排序方式： 共有36条查询结果，搜索用时 15 毫秒
21.
Forest Woody Horton Jr. 《Communication Booknotes Quarterly》2013,44(9-10):100-101
Forest Woody Horton, Jr., ed., UNDERSTANDING U.S. INTIMATION POLICY: THE INFOSTRUCMIRE HANDBOOK (The Information Industry Association, 316 Pennsylvania Avenue, S.E., Suite 400, Washington, D.C. 20003---$99.50 for the set or any one volume plus the primer for $50.00, paper) 相似文献
22.
Elisabeth L. Woody 《Equity & Excellence in Education》2013,46(2):148-160
This article examines heterosexist assumptions and the role of homophobia in students' experiences in California's public "Single Gender Academies," in an effort to include issues of sexuality in current discourses on adolescent gender identity and public school reform. Interviews with students, conducted as part of the most comprehensive research on public single-sex schooling in the U.S. to date, reveal a critical link between students' notions of sexuality and definitions of masculinity and femininity. Alongside dichotomous, static notions of gender, the ideology and structure of the Single Gender Academies largely promoted heterosexist assumptions of students' sexuality. Such assumptions pervaded school policies and practices as well as peer relations and students' sense of gender identity. Students, in turn, both actively constructed and resisted a theory of gender which framed boys and girls in opposition and promoted heterosexuality as the norm. This article provides an analysis of homophobia among students and the influence of academy assumptions on students' attitudes. Such a focus allows for an investigation of gender and sexuality at both individual and institutional levels. While the research is based on data collected at public single-sex schools, the findings provide insight into students' articulations of gender and sexuality across a variety of school contexts. 相似文献
23.
25.
26.
Aggressive versus Withdrawn Unpopular Children: Variations in Peer and Self-Perceptions in Multiple Domains 总被引：14，自引：0，他引：14
The present study examines whether subgroups of unpopular children differ in terms of competence in multiple domains. Specifically, subgroups of aggressive unpopular, withdrawn unpopular, and aggressive-withdrawn unpopular and average status children were identified on the basis of peer evaluations. The subgroups were then compared in terms of peer and self-perceptions of competence in various nonsocial and social domains. Results indicated that the 3 subgroups of unpopular children exhibited distinct profiles according to peer perceptions, with aggressive-withdrawn unpopular children being viewed as deficient in virtually every area assessed, and aggressive unpopular and withdrawn unpopular children viewed as exhibiting particular strengths and weaknesses across domains. In terms of self-perceptions, results indicated that withdrawn-unpopular children expressed more accurate, but negative self-evaluations, while children in the aggressive subgroups tended to overestimate their competencies. 相似文献
27.
Grace Woody 《Journal of Experimental Education》2013,81(2):145-158
Based on previous work by H. G. Murray, this study examined relationships between overt classroom teaching behaviors of college instructors and student ratings of teaching effectiveness. One hundred seven students who enrolled in six sections of an introductory psychology course rated instructors on 12 measures of teaching effectiveness and reported the frequencies of 20 observable, inclass teaching behaviors. Relationships between teaching behaviors and student ratings were examined by simple, multiple, and canonical correlation procedures. A complex pattern of relationships emerged. The canonical analysis revealed a two-dimensional structure consisting of instructor clarity and student-teacher rapport dimensions. Teaching behaviors loading on these dimensions were examined. 相似文献
28.
Albert K. Boekhorst & Forest Woody Horton 《International Information and Library Review》2013,45(4):224-230
This paper identifies the sources and channels of information in the rural areas of Bangladesh and highlights the information flow and access patterns at the village level of Comilla and Chittagong districts in Bangladesh. It proposes some suggestions for effective information services in rural area, as well as a specific model for a Bangladesh Integrated Rural Information System (BD-IRIS) to improve the information system of villagers. This study uses structured interviews through a pilot survey of 20% of the households from each village and information gathered by personal observations and other secondary sources, as well as appropriate statistical methods. A total of 155 responses is included in the study.Existing conditions of information flow and access in this case study indicate that there are problems in access in spite of interpersonal sources and channels of information. Of course, it is important to remember that the low literacy rate in the villages studied and in many similar communities presents many serious barriers. The author recommends establishing a Village Information Center (VIC) to provide integrated and concerted information services, along with an integrated rural information system for the purpose in the villages studies, and more widely, to meet the requirements of all people in villages in Bangladesh. The case study is one of very few studies focusing on the flow and access of information for rural areas of Bangladesh, particularly as regards information sources and channels, system and services. The approach can be replicated in other communities, and the proposed model for future direction to improve information system of village level people of Bangladesh could be modified for use in other countries. 相似文献
29.
In 1984, the National School Psychology Inservice Training Network (NSPITN) published School psychology: A blueprint for training and practice (Blueprint I), which recognized that America's public schools were troubled and focused on how school psychology could help with a transformation; the role of school psychologists was divided into 16 practice domains. In 1997, the National Association of School Psychologists (NASP) published a successor, School psychology: A blueprint for training and practice II (Blueprint II), which credits the first edition with having “driven much of the progress in school psychology.” To better understand the impact of the Blueprint I, this study analyzes responses from Nebraska and Iowa school psychologists about it, finding that doctoral-level respondents believed that they were more competently trained than subdoctoral school psychologists in the research domain; quality of training was rated higher by respondents receiving degrees after 1984 in class management, classroom organization and social structures, interpersonal communication and consultation, legal/ethical and professional issues, multicultural concerns, parental involvement, research, and systems development and planning. Analyses revealed numerous areas of congruence and dissonance between training and practice. Respondents reported a preference to decrease the amount of time spent in assessment and increase the time spent in all other domains (except basic academic skills). The relevance to the Blueprint II and the implications for school psychology training and practices are discussed. © 1998 John Wiley & Sons, Inc. 相似文献
30.
Robert Henley Woody 《Psychology in the schools》1976,13(3):266-268
Using a published review of 1965 as a comparison point, this article presents an opinion on the evolution of the school psychologist as a behavior therapist (encompassing the period of 1965–1975). Over the past ten years, it was noted that the role of being an individual therapist has been replaced by the role of being a consultant to the schools and the community, that assessment of change due to behavioral interventions (while some progress has been made) is still a major problem, and that the use of behavioral methods in the educational context is screened on an individual technique basis. In terms of the future, it is posited that there will be increasing support for the use of behavior modification activities, and specific areas of preparation for the schools and colleges are suggested. Special emphasis is placed on the relationship between professionalism and public policy, particularly as relevant to the ethics inherent in the use of behavior modification. 相似文献