The prevalence of disabilities and maltreatment among runaway children     

Sullivan PM  Knutson JF 《Child abuse & neglect》2000,24(10):1275-1288

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The relationship between behavior at school entry and services received in third grade     

Tara Kulkarni  Amanda L. Sullivan 《Psychology in the schools》2019,56(5):809-823

Recent studies report the cumulative prevalence of behavioral disorders among school‐age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at‐risk behavior can be reliably identified at school entry, there is potential to intervene early to reduce severity and chronicity of behavior. Thus, with the aid of a nationally representative sample (n = 17,490), this study aimed to ascertain if teacher‐observed disruptive behavior in kindergarten predicted children’s categorical identification for special education and receipt of behavior goals in their individualized education plans in third grade. Results indicated externalizing behaviors and approaches to learning at school entry, predicted identification with emotional disturbance, and other health impairment due to attention deficit hyperactivity disorder in third grade. In addition, externalizing behaviors at school entry increased the likelihood of a child receiving an individualized education plan with an appropriate behavior goal. Self‐control was not a significant predictor of any outcome. Finally, the covariates of sex, reading achievement, and race at school entry were significantly associated with a child’s need for behavior‐related services. Implications for early intervention are discussed.  相似文献   

CHARACTERISTICS OF INTERVENTION RESEARCH IN SCHOOL PSYCHOLOGY JOURNALS: 2010–2014          下载免费PDF全文

Victor Villarreal  Maria J. Castro  Ileana Umaña  Jeremy R. Sullivan 《Psychology in the schools》2017,54(5):548-559

The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010–2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals—School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology—were selected for the analysis. Over the 5‐year period, 1,196 articles were published in the selected journals. A total of 65.8% of the articles were empirical articles; intervention studies with school‐age samples comprised 11.1% of all articles. Within the intervention studies, single subject represented the most frequently used research design (40.6%). Further, 58.6% of the intervention studies did not provide sufficient information to discern participants’ disability status. Although the proportion of empirically based articles has increased in recent years, that of intervention articles has remained low.  相似文献   

Interacting with a suite of educative features: Elementary science teachers' use of educative curriculum materials     

Anna Maria Arias  Amber Schultz Bismack  Elizabeth A. Davis  Annemarie Sullivan Palincsar 《科学教学研究杂志》2016,53(3):422-449

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Literacy's verb: Exploring what literacy is and what literacy does     

Lesley Bartlett 《International Journal of Educational Development》2008

This article considers contemporary policy claims about “what literacy is” and “what literacy does.” First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the “consequences” of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable “impact” of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students’ cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some “impact”; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces.  相似文献   

Undergraduates’ perception and engagement in Facebook learning groups     

Yvonne Hong  Lesley Gardner 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1831-1845

This study presents and evaluates the educational potentials that Social Network Services (SNS) offer to students in the higher education context. The first aim of this study is to explore students’ perceptions of Facebook Learning Groups (ie, Facebook Groups that were created for learning purposes), and the learning and affective benefits that SNS offer to students. This study further explores the influence of four identified factors (ie, self-efficacy, privacy, trust and presence of teaching members) in moderating students’ perception and learning engagements on SNS. Findings from an online survey demonstrate the usefulness of these learning groups. Trust and presence of teaching members were also indicated to have significant influences in affecting students’ perception and engagement in Facebook Learning Groups.  相似文献   

Violence in School: Risk,safety and fear of crime     

John Noaks  Lesley Noaks 《Educational Psychology in Practice》2000,16(1):69-73

There has been an increase in recent years in the number of violent incidents affecting schools in the UK. This article considers the influence of these events and suggests such traumas have a wide impact on school pupils generally. The results of a survey of Year 9 comprehensive school pupils is reported. This focused on fear of crime while travelling to, and when in, school, levels of bullying and measures taken to avoid potential victimisation. Implications for pupil behaviour are considered with respect to school attendance, adjustment and measures taken to protect themselves, including the carrying of weapons.  相似文献   

A Decade of 21st-Century Dinosaur Research at IVPP     

Corwin Sullivan 《中国科学院院刊(英文版)》2010,24(2):89-91

<正>In the first decade of the 21st century, a larger number of important new dinosaur specimens have come from China than from any other country. The Institute  相似文献   

Evidence in seconds? Format and design considerations in the provision of reliable information to support evidence‐based practice     

Alison Lesley Weightman  Mala Kanthi Mann 《Health information and libraries journal》2000,17(2):63-70

Evidence‐based practice is gaining support amongst health professionals. However, the major barrier remains the lack of time to read the literature. There are also problems with the take‐up and use of evidence‐based information sources such as Cochrane reviews and Effective Health Care bulletins. If such evidence is to be incorporated into local guidelines and used in day‐to‐day practice, practitioners request that these and other reliable publications be further summarized in short packages and available within seconds. The Health Evidence Bulletins Wales offer a model for this approach. The Bulletins have gone through several developmental stages leading to a novel two‐column format. In the first column, brief statements summarize the best available evidence within a topic area. In the second, full details are provided of the supporting publications (and the evidence type, or research design) with links to the full text of documents, where possible from the electronic versions of each Bulletin. Results from a questionnaire study using a random sample and unsolicited feedback suggest that this ‘two‐tier’ approach to information provision is valued by users and has implications for information services currently under development to support clinical governance.  相似文献   

A Comparative Study of Electronic Performance Support Systems     

Frank Nguyen  James D. Klein  Howard Sullivan 《Performance Improvement Quarterly》2005,18(4):71-86

ABSTRACT Electronic performance support systems (EPSS) deliver relevant support information to users while they are performing tasks. The present study examined the effect of different types of EPSS on user performance, attitudes, system use and time on task. Employees at a manufacturing company were asked to complete a procedural software task and received support from either an intrinsic, extrinsic, external performance support system or no system at all. Results revealed significant differences on performance, attitudes and use between several treatment groups. The study suggests that providing any kind of EPSS to support task performance is better than having none at all. In addition, designers can improve user performance, attitudes and use by creating systems that integrate with the primary work interface.  相似文献