Use of the token economy system to intervene on a school-wide level     

R. Glen Boegli  Barbara H. Wasik 《Psychology in the schools》1978,15(1):72-78

Many writers have suggested that professionals dealing with psychological problems in school settings need to consider procedures for consulting on a system level, rather than on an individual or a group level. In this report, a token economy system was implemented for all 459 students in a K-6 elementary school. Managing an intervention program at the system level required comprehensive procedures for staff training and program modification. The results showed a major decrease in classroom disruptions and a decrease in negative teacher interactions during the token economy system compared with baseline data. Data analysis the following summer on system-wide variables demonstrated that the number of suspended students and number of days of suspension decreased, that the rate of gain on achievement tests in reading and mathematics increased compared with the yearly rates suggested by test scores the previous year, and that the teacher turnover rate decreased. Several variables considered necessary for the effective implementation of the program were discussed.  相似文献   

Book notes     

Sylvan G. Feldstein  Barbara R. Heller  Lawrence J. Barnett 《The Urban Review》1969,3(3):40-40

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Christian Education at home and overseas     

Barbara E. Gwyer M.A. 《British Journal of Religious Education》1934,1(3):164-166

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Energy balance of locomotion with pedal-driven watercraft   总被引：1，自引：0，他引：1  

Zamparo P  Carignani G  Plaino L  Sgalmuzzo B  Capelli C 《Journal of sports sciences》2008,26(1):75-81

In this study, we examined the mechanics and energetics of locomotion with a paddle-wheel boat and a water bike. Power output (Wtot) was measured directly on the water bike by means of an instrumented chain-ring. The simultaneous assessment of oxygen uptake (VO2) allowed the computation of the "overall" efficiency of locomotion (etao = Wtot/VO2). Mean etao was 0.27 (s = 0.02), which was unaffected by the speed, and was assumed to be the same for the two boats as both are semi-recumbent bicycles. For the paddle-wheel boat, Wtot was then obtained from etao and measures of VO2. The power to overcome (passive) drag was calculated as Wd = D x v (where D is the force measured by means of a load cell when towing the boats at given speeds). Propelling efficiency was calculated as etap = Wd/Wtot, which was lower with the paddle-wheel boat (mean 0.35, s = 0.01) than with the water bike (mean 0.57, s = 0.01). The observed differences in etap and Wd explain why at the highest speed tested (approximately 3 m s(-1), the energy required to cover a unit distance with the water bike is similar to that required to move the paddle-wheel boat at 1.3 m s-1).  相似文献   

Revue des revues pédagogiques de langue française     

Barbara Magierska 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1960,6(1):379-382

Sans résumé  相似文献   

Book reviews     

Burton R. Clark  Robert Beck  Barbara B. Burn  Robert F. Arnove  Abraham E. Haspel  John S. Duley  Elsie J. Smith  Lionel S. Lewis  Frank Brown  Staughton Lynd 《Higher Education》1978,7(4):465-487

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Modified Bulk Sampling of Fossils     

Barbara Tihen Waters 《Curator: The Museum Journal》1978,21(2):136-148

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Arthur young and “ten or a dozen booksellers”: The publication of the Universal Museum in 1762     

Barbara Laning Fitzpatrick 《Media History》2013,19(1-2):35-43

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Children’s play behaviour and social communication in integrated special day-care groups     

Barbara Ann Cole 《欧洲特需教育杂志》2013,28(3):287-307

This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities.  相似文献   

The Florida teletraining project: Military training via two‐way compressed video     

William J. Bramble  Barbara L. Martin 《The American journal of distance education》2013,27(1):6-26

Abstract

The Florida Teletraining Project tested the feasibility of using community colleges as providers of various types of military training to personnel in the Reserve Components (RC). Training was delivered via the Army's TNET system, which employs two‐way interactive video. Five courses were produced, delivered, and evaluated during the project. Results showed that effective military course reconfiguration can be accomplished by civilian institutions, that the delivery system was technically reliable, that students performed well using specially reconfigured courseware, and that students rated the video teletraining approach as effective. The project demonstrated the potential of two‐way video teletraining for a variety of military training applications for several different levels of military personnel.  相似文献