How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation          下载免费PDF全文

Melissa Robinson Swartz  Dodie Limberg  Joshua Gold 《Counselor Education & Supervision》2018,57(1):18-33

The authors examined the experiences of 10 peer‐nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, 1998 ). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social justice interest in their students. Implications for supervisors and scholars are presented.  相似文献   

Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks   总被引：1，自引：0，他引：1  

G L Allen  K C Kirasic  A W Siegel  J F Herman 《Child development》1979,50(4):1062-1070

2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value.  相似文献   

Adjunctive drinking during variable and random-interval food reinforcement schedules     

J. R. Millenson  Robert B. Allen  Steven Pinker 《Learning & behavior》1977,5(3):285-290

Rats were trained to leverpress for food and subsequently exposed to either arithmetic series or random variable-interval reinforcement schedules. Adjunctive drinking developed in all subjects exposed to arithmetic variable-interval reinforcement, but did not develop in six of the eight animals trained on the random schedule. The results suggest that adjunctive drinking is the result of an interaction between the tendency of rats to drink after eating and the ability of locally low probabilities of reinforcement within schedules to induce conditioned behavioral states.  相似文献   

Getting families involved     

Patsy Allen 《Early Childhood Education Journal》1990,17(3):34-35

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Reward and ideational fluency in preschool children     

Melissa M. Groves  Janet K. Sawyers  James D. Moran  III 《Early childhood research quarterly》1987,2(4)

This study examined the effects of rewards on the ideational fluency of 75 preschool children. Assigned to a reward or nonreward condition, the children were administered two ideational fluency tasks, Unusual Uses and Pattern Meanings. Analyses revealed a significant main effect for reward on the ideational fluency components of originality, total fluency, and flexibility. In all cases the rewarded subjects scored lower than the nonrewarded group. These findings support the growing body of evidence that rewards are detrimental to creative functioning.  相似文献   

PEER AND TEACHER PREFERENCE,STUDENT–TEACHER RELATIONSHIPS,STUDENT ETHNICITY,AND PEER VICTIMIZATION IN ELEMENTARY SCHOOL     

Feihong Wang  Kevin A. Leary  Lorraine C. Taylor  Melissa E. Derosier 《Psychology in the schools》2016,53(5):488-501

This research was supported, in part, by a grant from the National Institute for Mental Health (5R44MH07071‐03) awarded to Dr. Melissa E. DeRosier. Additional support comes from an Institute of Education Sciences post‐doctoral fellowship training award to the University of Florida (R324B1200002). The research was conducted at 3‐C Institute. The authors thank the staff and students of the Wake County Public School System in North Carolina for their cooperation and support in the implementation of this research project. In addition, the authors thank Drs. Janey McMillen, Natalie O'Brian, and Melanie Wilson for their invaluable efforts as project coordinators, as well as the many interns of the 3‐C Institute for their assistance in successfully completing this research project.  相似文献   

Auditorysame/different concept learning by monkeys     

Anthony A. Wright  Melissa R. Shyan  Masako Jitsumori 《Learning & behavior》1990,18(3):287-294

Two rhesus monkeys learned the auditory abstract concept ofsame/different. They were trained with 38 different environmental and natural sounds, which were arranged in different combinations as training progressed. Upon transfer to 138 different novel stimuli, they performed as well (78.8% correct) on the first exposure to the novel stimuli as they did (77.3%) with their training stimuli. The comparatively large set of training sounds, contact with the sound source, and a special fading procedure are thought to have contributed to the monkeys’ being able to learn this concept. Implications for species’ similarities/differences in cognitive processing are discussed.  相似文献   

    

William H. Allen 《Educational technology research and development : ETR & D》1960,8(2):3

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Too Much,Too Young? An Analysis of the Key Stage 3 National Literacy Strategy in Practice   总被引：1，自引：0，他引：1  

Neil Allen 《English in Education》2002,36(1):5-15

This article was first drafted after I worked for 14 weeks last year in a school that was piloting the National Literacy Strategy at Key Stage 3. I now work in another school delivering the full published Strategy to Year 7. In this article, I explore the contradictions inherent in the Strategy in attempting to develop the English and literacy skills of Key Stage 3 pupils. Ultimately, my argument is that the educational benefits of this teaching to objectives is at odds with some of the deeper aims of the Strategy and of English teaching, and that the constant assessment involved puts too much pressure on our youngsters at an age when they should be concentrating on social development as people.  相似文献   

Children with epilepsy in school: Special service usage and assessment practices     

David L. Wodrich  Allen M. Kaplan  William M. Deering 《Psychology in the schools》2006,43(2):169-181

Special services usage and related assessment procedures were investigated for 50 students with epilepsy. Fifty‐six percent of students with epilepsy received special education services, with mental retardation designation and self‐contained placement common, especially among individuals with epilepsy plus a coexisting neurological diagnosis. Sixteen percent of participants had an “other health impairment” designation, and several of these were deemed eligible in at least one other special education category. The majority of students who had been evaluated were administered IQ, adaptive behavior, speech/language, and sensorimotor components, whereas few were assessed for executive or memory functions. Little information about antiepileptic drugs, their effects, or the actual manifestation of students' seizures appeared in special services school documents. Additional empirical information regarding services for children with chronic health conditions, such as epilepsy, is necessary to improve school psychologists' practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 169–181, 2006.  相似文献