‘The right book to the right child at the right time’: Primary Teacher Knowledge of Children's Literature     

Fiona M. Collins 《Changing English: An International Journal of English Teaching》2008,15(4):415-422

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Reflections on “teaching a generalized response to the lure of strangers to adults with severe handicaps”     

Belva C. Collins 《Exceptionality》2013,21(2):117-120

The research to practice debate persists, reflecting continued concerns that teachers in classrooms often ignore or give lesser priority to empirically based effective interventions in favor of other interventions that are less effective or adopted on the basis of popularity, intuitive appeal, or by rhetorical influence. A key distinction related to the selection of effective classroom interventions resides in the teacher's ability to discriminate between effective and ineffective classroom practices. In this article, I discuss discriminative ability and disability in terms of some etiological macrosystem influences (empirical evidence vs. bandwagons, beliefs) and possible sequelae in practice that determine likely outcomes for teaching children and youth with disabilities.  相似文献   

Learning Theory and Online Technologies Linda Harasim     

Mauri P. Collins 《The American journal of distance education》2013,27(4):266-269

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High schools in Missouri prior to 1870     

E. A. Collins 《Peabody Journal of Education》2013,88(6):366-370

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Distributive Justice and Higher Education Resource Allocation: Perceptions of Fairness     

Hope Bradley Hnat  Daniel Mahony  Shawn Fitzgerald  Fashaad Crawford 《Innovative Higher Education》2015,40(1):79-93

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Pedestrianism     

Tony Collins 《Sport in History》2016,36(2):267-270

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Attributional and behavioral changes following two behavior management interventions with hyperactive boys: a follow-up study     

D B Bugental  S Collins  L Collins  L A Chaney 《Child development》1978,49(1):247-250

In a 6-month follow-up study of 2 interventions with hyperactive boys, different patterns of improvement were observed for an intervention which focused on self-control and 1 which employed contingent social reinforcement. Of the 2 manipulations, self-control methods produced significantly stronger long-term benefits in terms of the child's increased perception of personal control over academic outcomes; social reinforcement, on the other hand, produced significantly stronger long-term benefits in terms of teacher ratings of hyperactivity or impulsivity (Conners Teacher Rating Scale). Both interventions produced stable changes in terms of decreased behavioral impulsivity as measured by qualitative error scores on the Porteus Mazes.  相似文献   

Index for inclusion: developing learning and participation in schools     

Mary Collins 《Educational Psychology in Practice》2012,28(4)

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Differential susceptibility to adolescent externalizing trajectories: examining the interplay between CHRM2 and peer group antisocial behavior     

Latendresse SJ  Bates JE  Goodnight JA  Lansford JE  Budde JP  Goate A  Dodge KA  Pettit GS  Dick DM 《Child development》2011,82(6):1797-1814

The present study characterized prototypical patterns of development in self-reported externalizing behavior, between 12 and 22 years of age, within a community sample of 452 genotyped individuals. A Caucasian subset (n = 378) was then examined to determine whether their probabilities of displaying discrete trajectories were differentially associated with CHRM2, a gene implicated in self-regulatory processes across a range of externalizing behaviors, and if affiliating with antisocial peers moderated these associations. Findings indicate that relative to a normative "lower risk" externalizing trajectory, likelihood of membership in two "higher risk" trajectories increased with each additional copy of the minor allelic variant at CHRM2, and that this association was exacerbated among those exposed to higher levels of peer group antisocial behavior.  相似文献   

Literacy as social reproduction and social transformation: The challenge of diasporic communities in the contemporary period     

James Collins 《International Journal of Educational Development》2011

This article reviews literature on social reproduction in education, discusses the decline of the paradigm, and argues for its continuing relevance. It examines reproductive and transformative aspects of cross-linguistic literacy practices involving young people from three diasporic communities in the United States, presenting multi-leveled analyses that investigate what is reproduced or transformed by situated literacy practices and how institution-level processes shape such practices. It argues that such scale-sensitive analysis provides insight into new reproductive processes, involving conflicts over language in education, that are themselves rooted in new forms of class conflict rooted in global system dynamics of social polarization.  相似文献