How to construct and evaluate an essay examination-a practical approach     

Robert A. Fox 《Performance Improvement》1985,24(8):7-15

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Family systems theory and school psychology: Implications for training and practice     

Robert N. Wendt  Jerome Zake 《Psychology in the schools》1984,21(2):204-210

The purpose of this article is to: (a) present an overview of family systems perspectives as they relate to the functioning of the school psychologist, (b) review briefly current available levels of family intervention, and (c) present guidelines for training school psychologists in family dynamics and family therapy. The position is taken that a family systems approach is complex and necessitates extensive coursework in family theory and therapy approaches, practica, and field supervision. As a result, while a family systems perspective is essential, family therapy will not in all probability be standard in entry level training programs, but should be a specialty level or doctoral level option.  相似文献   

Storybook models and achievement behavior of preschool children     

Annette U. Rickel  Robert B. Fields 《Psychology in the schools》1983,20(1):105-113

The effects of orally presented storybook models on children's cognitive achievement behavior were assessed in two experiments. Experiment I involved 100 preschool-age children who were given one exposure to either a story depicting achievement behaviors by a male/female model, or a control story describing no achievement behavior. Subjects then were asked to perform a related achievement task. No significant modeling effects were found, but a significant relationship existed between the children's recall of the story content and their performance on the subsequent task. Experiment 11 employed 60 preschool-age children who were given repeated exposures (3 to 4) to, and group discussion of, the same achievement stories or non-achievement control story. A significant relationship was observed between type of story and type of solutions to the subsequent achievement task. These findings are discussed in the context of modeling theory, with practical implications.  相似文献   

The effect of success or failure on self-efficacy and task persistence of conduct-disordered children     

Robert D. Lyman  Steven Prentice-Dunn  David R. Wilson  Stephen A. Bonfilio 《Psychology in the schools》1984,21(4):516-519

Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success group's self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Bandura's self-efficacy theory and to educational programming for conduct-disordered children.  相似文献   

Training today's employees. By Dugan Laird and Ruth House,CBI Publishing Company,Inc., 1983, 135 pages, $11.95. ISBN 08436 08730     

Robert W. Marquardt 《Performance Improvement》1983,22(10):29-29

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Interactive video what makes it work?     

Robert L. Wilson 《Performance Improvement》1983,22(9):26-27

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Competency and interpersonal ratings of teacher specialties: What teachers think of each other     

Marley W. Watkins  Robert D. Brown 《Psychology in the schools》1980,17(1):102-105

The perceptions of 135 teachers of elementary, secondary, and mentally retarded students on the competency and interpersonal skill characteristics of teachers within their teacher subgroup and toward the two other subgroups were assessed by a semantic differential instrument. Two-factor (3×3) analysis of variance indicated that teachers of mentally retarded students and teachers of elementary students were rated higher than secondary teachers on the Competency and Interpersonal scales. Teachers of mentally retarded students were rated higher than elementary teachers on the Interpersonal scale. Professional self-esteem of teachers and its implications for school psychologists was discussed in light of these findings, and additional research was urged to determine the generalizability of the results.  相似文献   

The Portland Problem Behavior Checklist     

Steven A. Waksman  Robert J. Loveland 《Psychology in the schools》1980,17(1):25-29

The Portland Problem Behavior Checklist (PPBC) is described for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC appears to offer a quick format useful for clinical referrals, assessment, and initial evaluation.  相似文献   

A brief screening battery for predicting school achievement at ages seven and nine years     

Robert Friedman  John H. Fuerth  Alan B. Forsythe 《Psychology in the schools》1980,17(3):340-346

This article describes the development, utilization, and evaluation of an early screening battery for predicting school success or failure. The battery was administered to the pediatric population of the Southern California Permanente Medical Group, Panorama City Medical Center, at the time of the routine five-year health examination. For 411 children whose school performance was assessed by the teacher at age seven years, the Caldwell Test was the best predictor, but it had significant value for girls only (p<0.0001). In 1,251 children evaluated at age nine years, the Beery-Butkenica Developmental Test of Visual-Motor Integration (VMI) and the Caldwell Test were the best predictors (p⩽0.003). In 600 children for whom we had teacher ratings at ages seven and nine years, the VMI repeated at age seven years significantly predicted academic achievement and reading at age nine years for girls and boys (p = 0.007). Although combining the academic performance with VMI results at age seven years yielded 89% accuracy of prediction at age nine years, the false-positive rate represents a serious practical problem of mislabeling children as school failures.  相似文献   

Sleepwalking into a New World: The Emergence of Italian City Communes in the Twelfth Century     

Robert Houghton 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(1):90-92

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