Undecided/undeclared: Working with “deciding” students     

Robert M. McDaniels  Jennifer K. Carter  Cynthia J. Heinzen  Karin I. Candrl  Anna M. Wieberg 《Journal of Career Development》1994,21(2):135-139

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PARAPROFESSIONALS PROVIDING BEHAVIOURAL TECHNIQUES TO FAMILIES OF DISADVANTAGED TODDLERS 1     

L. Jason  B. Carter 《International Journal of Disability, Development & Education》1975,22(3):153-158

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Essential competencies for teaching students with hearing loss and additional disabilities     

Luckner JL  Carter K 《American annals of the deaf》2001,146(1):7-15

The purpose of this national study was to establish an initial database of the essential competencies needed for working with students who are deaf or hard of hearing with additional disabilities. Surveys were sent to program supervisors across the United States; each supervisor was asked to give the survey to a professional on his or her staff who worked with students who were deaf or hard of hearing with additional disabilities. Respondents indicated that there were 67 specific competencies needed for working with this diverse population of students. A list of the specific competencies and a rationale for providing more in-depth training for teachers is provided.  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   

Family walk-in centre—Eaton socon: Evaluation of a project on preventive intervention based in the community     

V. Pillai  Allison Collins  R. Morgan 《Child abuse & neglect》1982,6(1):71-79

The Family Walk-In Centre opened November 1978 as a pilot project at Eaton Socon in Cambridgeshire with the aims: to encourage parents to visit the centre on “their terms,” including parents who have abused or who fear they will abuse or neglect their child who may be difficult or handicapped, or because of chronic or acute family problems; further to mobilize “Self Help” groups and offer professional support. “Help” offered to the families included informal and formal group work, family casework and education in social and physical skills. Volunteer and professional support was given at the Centre and at home. Close liaison with specialist agencies was maintained to enable families to receive appropriate help. Periodic reviews and visits were made to maintain contact. An analysis of 50 families who attended the Centre between October 1979 and May 1980 was made to assess: the attendance and reattendance rate which indicated their acceptance of help offered and their motivation to use the Centre; the types of problems presented to the Centre, the types of action taken, the progress made when reviewed after three months and the degree of involvement by the volunteers. A final analysis will comprise 100 families. A preliminary summary found: significant reduction in the registration of new cases of child abuse; self-referrals exceeded significantly other modes of referral; loneliness and parenting difficulties formed the major proportion of families seeking help; 48% of families continued to attend for 3 months or more; work done centered upon discussion of parenting problems in 30% of the cases and involvement in activities with other families in 28%; 18% were assessed as showing improved child care after 3 months. The children are being monitored and will be assessed when they enter the infant school.  相似文献   

Certainty of Punishment and Criminal Thinking: Do the Rational and Non-rational Parameters of a Student’s Decision to Cheat on an Exam Interact?     

Glenn D. Walters  Robert D. Morgan 《Journal of Criminal Justice Education》2019,30(2):276-295

The purpose of this study was to determine whether criminal thinking interacts with the rational requirements of human decision-making in a group of college students. A convenience sample of 315 undergraduates (114 males, 201 females) completed self-report measures of criminal thinking and estimated their likelihood of cheating on an exam given different levels of certainty of apprehension. A repeated-measures analysis of covariance revealed that students were significantly more likely to seize on the opportunity to cheat when the certainty of getting caught was 10% than when it was 50% and that students with higher levels of criminal thinking were more likely to take the opportunity to cheat than students with lower levels of criminal thinking. In addition, students exhibiting moderate proactive criminal thinking and moderate to high reactive criminal thinking were significantly less likely to be deterred from cheating when the odds of getting caught were low.  相似文献   

Creating a distinctive business career outcome programme     

Sethlyn Morgan  Greg Rawski 《Journal of Vocational Education & Training》2018,70(2):251-277

This article describes how a small private business school, accredited by the Association to Advance Collegiate Schools of Business, reengineered its career services programme to become a premier programme in the United States. Drawing on theory of involvement, the research gives business schools a strategy to improve business career placement through capital support, student engagement, corporate engagement, alumni engagement, faculty engagement and continuous improvement initiatives. Further, two major outcome categories (i.e. supportive outcomes and end outcomes) are identified and various measures are discussed. Supportive outcomes indicate growth in the number of on-campus business recruiting career events, high internship evaluations by internship supervisors and significant increase in students’ satisfaction with career services. End outcomes provide strong evidence for placement rate success with a 98% career placement rate for the past four years, significant increase on mean starting salaries of graduates across the years following the implementation of the strategic changes, improved quality of positions attained by graduates, and professional success of alumni in their positions. The impact of strategic changes on school ranking, enrolment and donor support are also discussed. The research proposes a model of student career success and identifies various elements influencing the success of such programmes.  相似文献   

Emotion Regulation Strategies and Parenting Practices among Parents of Children With Clinic-Referred Conduct Problems     

Jane Kohlhoff  David J. Hawes  Melanie Mence  Alex M. T. Russell  Lucinda Wedgwood  Susan Morgan 《Parenting, science and practice》2016,16(4):302-319

Objective. This study examined the cognitive-affective strategies used by parents of young children with conduct problems to regulate emotions. Key questions concerned the extent to which these emotion regulation strategies are associated with positive and negative parenting practices and predict quality of parenting through interplay with parental depression. Design. Participants were families of toddlers (n = 84) referred to a tertiary-level health service for the treatment of disruptive behavior problems. Parenting practices were indexed through observational coding of parent–child interactions and self-report data on multiple dimensions of positive and negative parenting. Parents self-reported their use of cognitive reappraisal and expressive suppression—the two emotion regulation strategies that are most robustly associated with psychosocial functioning in adults. Results. Associations between emotion regulation strategy and quality of parenting were moderated by parental depressive symptom severity, with distinct effects seen for positive and negative parenting practices. In terms of positive parenting, more frequent use of cognitive reappraisal was associated with increased use of labeled praise among parents with lower levels of depressive symptoms, whereas parents who had higher levels of depressive symptoms engaged in less such praise regardless of how frequently they used reappraisal. In terms of negative parenting, frequent use of cognitive reappraisal and expression suppression were associated with reduced levels of negative parenting, but only among parents with high levels of depression. Conclusions. These findings add to growing support for the integration of emotion regulation strategies into family process models of early-onset conduct problems and related clinical interventions.  相似文献   

The changing world of outdoor learning in Europe     

Alun Morgan 《师资教育杂志》2019,45(2):238-240

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Work force education: Training implications for business basic skill programs     

Edward E. Gordon  Judith A. Ponticell  Ronald R. Morgan 《Performance Improvement》1994,33(8):30-34

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