TEACHING BEHAVIOR QUESTIONNAIRE: VERIFYING FACTOR STRUCTURE AND INVESTIGATING DEPRESSIVE SYMPTOMS IN CATHOLIC MIDDLE AND HIGH SCHOOLS     

Caroline M. Pittard  Patrick Pssel  Rosamond J. Smith 《Psychology in the schools》2015,52(9):892-905

Teaching behavior impacts student psychopathology. This study explored the associations between teaching behavior types and depressive symptoms in students. The Teaching Behavior Questionnaire (TBQ) and the Center for Epidemiological Studies Depression Scale (CES‐D) were completed by 763 middle and 976 high school students from private Catholic schools. In the middle school sample, a confirmatory factor analysis confirmed the four‐factor structure of the TBQ previously found in public high schools. As predicted, a two‐level hierarchical linear model (HLM) analysis with the high school sample found that only the Negative Teaching Behavior scale of the TBQ was positively related to CES‐D scores, (p < .05). A separate two‐level HLM analysis with middle school students found the Instructional Behavior scale was negatively related to CES‐D scores (p < .05) and the Organizational Behavior scale was positively related to the CES‐D scores (p < .01). Implications of the findings for school personnel are discussed.  相似文献   

THE ARTS AND THE AGING ADVOCACY MOVEMENT IN THE UNITED STATES: A HISTORIC PERSPECTIVE     

Jacqueline T. Sunderland 《Educational gerontology》2013,39(2):195-205

Attention is directed to a human development movement begun in earnest in the early 1970s to put older Americans in touch with their creative selves. This article traces steps taken in this national effort and suggests issues and policies to be addressed if educational opportunities in the arts are to increase for older adults.  相似文献   

Neutralizing Secularisms: Representations of the Secular in John Safran Versus God and God on My Side     

Sophie Sunderland 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):201-220

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Horizontal and Vertical Differentiation within Higher Education – Gender and Class Perspectives     

Caroline Berggren 《Higher Education Quarterly》2008,62(1-2):20-39

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The Life and the Adventures of a Haunted Convict     

Caroline I. Jalain 《Journal of Criminal Justice Education》2019,30(1):156-158

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Broadening the basis of assessment to prevent the narrowing of learning     

Mary James  Caroline Gipps 《Curriculum Journal》2013,24(3):285-297

ABSTRACT

This article presents an argument for a reconsideration of the types of assessment pro‐ moted by national policy. It argues that education for the twenty‐first century should place emphasis on higher‐order skills and ‘deep learning’ while not neglecting basic skills. The evidence relating to the impact of assessment on learning is briefly reviewed, as is the current state of understanding about different types of learning. On this basis it is argued that the range of types of assessments used, both formally and informally, should be expanded to illuminate and support a wide spectrum of rel‐ evant learning, including both the learning of facts and skills, deeper understandings of concepts and principles and their application in unfamiliar contexts. The impli‐ cations for policy and for the refocusing of national assessment in England are then discussed and an alternative framework is proposed.  相似文献   

From Head of Year to Year Curriculum Coordinator and Back Again?     

Caroline Lodge 《Pastoral Care in Education》1999,17(4):11-16

This article is an account of the development of the course From Head of Year to Year Curriculum Coordinator? The story of its origins, its development and outcomes provides an opportunity to explore the impact of educational changes on conceptions of pastoral care, its management and organization, and how NAPCE has had to change the pattern and nature of its activities to support its members. It allows us to consider the enduring but changing role of the Head of Year.
Caroline Lodge worked for 25 years in urban comprehensive schools in Coventry and London, in many different roles (including Head of Year) before moving on. She is now occupied with earning a living as lecturer, writer, researcher, teacher, consultant and trainer and is also a student.  相似文献   

Tutors' and Students' Learning or Why do Schools have Tutors?     

Caroline Lodge 《Pastoral Care in Education》2000,18(2):35-41

This article explores some evidence about tutoring as an effective strategy to support young people's learning. It is argued that the central goal of the tutor is to provide support for students' learning. How the activities, relationships and skills of the tutor contribute to the achievement of this goal is then explored. The author emphasizes the tutor's unique position in the school and how it can contribute to learning for students as individuals and in groups.  相似文献   

Mother and teacher ratings of maladaptive behaviour in children with special needs     

Panos Vostanis  Wai‐Ling Bickerton  Stuart Cumella  Man Cheung Chung  Caroline Winchester  John Doran 《欧洲特需教育杂志》2013,28(1):117-124

ABSTRACT

Parents and teachers of 109 children selected from the Special Needs Register and living in a multiethnic urban health district participated in the study. Their perceptions of children's behaviour at home and at school were measured by the Aberrant Behavior Checklist(ABC). About two‐thirds of the subjects presented with at least one type of maladaptive behaviour of at least moderate severity within their family, and 50 per cent had similar difficulties at school. The dimensions of hyperactivity and irritability were the main causes for concern by both sources. Contrary to previous studies, high rates of parent‐teacher agreement were found. This significant association was not affected by factors such as age, ethnicity or type of school. The implications for the provision of services for children in special education are discussed.  相似文献   

Measuring the economic impact of the British library     

Caroline Pung  Ann Clarke  Laurie Patten 《New Review of Academic Librarianship》2013,19(1):79-102

Assessing the British Library's contribution to the national economy is a complex matter, requiring consideration of a number of different dimensions. First, the value added by the Library takes many forms—economic, cultural, social and intellectual. Second, the British Library adds value both to those who use our products and services directly, and to the wider UK population who benefit indirectly from the Library's existence and the services it provides. Traditionally, attempts to assess these benefits have taken the form of qualitative case studies—telling good stories, but failing to provide a comprehensive evaluation. But now a technique supported by the Nobel Prize winning economists, Kenneth Arrow and Robert Solow, permits a coherent quantitative evaluation of the total benefit to the nation of publicly funded institutions and programmes. Recognising the value of this technique, the British Library commissioned a groundbreaking research study to estimate the impact of the Library on the UK economy. The study demonstrates that the Library generates value of around 4.4 times the level of its annual public funding of £83m. To the best of our knowledge, this study represents the first time the ‘Contingent Valuation’ technique has been used to derive a figure for the overall economic impact of a national or major research library.  相似文献