Building student-teacher relationships and improving behaviour-management for classroom teachers     

Jordan Yassine  Leigh Ann Tipton-Fisler  Barbara Katic 《Support for Learning》2020,35(3):389-407

Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.  相似文献   

Collaborating for student success: An e-mail survey of U.S. libraries and writing centers     

Holly A. Jackson 《The Journal of Academic Librarianship》2017,43(4):281-296

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Introduction     

Angela Dresselhaus  Lila A. Ohler  Kristen Wilson  Leigh Ann DePope 《期刊图书馆员》2017,72(1-4):1-2

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Enacting silence: Residual categories as a challenge for ethics,information systems,and communication     

Susan Leigh Star  Geoffrey C. Bowker 《Ethics and Information Technology》2007,9(4):273-280

Residual categories are those which cannot be formally represented within a given classification system. We examine the forms that residuality takes within our information systems today, and explore some silences which form around those inhabiting particular residual categories. We argue that there is significant ethical and political work to be done in exploring residuality.  相似文献   

VISUAL FEEDBACK IN WORD ACQUISITION BEHAVIOUR IN MODERATELY RETARDED SUBJECTS     

Merrill Jackson 《International Journal of Disability, Development & Education》1974,21(3):155-163

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Guidance and counselling in British schools: Some observations     

Lawrence H. Stewart  Patrick Hughes  Raymond Jackson 《International journal for the advancement of counseling》1980,3(1):35-42

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Television Text: first experiences with a new medium     

Richard Jackson 《British journal of educational technology : journal of the Council for Educational Technology》1979,10(3):175-185

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The power of relativism     

Liz Jackson 《Educational Philosophy and Theory》2017,49(6)

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Progress to conservation: Conflict or correct answer?     

Jan Bijstra  Sandy Jackson  Paul van Geert 《European Journal of Psychology of Education - EJPE》1991,6(3):291-301

One of the fundamental problems in socio-cognitive conflict theory concerns what it is that leads to cognitive growth. Is it conflict per se, i.e. the fact that two contradictory opinions are brought together, or is it the presence of the correct answer which is essential for growth. In this experiment, dyads, functioning on the same cognitive level, were formed and asked to solve a conservation-of-length task. The classification of the children in the pre-test was not done according to Piagetian norms, but according to Flavell’s appearance-reality (AR) model: AR non-conservers (AR-NC), AR intermediates (AR-I) and AR conservers (AR-C). Many children who would have been scored as non-conservers in a standard Piagetian task, showed an underlying conservation competence and were classified as AR-I. The results of the interaction suggest that conflict does not lead to appropriate change in AR-NC dyads or AR-I dyads. Furthermore, the results suggest that the most effective method for AR-I to become conservers, is to make them think about a problem and then, to create consensus by confronting the children with others who have also reached the correct solution.  相似文献   

A USA national survey of program services provided by child advocacy centers     

Jackson SL 《Child abuse & neglect》2004,28(4):411-421

OBJECTIVE: Child Advocacy Centers (CACs) are designed to improve the community collaborative response to child sexual abuse and the criminal justice processing of child sexual abuse cases. CACs, in existence for 16 years, now have standards for membership developed by the National Children's Alliance (NCA) that include nine core components. And yet no systematic examination of the CAC model exists. The purpose of this paper was to assess the variations within these core components as they exist in the field. METHOD: Using a stratified random sampling design, 117 CAC directors were interviewed using a semi-structured interview that was based on the NCA's standards for membership. The eight core components of the CAC model examined in this study include: a child-friendly facility, a multidisciplinary team, an investigative child interview, a medical examination of the child, provision of mental health services, victim advocacy, case review, and case tracking. RESULTS: Results reveal the CAC model has been widely adopted by both member and nonmember centers, although variations in implementation exist. CONCLUSIONS: Future developments in the CAC model must include evaluation of the model.  相似文献