A review of social interventions for students with learning disabilities   总被引：2，自引：0，他引：2  

R McIntosh  S Vaughn  N Zaragoza 《Journal of learning disabilities》1991,24(8):451-458

Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping, group size, intervention duration, intervention procedures, subject selection, and type of interventional model are examined to find patterns that reflect intervention success. Several intervention characteristics and components are associated with social intervention effectiveness: selecting subjects who had social skills difficulties or low peer acceptance, using cognitive-behavioral intervention procedures, providing individual or small group instruction, and applying long-term intervention and training. Discussion focuses on difficulties in comparing studies to determine intervention effectiveness through the examination of outcome measures, a call for revisions in future reporting of social interventions in the literature, and those intervention factors that relate to increases in peer acceptance.  相似文献   

A Framework for Research on Large-scale Reform   总被引：1，自引：0，他引：1  

Kenneth Leithwood  Doris Jantzi  Blair Mascall 《Journal of Educational Change》2002,3(1):7-33

Variation in the success of large-scale reform is afunction of many factors interacting at many ``levels'.Built on a selective review of the evidence aboutlarge-scale reform, this paper provides a framework forexplaining such variation, as well as assessing progressin that direction. Relevant factors influencing reformsuccess, according to the framework, include broad international social, economic and political trends bearing on education, characteristics of national educationalpolicies and strategies for their implementation, and localconditions conceptualized in terms of a model of workplaceproductivity; this model is defined by local practitioners' motivation, capacity, and the organizationalconditions in which they work. This framework has been usedto guide the external evaluation of the National Literacy andNumeracy Strategies.  相似文献   

Adjunctive drinking during variable and random-interval food reinforcement schedules     

J. R. Millenson  Robert B. Allen  Steven Pinker 《Learning & behavior》1977,5(3):285-290

Rats were trained to leverpress for food and subsequently exposed to either arithmetic series or random variable-interval reinforcement schedules. Adjunctive drinking developed in all subjects exposed to arithmetic variable-interval reinforcement, but did not develop in six of the eight animals trained on the random schedule. The results suggest that adjunctive drinking is the result of an interaction between the tendency of rats to drink after eating and the ability of locally low probabilities of reinforcement within schedules to induce conditioned behavioral states.  相似文献   

Sample design for international studies of educational achievement     

Kenneth N. Ross 《Prospects》1992,22(3):305-316

Author of numerous publications on the use of social indicators to guide decisions concerning resource allocation within education systems. Co-editor of Planning the Quality of Education (IIEP-UNESCO and Pergamon Press). His research interests are focused on indicators of the quality of basic education in developing countries.  相似文献   

Real education in non-real time: The use of electronic message systems for instruction     

Clark N. Quinn  Hugh Mehan  James A. Levin  Steven D. Black 《Instructional Science》1983,11(4):313-327

Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.  相似文献   

Investigating the Relations Among Pre-Service Teachers’ Teaching/Learning Beliefs and Educational Technology Integration Competencies: a Structural Equation Modeling Study     

Bahcivan  Eralp  Gurer  M. D.  Yavuzalp  N.  Akayoglu  S. 《Journal of Science Education and Technology》2019,28(5):579-588

Journal of Science Education and Technology - With the rapid developments in technology, training of pre-service teachers in terms of technology integration has become a crucial issue for all...  相似文献   

Educational services in the University of Bath     

K. Austwick  N. D. C. Harris 《Higher Education》1972,1(2):245-249

Educational technology units, audio-visual aids centres or television services have been established in many British Universities during the present quinquennium. These have met with varied responses from academics, and several organizational patterns have emerged. This article sets out to describe the organizational structure and the range of services offered by the Educational Services in the University of Bath. The Service grew out of the amalgamation of several discrete and independent provisions within the University—projection services, a City-University television service, a unit in the School of Education and so on.Across the board involvement is achieved via a Senate Committee responsible for overall direction, credibility is established by the appointment of an existing academic staff member as director, and an internal bulletin provides the core of a communications system with the academics. Staff seminars on curriculum analysis and development, methods of evaluation and so on, backed up by occasional visiting speakers, provide theoretical backup to the practical and hardware services. An important aspect of the work of the Service is co-operation and co-ordination with the new University Library which has been designed to provide both book and non-book information services. Professor Austwick is the Chairman of the Senate Committee on Educational Technology, and Mr. Harris is the Director of Educational Services in the University.

---

Les services annexes de l'enseignement a l'Universite de Bath

Résumé Des services rassemblant les moyens techniques d'enseignement, ainsi que des centres audio-visuels ou télévisuels ont été créés dans de nombreuses universités anglaises ces dernières années. Ils ont suscité des réactions différentes de la part du milieu universitaire et, de ce fait, des formes d'organisation différentes sont apparues. L'article vise à décrire l'organisation et la gamme des services qui se rencontrent en cette matière à l'Université de Bath. Le Service des moyens pédagogiques est né de l'intégration de plusieurs services indépendants qui existaient au sein de l'Université: services de projection, de télévision, un groupe de l'Institut d'éducation etc.Les relations avec le Conseil sont assurées par un comité responsable de la marche générale des services; le sérieux de l'entreprise est garanti par la nomination comme directeur d'une personalité membre du corps universitaire; la publication d'un bulletin intérieur fournit un moyen de communication avec l'ensemble des universitaires. Des séminaires consacrés à l'analyse et à l'élaboration des filières d'études, aux méthodes d'évaluation des résultats et autres sujets semblables sont animés par des spécialistes invités et procurent une aide théorique aux services d'exécution technique. Un aspect important de l'activité du Service réside dans la coopération et la coordination avec la nouvelle bibliothèque de l'Université qui a été concue pour diffuser l'information, que celle-ci soit livrescue ou non. Le professeur Austwick est président du Comité pour la technologie de l'enseigement et M. Harris est directeur du Service des techniques d'enseignement à l'Université de Bath.

  相似文献   

Balancing varied assessment functions to attain systemic validity: Three is the magic number     

Daniel T. Hickey  Steven J. Zuiker  Gita Taasoobshirazi  Nancy Jo Schafer  Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180

Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use.  相似文献   

Gender Differences,Family and Psychological Factors Affecting School Performance in Greek Secondary School Students     

M. LIVADITIS  K. ZAPHIRIADIS  M. SAMAKOURI  C. TELLIDOU  N. TZAVARAS  K. XENITIDIS 《教育心理学》2003,23(2):223-231

High rates of school failure have been reported for secondary school students, with boys presenting more schooling difficulties. The aim of this study was to investigate the association between school performance and family and psychological factors. A sample of 1315 male and female secondary school students was recruited from 54 classes randomly selected out of a total of 534 classes in the Greek region of East Macedonia and Thrace. School performance was measured dichotomously according to the final school results (pass or fail). Family and sociodemographic data were collected and psychological problems were measured using the Youth Self Report (YSR). Male gender, low socioeconomic status, low parental education and parental separation were all positively associated with school failure. Those who failed scored higher on the YSR problem scales than those who passed, and boys were more affected by adverse circumstances than girls. The results indicate that students, especially boys, with psychological problems and those coming from families of low socioeconomic and educational status are at high risk of school failure.  相似文献   

Early Identification and Intervention: Head Start's Response to Mental Health Challenges     

Michael L. Lopez  Louisa B. Tarullo  Steven R. Forness  Cheryl A. Boyce 《Early education and development》2000,11(3):265-282

Serving low-income children from birth to age five and their families, Head Start is a primary venue for identification and intervention in the area of child mental health. However, recent research has demonstrated that the knowledge base regarding prevalence, developmental course, and predictive power of child mental health problems is lacking for young children in general and low-income, diverse populations in particular. Head Start's agency-level data is often discrepant from both national estimates and small, intensive studies of similar populations, perhaps for reasons related to availability of community services and professional staff, as well as concerns about stigmatization. Following on recent expert recommendations, new collaborative Federal initiatives are underway to increase our understanding of the types, trajectories, and treatments of mental health problems affecting the vulnerable children served by Head Start. The paper concludes with a call to action for the field in the area of young children's mental health.  相似文献