Competence,computers, compromise,and the klutz     

William A. Deterline 《Performance Improvement》1982,21(6):8-11

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The use of backward chaining in demonstration films     

F. A. Earl 《Performance Improvement》1982,21(7):23-26

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Membership news     

Mary A. Durland 《Performance Improvement》1982,21(9):37-37

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Item analyses of the concept assessment kit-conservation for educable mentally retarded children     

A. B. Silverstein  Linda Brownlee  Greg Legutki 《Psychology in the schools》1981,18(2):139-143

A series of item analyses of the CAK-C was conducted for a sample of 155 educable mentally retarded children. The probability of a correct response was found to differ from task to task, and there was evidence that the order of difficulty of the tasks for this sample resembled that for nonretarded children. The probabilities of the two incorrect responses were generally not equal, and the choice of one or the other incorrect response showed some relation to CA, MA, and IQ, particularly the last two variables.  相似文献   

Wishes of fourth-through seventh-grade gifted students     

Frances A. Karnes  Jeffrey N. Wherry 《Psychology in the schools》1981,18(2):235-239

Three wishes and primary wishes of fourth- through seventh-grade gifted students participating in a residential program for the gifted were collected and categorized. The results indicated that males wished for material things more often than did females. With the exception of fourth graders, subjects made altruistic wishes more frequently than any other wish.  相似文献   

Continuing education and school psychology: A review of state requirements     

George W. Hynd  Jacqueline A. Schakel 《Psychology in the schools》1981,18(3):303-308

Continuing professional education has become increasingly important over the past several years. Recognizing that school psychologists need to update skills on a regular basis, professional organizations in school psychology have developed programs for continuing education. While the interest to participate in such programs seems high, possible conflicts with the requirements of state departments of education may prevent such programs from achieving their potential for success. A survey was conducted to determine present standards for continuing education of school psychologists among state departments of education. The results of this survey are discussed and recommendations are offered to local and state school psychology organizations.  相似文献   

Effects of involving conduct problem adolescents in goal setting: An exploratory investigation     

Charles A. Maher 《Psychology in the schools》1981,18(4):471-474

Effects of involving conduct problem adolescents in goal setting were assessed. Two levels of goal setting were compared: Level 1—pupils were involved with a school counselor in goal setting as a basis for individual behavioral counseling intervention; Level 2—pupils were informed by a counselor that goals were being set, but were not involved in the goal-setting process. Four public school counselors and 16 adolescents were randomly assigned to one of the two conditions, with individual behavioral counseling being provided during a 10-week period. Results indicated greater degree of goal attainment and satisfaction with counseling for pupils who participated in goal setting.  相似文献   

The contribution of science to instructional development     

A. S. Gibbons 《Performance Improvement》1981,20(7):23-25

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Congruence between educational attitudes and academic philosophies     

John A. Bell  Albert H. Miller 《Psychology in the schools》1979,16(1):154-158

Kerlinger's theory of social attitudes asserts that attitudes toward educational practices can be represented by the independent dimensions of progres-sivism and traditionalism. This study focused on the relationship between these attitudes and the philosophies of realism and pragmatism. A sample of 152 graduate students in education completed three instruments measuring educational attitudes and the basic and applied philosophies. Factor analytic results supported a dualistic theory rather than a bipolar theory for attitudes and philosophies. Pragmatists supported the progressive referents of children's interests and social development as educational goals, while realistsy supported traditional concepts emphasizing structure and the learning of content. The results are discussed in terms of the consistency between educational attitudes and a teacher's philosophy.  相似文献   

Sapir,S. G., & Wilson,B. A professional's guide to working with the learning disabled child. New York: Brunner/Mazel, 1978, 239 pp., $13.50     

James A. Wakefield 《Psychology in the schools》1979,16(4):607-609

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