A meta‐analysis of Tier 2 interventions implemented within School‐Wide Positive Behavioral Interventions and Supports     

Kwang‐Sun Cho Blair  Eun‐Young Park  Won‐Ho Kim 《Psychology in the schools》2021,58(1):141-161

This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research.  相似文献   

Using the Computer to Diagnose Students' Difficulties with Fractions     

Fong Ho Kheong 《Asia Pacific Journal of Education》1988,9(2):43-51

The objectives of the present study are to develop an automated computer system for diagnosis and remediation and to construct a conceptual model of remediation in fractions. The initial stage of the project began with the construction of an instrument to investigate the subjects' performances in addition of fractions. The items were based on a set of four objectives in addition of fractions. The test was administered to 3000 subjects who were classified as below average in fractions. The test was readministered a week later. The responses of the subjects were analysed and systematic errors were classified. An automated computer system for diagnosis and remediation in addition of fractions was developed. It consisted of three subsystems, viz. (a) diagnostic system of errors, (b) drill and practice for remediation, and (c) automated generation of text materials for remediation. To accompany the computer system for diagnosis and remediation, a conceptual model on remediation of addition of fractions was developed which was based on the hypothetical remedial activities.  相似文献   

Exploring the definitions of quality early childhood programmes in a market‐driven context: case studies of two Hong Kong preschools     

Choi Wa Dora Ho 《International Journal of Early Years Education》2008,16(3):223-236

Set within the market‐driven context in educare for young children in Hong Kong, a Special Administrative Region of the People's Republic of China, this paper points to the importance of exploring the definitions of quality in early childhood programmes from the multiple perspectives of school stakeholders. This study describes two preschools that were rated highly in the quality assurance inspections. Data collected in semi‐structured, individual and group interviews indicated that the views of the school stakeholders on the quality of early childhood programmes shifted from childrearing to developmental nurturing but still emphasised academic learning and preparedness. This was largely due to the ‘backwash effect’ of primary education creating academic pressure on the local preschools. The two case study schools formulated successful strategies for reconciling conflicts between professional values of learning through play and parental expectations of academic preparation for primary education. In addition, the schools put a lot of effort into sharpening their competitive edge. They did this by maintaining close communication with their parents through various channels and offering free after‐school custodial care, emotional and financial support. These are outside the primary duties of a preschool but highlight the way in which schools in the local field address and give high priority to parents' needs and expectations. In line with Woodhead's 1998 Woodhead, M. 1998. Quality in early childhood programmes: contextually appropriate approach. International Journal of Early Years Education, 6(1): 5–13. [Taylor & Francis Online] [Google Scholar] contextually appropriate approach to quality, the study sets a challenge for our understanding of quality frameworks for early childhood programmes. These should not be based mainly on a universalist view of developmental appropriateness but should also take into account the multiplicity of stakeholders' views on quality in a market‐driven context. The data also demonstrate that the provision of preschooling in Hong Kong is shaped by market forces. The implications for quality educare are discussed.  相似文献   

Extending the Cognitive Mediation Model: Examining Factors Associated With Perceived Familiarity and Factual Knowledge of Nanotechnology     

Xiaodong Yang  Agnes S. F. Chuah  Edmund W. J. Lee  Shirley S. Ho 《Mass Communication and Society》2017,20(3):403-426

This research—a pilot study on the cognitive mediation model (CMM) in Singapore—seeks to revisit and test the applicability of an extended CMM in the context of nanotechnology by examining perceived familiarity as a separate outcome variable in addition to factual knowledge. A cross-sectional survey was administered to a nationally representative sample of 719 adult Singaporeans. Results demonstrated partial support for the hypothesized CMM. First, elaboration was positively associated with both factual knowledge and perceived familiarity, whereas interpersonal discussions about science was associated only with familiarity. Results also showed differential relationships between attention to media platforms (traditional vs. new media) and reflective integration (composed of elaborative processing and interpersonal discussion); whereas attention to science reporting in newspapers and science television programs were associated with elaboration, media attention across all platforms were associated with interpersonal discussions. Theoretical and practical implications are discussed.  相似文献   

Educational Usage of Mobile Devices: Differences Between Postgraduate and Undergraduate Students     

Ka Po Lau  Dickson K.W. Chiu  Kevin K.W. Ho  Patrick Lo  Eric W.K. See-To 《The Journal of Academic Librarianship》2017,43(3):201-208

The rapid increase of smartphone usage in recent years has provided students the opportunity to participate in mobile learning (m-learning) anywhere, anytime. Academic institutions are also following this trend to launch many m-learning services. This article investigates the differences of the user needs between undergraduate (UG) and postgraduate (PG) students though an online survey with 140 Library Information Systems (LIS) subjects in a Japanese university in order to provide solid foundations for future m-learning studies. We find that UG and PG students do not show significant differences in adopting m-learning by smartphones despite the fact that they have different learning patterns. The m-learning frequencies of smartphones generally range from weekly to monthly, where using search engines is the most frequent, and reading academic resources is the least frequent. They tend to use these services for handling their daily routines (such as search engine, social networks) rather than their academic activities (such as using online databases to search for academic materials). Further, the results also show that content displaying issues (e.g., small display screen, text unable to enlarge) are barriers for most subjects in using these m-learning services.  相似文献   

Training in Place-Value Concepts Improves Children''s Addition Skills     

Connie Suk-Han Ho  Fanny Sim-Fong Cheng 《Contemporary educational psychology》1997,22(4):495-506

The present study examined whether children's variation in arithmetic performance was related to differences in their understanding of place-value. Training in place-value concepts was provided to a group of Chinese children who were poor in arithmetic. Their performance before and after the training was compared to that of the children in two control groups. The results showed that there were reliable connections between place-value understanding and addition and subtraction skills. Furthermore, training in place-value concepts was found to be effective in enhancing the children's place-value understanding and addition skills. Implications for instructions in arithmetic were discussed.  相似文献   

Singapore: Review of Educational Events in 1994 and 1995     

Ho Wah Kam 《Asia Pacific Journal of Education》1996,16(2):79-87

The period under review, 1994-1995, is best regarded as one of consolidation with some fine-tuning following the adoption of a range of educational initiatives in the preceding three years. As reported in the earlier two reviews in 1992 and 1993 (in the Singapore Journal of Education), some of these initiatives stemmed from the recommendations of the report entitled Improving Primary School Education (1991). Refinements made to other aspects of the education system were also announced in the period under review. All these refinements principally ensure that the central aim of the education system continues to be achieved.  相似文献   

论高等院校校办产业技术创新机制     

陈赟  贺云龙  付宏渊 《高教发展与评估》2001,(2):18-21

本文针对高校校办产业技术创新机制现状 ,重点论述了如何实现技术创新人才引进与培养、市场信息采集与加工、技术成果转移等方面的创新机制。  相似文献   

Practice makes better? A study of meditation learners in a classroom environment     

Chin‐Yen Lin  Yen‐Ku Kuo  Yen‐Lin Kuo  Li‐An Ho  Chien‐Ting Lin 《Educational studies》2007,33(1):65-80

The study investigates the effect of length of meditation history on various factors, namely learning motivation, learning outcome and classroom climate. Data were collected from working adult learners (n = 450) attending meditation classes in two large cities in Taiwan. The investigation categorized learners based on meditation experience, namely <1 year, 1–3 years, 4–6 years, 7–10 years and >10 years. The study investigated how experience affects learners in their perception of motivation, learning outcome and classroom climate, using one‐way ANOVA and post‐hoc analysis. Results showed a non‐linear ordered response—longer meditation experience does not in all cases increase benefits gained from meditation. A follow‐up group discussion with learners identified learning fatigue as a possible factor for the non‐linear results. In addition, through canonical correlation analysis, the study also showed that learning motivation and classroom climate is strongly correlated with learning outcome. The paper concludes with a discussion of results.  相似文献   

Comments from the Editor: The End of Teacher Evaluation?     

Kok-Aun Toh  Boon-Tiong Ho  Joseph P. Riley  Yin-Kiong Hoh 《Journal of Personnel Evaluation in Education》2003,17(4):295-297

Commentary

Comments from the Editor: The End of Teacher Evaluation?  相似文献