainability education and the importance students attach to sustainability in their choice of future employer. A paper-based self-complete survey was used to collect data from a convenience sample of 224 undergraduate marketing students at an Australian University. Factor analysis, T-tests, and multiple regression were used to test the hypothesised relationships. Results show significant differences between the female and male cohorts, supporting all but one of the hypothesised relationships. In addition, gender differences were observed across the constructs predicting employment choice. Implications for teaching practice and future research are provided.  相似文献   

Senior Adults' Perceptions of Successful Aging     

Deborah L. Duay 《Educational gerontology》2013,39(6):423-445

This qualitative study examined the perceptions of 18 senior adults about successful aging and the role of learning in the process of adapting to age-related changes. Findings indicated that successful aging involves engaging with others; coping with changes; and maintaining physical, mental, and financial health. Within these themes, learning emerged as an important factor in the successful aging process. Specifically, participants described learning in terms of a variety of purposes—such as a social experience, a coping strategy, and a way to have fun. Implications for the design and delivery of programs for senior adults are discussed.  相似文献   

Racial Identity From Adolescence to Young Adulthood: Does Prior Neighborhood Experience Matter?     

Deborah Rivas‐Drake  Dawn Witherspoon 《Child development》2013,84(6):1918-1932

This study examined the influence of earlier neighborhood experiences on trajectories of racial centrality and regard among Black youth. Data were drawn from a sample of Black 11‐ to 14‐year‐old youth (N = 718) in the Maryland Adolescent Development in Context Study, a data set that permits the examination of structural and subjective neighborhood influences. Results suggest that centrality increases, whereas public regard remains relatively stable, across the transition to adulthood. Seventh graders who resided in neighborhoods in which adults were less willing to intervene or respond to problematic situations reported lower public regard in 11th grade. In addition, the trajectory of private regard varied according to the types of neighborhoods youth experienced in early adolescence.  相似文献   

Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics     

Tran D. Keys  George Farkas  Margaret R. Burchinal  Greg J. Duncan  Deborah L. Vandell  Weilin Li  Erik A. Ruzek  Carollee Howes 《Child development》2013,84(4):1171-1190

This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three‐ to five‐year‐olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large‐scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta‐analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects.  相似文献   

The Success of Schools in Implementing Eight Restructuring Designs: A Synthesis of First‐Year Evaluation Outcomes     

Steven M. Ross  Ann Troutman  Dianne Horgan  Sheryl Maxwell  Richard Laitinen  Deborah Lowther 《School Effectiveness & School Improvement》2013,24(1):95-124

In the UK there has been strong governmental pressure on schools to adopt a technicist‐rational approach to management. This paper reports an investigation of the relationship between the efficiency of resource management and school effectiveness using data from 117 secondary school inspection reports undertaken by the Office for Standards in Education (OFSTED). School effectiveness is assessed in terms of qualitative and quantitative measures of the quality of learning and teaching reported by inspectors. Quantitative indicators of the extent to which schools are assessed as ‘efficient’ in managing resources were derived. Statistical analysis suggests a positive association between school effectiveness and rational management practice.  相似文献