Getting results with people     

Anthony Alessandra 《Performance Improvement》1987,26(6):28-29

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Parent education vs. child psychotherapy     

Anthony F. Donofrio 《Psychology in the schools》1976,13(2):176-180

The author has charged in a previous article that child psychotherapy is essentially an expensive illusion with regard to the great majority of children referred to private therapists and to clinics. Educating the significant adults, manipulating the child's environment (especially school), and using medication where indicated, were held to be ecologically the best approach. Using this approach, the author did a two-year follow-up study of effects on children referred to a community mental health clinic; 86% showed sustained improvement. The majority of the remainder who showed no improvement manifested severe pathology in the child or a neurosis in the mother. An average of 2.1 hourly sessions (largely joint) sufficed for the parents and 1.8 (largely further exploratory) sessions for the child. Proper diagnosis is crucial for this approach. A psychogenic bias in psychological and psychiatric evaluation of children can doom parent and child to a confusing and sometimes interminable ordeal.  相似文献   

Utility of a novel perceptual-motor control test for identification of sport-related concussion beyond current clinical assessments     

Shawn R. Eagle  Anthony P. Kontos  Aaron Sinnott  Meaghan Beckner  Bradley C. Nindl  Shawn D. Flanagan 《Journal of sports sciences》2020,38(15):1799-1805

ABSTRACT

Clinically feasible metrics, that can inform the concussion recovery decision making process by evaluating a unique domain beyond current testing domains (e.g., balance, neurocognition, symptoms, vestibular/ocular function) are still in need. The purpose of this study was to compare perceptual-motor control in adolescent athletes ≤21 days of sport-related concussion and healthy controls and evaluate the association of perceptual-motor control to the outcomes of commonly-used sport-related concussion clinical assessments. Athletes (age: 12-18 years) with sport-related concussion (n = 48) and healthy controls (n = 24) completed the Perception-Action Coupling Task (PACT), whose outcomes are mean reaction, movement, initiation, response time, and accuracy. ImPACT outcomes are verbal/visual memory scores, motor processing speed, and reaction time. Vestibular-Ocular Motor Screen (VOMS) outcomes are symptoms from: smooth pursuit, horizontal/vertical saccades, near-point of convergence, horizontal/vestibular ocular-reflex, and visual motion sensitivity. CONCUSSED demonstrated ~5% deficit in overall perceptual-motor accuracy during PACT compared to CONTROLS (p = 0.03). PACT accuracy negatively correlated with smooth pursuits(r = -0.29), and horizontal (r = -0.35)/vertical (r = -0.30) saccades. The C5.0 decision tree determined PACT accuracy was the most relevant predictor of sport-related concussion when no visual motion sensitivity symptoms were reported and Visual Memory was >66. Perceptual-motor control tests may complement current sport-related concussion assessments when neurocognition and vestibular/ocular motor system are not grossly impaired.  相似文献   

Teaching communication in general science degrees: highly valued but missing the mark     

Sarah Stevens  Rebecca Mills 《Assessment & Evaluation in Higher Education》2019,44(8):1163-1176

Abstract

Effective communication of science is a ubiquitous learning outcome for most science degrees, and a national threshold learning outcome for science in Australia. Evidence suggests that employers and academics are dissatisfied with the communication skills of many science graduates. Our study examines communication tasks used in summative assessment in bachelor of science (BSc) degrees. We compiled public information for all units of study from the BSc programmes at five research-intensive Australian universities. Our analysis suggests that science academics place high value on developing the ability of students to communicate, with 66% of all science units (n?=?1225) using one or more communication tasks as assessment (mean weighting 44%). However, opportunities for students to communicate in a variety of contexts are lacking. We found that communication tasks from eight majors (n?=?683) across the five universities addressed a very narrow range of contexts; an audience of scientists (including students) in the same discipline (97%), in the mode of traditional writing (79%) and for the purpose of interpreting and presenting results (66%). As such, assessment practice does not match the variety of contexts required by the Australian threshold learning outcomes or guiding statements in other countries. We identify opportunities and offer practical recommendations to help correct this mismatch.  相似文献   

Making Space for Storytime: The Role of the Environment in the Production of Storytime     

Kathleen Campana  Jacqueline Kociubuk  J. Elizabeth Mills 《Public Library Quarterly》2020,39(2):140-156

ABSTRACT

This article reviews the findings from Project VIEWS2, a four-year IMLS-funded study that examined the early literacy impact of public library storytimes, and provides detail on a secondary analysis of storytime spaces that was done using the Project VIEWS2 dataset. The storytimes spaces were explored by looking at the spatial quality, physical literacy environment, and seating of attendees, as these characteristics have been identified as important aspects of early childhood learning environments. Findings across these three characteristics are presented as well as implications and recommendations for more effective storytime practice and space design.  相似文献   

Correction to: Understanding the Black Teacher Through Metaphor     

Anthony L. Brown  Mary E. Dilworth  Keffrelyn D. Brown 《The Urban Review》2018,50(2):300-300

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Seeing what's next: Using the theories of innovation to predict industry change     

Clayton M. Christensen  Scott D. Anthony  Erik A. Roth  Roger Kaufman 《Performance Improvement》2005,44(4):50-51

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The evolution of educational leadership preparation programmes     

Anthony H. Normore  Antonia Issa Lahera 《Journal of educational administration and history》2019,51(1):27-42

ABSTRACT

This article offers a review of extant literature specific to educational leadership preparation programmes. The author explains how leadership development and preparation programmes have evolved over time. Highlighted are: (1) historical contexts of educational leadership, (2) challenges faced when implementing quality graduate programmes in educational leadership, (3) a brief international perspective of educational leadership, and (4) reform efforts aimed at creating a new kind of graduate education in educational leadership. The authors conclude with final reflections.  相似文献   

Deficits in bannatyne's sequencing ability on the WISC and WISC-R for mildly retarded and borderline functioning children over time     

Anthony D. Udziela  Allan G. Barclay 《Psychology in the schools》1984,21(1):15-18

The WISC and WISC-R protocols of 94 special education students (51 white males, 5 black males, 30 white females, and 8 black females) who tested in the mildly retarded and borderline range of abilities (IQs of 50–78) were examined. Their test performance was then followed longitudinally for two additional WISC and WISC-R assessments. Mean age of subjects was 8 years at Test 1, 10.75 years at Test 2, and 14.9 years at Test 3. As predicted, subjects had lower IQ equivalent scores on Bannatyne's Sequencing Ability category than their IQ equivalent scores on the Verbal Comprehension or Perceptual Organization factors of the WISC and WISC-R for all three testings. Results were interpreted as supporting the notion that mildly retarded children and learning disabled children have qualitatively similar learning patterns.  相似文献   

The Reliability of a 5km Run Test on a Motorized Treadmill     

Matthew Driller  Ned Brophy-Williams  Anthony Walker 《Measurement in physical education and exercise science》2017,21(3):121-126

The purpose of the present study was to determine the reliability of a 5km run test on a motorized treadmill. Over three consecutive weeks, 12 well-trained runners completed three 5km time trials on a treadmill following a standardized warm-up. Runners were partially-blinded to their running speed and distance covered. Total time to complete the run was recorded for analysis of reliability. The highest intraclass correlation coefficient between trials for 5km time trial (TT) time was .99 (90% confidence intervals [CI]; .96–1.00, very high), which occurred between trials 2 and 3. The lowest typical error of measurement (expressed as a coefficient of variation percentage [CV%] and as an absolute value in seconds) also occurred between trials 2 and 3, and was 1.0% and 10.9 seconds, respectively. The testing protocol performed on a motorized treadmill in the current study is reproducible in well-trained runners following a single trial, making it a reliable method for monitoring running performance.  相似文献