The Magellan project: Developing global citizens through independent study abroad     

Tori Haring‐Smith 《About Campus》2011,16(5):9-12

Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience.  相似文献   

Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences     

Rachel E. Crook‐Lyon  Jennifer Presnell  Lynda Silva  Mich Suyama  Janine Stickney 《Journal of College Counseling》2011,14(1):34-49

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns.  相似文献   

Examining the effect of positive behaviour support on academic achievement of students with disabilities     

Morgan Chitiyo  Plaxedes Makweche‐Chitiyo  Meungguk Park  Lawrence K Ametepee  Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177

Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw .  相似文献   

The Relationship Between Undergraduate Attendance and Performance Revisited: Alignment of Student and Instructor Goals     

James W. Westerman  Luis A. Perez‐Batres  Betty S. Coffey  Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67

We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning.  相似文献   

Erratum to: PUTTING CONTEXT IN CONTEXT: AN EXAMINATION OF THE EVIDENCE FOR THE BENEFITS OF ��CONTEXTUALISED�� TASKS     

Kim Beswick 《International Journal of Science and Mathematics Education》2011,9(6):1485-1486

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A synthesis on the research of the comorbidity of ADHD and LD in Korea: perspective and trend     

Dongil Kim  Eunyoung Koh  Sora Jeong  Kijyung Lee  Boongnyun Kim  Ienai Kim 《Asia Pacific Education Review》2011,12(4):581-591

Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders, and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally, we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary to conduct multidisciplinary research and international comparison research.  相似文献   

Unfolding Case‐Based Practicum Curriculum Infusing Crisis,Trauma, and Disaster Preparation     

Catie A. Greene  Amy E. Williams  Pamela N. Harris  Sterling P. Travis  Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232

The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy.  相似文献   

Journal of Research in Science Teaching Annual Report: January 1, 2006 to December 31, 2006     

J. Randy McGinnis  Angelo Collins  Kim Charmatz  Amy Dai  Elaine Henry 《科学教学研究杂志》2007,44(6):771-774

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Skills for Independence for Children with Cerebral Palsy: a comparative longitudinal study     

Jane Jung‐Ae Hur 《International Journal of Disability, Development & Education》1997,44(3):263-274

Thirty‐six children with cerebral palsy, aged 3.5 to 4.5 years were compared on their skills for independence. Of the 36 boys and girls, 19 children were enrolled in a Conductive Education Program in Birmingham and 17 were enrolled in British special education programs in the Greater Manchester area. Skills for independence were measured with the Vineland Adaptive Behavior Scales via teachers’ responses, once a year on three occasions. Parents were interviewed using the Developmental Profile 2, once a year on three occasions. The results of two‐way ANOVA with one repeated measure on both teachers’ and parents’ responses indicate that there was no significant difference between the two groups in their skills for independence. However, both groups performed significantly better as they were getting older. Despite the strong emphasis on independence in Conductive Education, the children's level of independence was no different from their counterparts. Thus, the claim for the effectiveness of Conductive Education is not supported by the study.  相似文献   

Developing local oral reading fluency cut scores for predicting high‐stakes test performance          下载免费PDF全文

Sally L. Grapin  John H. Kranzler  Nancy Waldron  Diana Joyce‐Beaulieu  James Algina 《Psychology in the schools》2017,54(9):932-946

This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed.  相似文献