Contrast and value: Beyond the work ethic effect. A reply to Zentall (2008)     

Joana Arantes  Randolph C. Grace 《Learning & behavior》2008,36(1):26-28

Zentall (2008) challenges Arantes and Grace’s (2008) failure to replicate Clement, Feltus, Kaiser, and Zentall (2000) by suggesting that our results may have been due to insufficient training or to subjects’ experimental histories, and that our results are actually consistent with those of Clement et al. when examined closely. On the contrary, our pigeons received more training than Clement et al.’s did, and when an overall measure of preference on test trials was calculated, independent of the effect of initiating event that we reported, there was no evidence of preference for the stimulus preceded by the greater response requirement in our data. Although there have now been two unsuccessful attempts to replicate Clement et al.’s work ethic effect, there is evidence that in some situations, the value of a stimulus, as assessed by transfer tests, varies inversely with the context of reinforcement. It is important to look for convergent results using other procedures and transfer tests, such as resistance to change, to identify the principles that determine when contrast manipulations affect value and when they do not.  相似文献   

The public's trust in scientific claims regarding offshore oil drilling     

Carlisle JE  Feezell JT  Michaud KE  Smith ER  Smith L 《Public understanding of science (Bristol, England)》2010,19(5):514-527

Our study examines how individuals decide which scientific claims and experts to believe when faced with competing claims regarding a policy issue. Using an experiment in a public opinion survey, we test the source content and credibility hypotheses to assess how much confidence people have in reports about scientific studies of the safety of offshore oil drilling along the California coast. The results show that message content has a substantial impact. People tend to accept reports of scientific studies that support their values and prior beliefs, but not studies that contradict them. Previous studies have shown that core values influence message acceptance. We find that core values and prior beliefs have independent effects on message acceptance. We also find that the sources of the claims make little difference. Finally, the public leans toward believing reports that oil drilling is riskier than previously believed.  相似文献   

Guest editorial     

Randolph I. James 《Performance Improvement》1998,37(6):6-7

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Effects of reality therapy methods applied in the classroom     

Donald F. Shearn  Daniel Lee Randolph 《Psychology in the schools》1978,15(1):79-83

Reality therapy methods in the classroom were examined via a four-group experimental design. The groups were as follows: (a) pretested reality therapy, (b) unpretested reality therapy, (c) pretested placebo, and (d) unpretested placebo. Piers-Harris Children's Self-Concept Scale scores and observations of on-task behavior constituted the outcome criteria. No significant differences were obtained for self-concept and on-task behavior. The findings were interpreted as not supportive of reality therapy methods as applied in the classroom.  相似文献   

Christian Education AS A THEOLOGICAL DISCIPLINE AND METHOD1     

Randolph C. Miller 《Religious education (Chicago, Ill.)》2013,108(6):409-414

These seven articles, which are on the same theme as the forthcoming National Convention, are presented here to provide background “thinking of the Convention.”

We are indebted to the authors for their informative and helpful statements.

The papers and seminar reports of the National Convention will be published in the March‐April 1958 issue of RELIGIOUS EDUCATION.

—The Editorial Committee  相似文献   

A Review of Recommended Social Competency Programs for Students with Autism Spectrum Disorders     

Janine P. Stichter  Jena Randolph  Nicholas Gage  Carla Schmidt 《Exceptionality》2013,21(4):219-232

Social competency deficits are a core feature of autism spectrum disorders (ASDs). During the past several decades, a number of social skill interventions for students with ASD have emerged. However, over the past five years, three converging issues have brought increased attention to the need for social competence programming: (1) increased ASD incidence rates, (2) inclusion and integration trends, and (3) recent No Child Left Behind Act requirement regarding use of evidence-based practices. This article discusses current best practices in enhancing the social competence of learners with ASD. To this end, a review of the literature was conducted to: (1) define key behaviors related to social competence targeted by common interventions and (2) identify the core components and targets that are essential for effective social competence interventions. Searches done by hand and electronically were conducted to identify empirical reviews or summaries of effective social competence interventions from preschool to early adulthood. Eight reviews that encompass typically developing as well as those that specifically target ASD were chosen. Results of the review identified eight primary behavior categories most frequently targeted by social interventions across preschool, elementary, and secondary age groups. Additional analysis identified 11 core components consistently identified in the reviews. Explanation of categories as well as implications for future research and practice are explored.  相似文献   

The Internet and Online Political Communities in Singapore     

Carol Soon  Randolph Kluver 《亚洲交流杂志》2013,23(3):246-265

The emergence and the widespread adoption of the Internet have brought about many dramatic changes on different levels. Due to its inherent characteristics, the Internet has become an engine of political mobilization and participation, and has led to the proliferation of online communities. Few studies examine how political groups use the Internet to build communities and forge alliances in cyberspace, and this study attempts to bridge this gap. Registered political parties and political expression groups in Singapore were selected for this study. Through hyperlink analysis, the study shows that reciprocity and similarity, two main characteristics observed in online communities, were found in the groupings formed by these political groups. Interestingly, most of the online affiliations that exist among these groups reflect those offline.  相似文献   

Homophobia in Counselling Practice     

Randolph?BowersEmail author  David?Plummer  Victor?Minichiello 《International journal for the advancement of counseling》2005,27(3):471-489

Current attitudes of counselling practitioners towards sexual and gender differences raise the possibility that minority clients may experience re-traumatisation due to in-session expressions of therapist homophobia. This paper explores these issues through a qualitative study that examines client and counsellor narratives on homophobia in counselling. The results describe specific examples of homophobic behaviour by counsellors. While individual examples might appear mundane on the surface, the frameworks they invoke and their pervasiveness constitutes a considerable threat to the counselling relationship. The paper argues that homophobia in counselling practice is a significant issue that requires sensitive, critical and applied analysis that redirects therapeutic efforts in the future.  相似文献   

Unpacking the data: an analysis of the use of Danielson’s (2007) <Emphasis Type="Italic">Framework for Professional Practice</Emphasis> in a teaching residency program     

Rachel Roegman  A. Lin Goodwin  Rebecca Reed  Randolph M. Scott-McLaughlinII 《Educational Assessment, Evaluation and Accountability》2016,28(2):111-137

This mixed methods study examines one teacher preparation program’s use of Danielson’s 2007 Framework for Professional Practice, with an emphasis on how different stakeholders in the traditional student teaching triad rated student teachers, called residents, and justified their ratings. Data sources include biannual self-assessments of each resident as well as assessments by the residents’ cooperating teachers and university supervisors based on the Framework, including both a numerical score for each of the 22 indicators and a written justification for the highest and lowest scores in each of the four domains. Findings show significant differences in terms of how stakeholders are rating residents’ teaching practice. The variation in scores and rationales raises questions about the reliability and validity of the results of the Framework for use as a tool to evaluate student teachers. Implications for practice include the need to consider multiple and potentially conflicting roles, such as that of providing feedback while also evaluating student teachers. In addition, we consider the costs and benefits of more extensive training around the Framework within teacher preparation, if a lack of expertise with the rubric was the cause for the variation. Finally, we consider implications for student teachers around the different messages they may be receiving about what it means to learn to teach.  相似文献   

Mirroring governance: archives,inventories and political knowledge in early modern Switzerland and Europe   总被引：1，自引：1，他引：0  

Randolph C. Head 《Archival Science》2007,7(4):317-329

The comparative study of archival inventories in early modern Switzerland reveals that three major regimes of inventorying logic emerged from the late fifteenth to the early eighteenth century. Early inventories constructed as lists gave way first to ideal-topographical inventories that relied on a double mapping of conceptual spaces against archival space and inventory pages, succeeded eventually by taxonomic inventories oriented around an active state apparatus and its needs. Synchronic and diachronic comparisons that focus on major reorganizations have proven effective in illustrating the scope and effectiveness of each of the successive regimes. A similar approach applied to major inventory projects across early modern Europe may identify further systems for making accumulating documents accessible to rulers, and may also allow us to trace genealogies of inventory practice regimes as they appeared in different regions, at different scales, and in diverse political contexts.

Randolph C. HeadEmail:

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Randolph C. Head   has been a professor of History at the University of California, Riverside, since 1992, after studies at Harvard and the University of Virginia. His areas of research include the political culture of early modern Europe, the history of democracy, and religious coexistence before and after the Protestant Reformation. His current project on archival inventories in early modern Europe grew out of his interest in the origins and articulation of political knowledge and institutional culture in early modern Switzerland.  相似文献