Gross,N., & Trask,A. E. The sex factor and the management of schools. New York: John Wiley, 1976, 276 pp., $16.95     

James A. Wakefield 《Psychology in the schools》1977,14(3):388-389

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Related factors of the MTAI and the 16PF     

James A. Wakefield  Claude H. Cunningham 《Psychology in the schools》1976,13(2):149-151

The Minnesota Teacher Attitude Inventory (MTAI) and the Sixteen Personality Factors Questionnaire (16PF) were administered to 395 undergraduate teachers-in-training. The MTAI and the 16PF were compared using canonical analysis. They contained three related factors accounting for 41% of their total variance. It was concluded that teachers' attitudes toward their pupils are determined in large part by measurable personality traits.  相似文献   

Math as a Second Language     

Dara V. Wakefield 《The Educational forum》2013,77(3):272-279

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Meadow,F. B., Jr., Wallbrown,F. H., & Litwack,L. (Eds.). (1982). Using guidance skills in the classroom. Springfield,IL: Charles C Thomas, 300 pp., $29.75     

James A. Wakefield 《Psychology in the schools》1988,25(3):346-347

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Hampson,S. E. The construction of personality: An introduction. London: Routledge & Kegan Paul, 1982, 319 pp., $22.50     

James A. Wakefield 《Psychology in the schools》1984,21(1):122-124

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Instructional Tools in Educational Measurement and Statistics (ITEMS) for School Personnel: Evaluation of Three Web-Based Training Modules     

Rebecca Zwick  Jeffrey C. Sklar  Graham Wakefield  Cris Hamilton  Alex Norman  Douglas Folsom 《Educational Measurement》2008,27(2):14-27

In the current No Child Left Behind era, K‐12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web‐based instructional modules in educational measurement and statistics to help school personnel acquire the “assessment literacy” required for these roles. Our first module, “What's the Score?” was administered in 2005 to 113 educators who also completed an assessment literacy quiz. Viewing the module had a small but statistically significant positive effect on quiz scores. Our second module, “What Test Scores Do and Don't Tell Us,” administered in 2006 to 104 educators, was even more effective, primarily among teacher education students. In evaluating our third module, “What's the Difference?” we were able to recruit only 33 participants. Although those who saw the module before taking the quiz outperformed those who did not, results were not statistically significant. Now that the research phase is complete, all ITEMS instructional materials are freely available on our Website.  相似文献   

Are we ready for year 2001?     

Fatemeh Olia  Judith Wakefield 《TechTrends》1993,38(4):27-30

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CS–US interval determines the transition from overshadowing to potentiation with flavor compounds     

Batsell WR  Wakefield E  Ulrey LA  Reimink K  Rowe SL  Dexheimer S 《Learning & behavior》2012,40(2):180-194

The present series of five flavor aversion experiments with rat subjects examined compound conditioning at varying CS-US intervals. Using a taste-taste design, Experiments 1A and 1B demonstrated overshadowing at a 0-min CS-US interval and potentiation at a 120-min CS-US interval, and these effects occurred with both tastes of the compound. Experiment 2 showed that the aversion to a single element is reduced when the CS-US interval is increased to 120 min, but the aversion for a compound taste is not. Experiments 3A and 3B explored odor + taste compound conditioning; the results demonstrated odor potentiation across the trace interval and a transition from taste overshadowing to taste potentiation. Collectively, the data show that the change from overshadowing to potentiation was not due to changes in the aversions produced by compound conditioning but, instead, was due to a more rapid loss of conditionability across a trace interval prior to the US in single-element conditioning. These experiments suggest that following compound conditioning, the aversion to each element represents generalization decrement from the configured compound, but the designation of overshadowing or potentiation actually depends on the status of conditioning in the single-element control.  相似文献   

Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool     

Caroline Wakefield  James Adie  Edd Pitt  Tessa Owens 《Assessment & Evaluation in Higher Education》2014,39(2):253-262

Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on assessment 1 and assessment 2 (examination) were taken as pre- and post-test scores. Results revealed increased assessment scores for the checklist group, compared to those who received conventional feedback. Focus group data indicated that students particularly liked elements of the checklist as a feedback method, but potential drawbacks were also highlighted. Implications and future use of the checklist is then discussed.  相似文献   

ADHD in schools: prevalence,multi‐professional involvements and school training needs in an LEA     

Linda Wheeler  Peter Pumfrey  Peter Wakefield  Wendy Quill 《Emotional and Behavioural Difficulties》2013,18(3):163-177

As part of research undertaken by the first author, a survey of schools was carried out in one local education authority (LEA) in order to gather information about pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). All mainstream and special schools and pupil referral units were approached and a response rate of 94% was achieved. In 151 schools there were 413 pupils reported as being formally diagnosed with ADHD. The survey results include details of prevalence, the balance of gender, age and special educational need (SEN) Code of Practice levels, issues of diagnosis and medication, co‐morbidity and school training needs. In addition, responses from two ADHD study days, one held during the survey data collection phase and the second following dissemination of the results, provided supplementary information regarding school training needs. Implications for inclusive educational practice are discussed with reference to: prevalence rates; multi‐professional identification, assessment and management of the disorder; the need for and nature of the training schools require.  相似文献