Interprofessional partnerships involving school counsellors for children with special needs: a broad based systematic review using the PRISMA framework     

Kaprea F. Johnson  T’Airra W. Belcher  Betsy Zimmerman  Jeanel Franklin 《Support for Learning》2020,35(1):43-67

Interprofessional educational partnerships can include a diverse group of helping professionals involved in consultation at both the school and community levels. Central to these partnerships should be school counsellors; this systematic review sought to understand the dynamics of these partnerships using the PRISMA framework. The review found that the role school counsellors can play on these teams varies from leader to convener but the specificity in terms of outcomes was missing. Noteworthy is the number of conceptual pieces, which is interpreted as researchers developing models that need additional testing. Future research should put the conceptual models available to directional testing; authors should include more information about the team’s development and each person’s role; and more attention should be paid to the outcomes of these team-based approaches.  相似文献   

Gender and science achievement: A reanalysis of studies from two meta-analyses     

Betsy Jane Becker 《科学教学研究杂志》1989,26(2):141-169

Data from 30 studies of the magnitude of gender differences in science achievement previously examined in two separate reviews were synthesized using modern methods for meta-analysis. Two meta-analysis methodologies were used: analyses of effect sizes (standardized mean differences) and vote-counting estimation procedures. Analyses revealed that magnitudes of gender differences in science achievement varied according to the subject matter under study. Males showed significant advantages in studies of biology, general science, and physics, but significant differences were not found for studies of mixed science content, and geology and earth sciences, or in a single study of chemistry. However, in all cases the numbers of effects examining each subject-matter area were quite small (seven or less). Also, studies which had focused on gender differences evidenced larger gender differences than other studies. Other possible predictors of the magnitudes of gender differences, such as grade level of the subjects and test length, did not account for significant amounts of variation among these study outcomes. Consequently, they also did not provide as strong an explanation of the patterns of gender differences as did subject matter and focus on gender.  相似文献   

Children's drawings: Some potentials for use in the counselling situation     

Betsy N. Hess-Behrens 《International journal for the advancement of counseling》1980,3(1):53-59

  相似文献   

Errors of inference in structural equation modeling     

D. Betsy McCoach  Anne C. Black  Ann A. O'Connell 《Psychology in the schools》2007,44(5):461-470

Although structural equation modeling (SEM) is one of the most comprehensive and flexible approaches to data analysis currently available, it is nonetheless prone to researcher misuse and misconceptions. This article offers a brief overview of the unique capabilities of SEM and discusses common sources of user error in drawing conclusions from these analyses. We make recommendations to guide proper analytical practices and appropriate inferences and provide references for more advanced study. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 461–470, 2007.  相似文献   

Human intentions and media effects     

Betsy McKelvey  Ronald G. Ragsdale 《Interchange》1983,14(3):27-31

  相似文献   

Innovations Online     

Betsy Anagnostelis 《Health information and libraries journal》2000,17(4):209-209

The National electronic Library for Health (NeLH) is now taking shape, as the virtual branch libraries begin to accumulate ‘books’, among their resources. In the Primary Care branch ( http://www.nelh‐pc.nhs.uk ), one of the first available books was the Statement of Fees and Allowances (otherwise known as the Red Book). While being held up as an example of what the NeLH can offer, this book and the story of its transformation from paper to Internet format is a powerful example of how much further the National Health Service (NHS) must go before it can claim to be fully exploiting the benefits of information technology (IT). This article refers to the author’s experience in producing electronic books for primary care using WaX software, and an example of a process change from paper to screen that was managed within a university administrative office. The author suggests that to reap optimal benefits from IT, the NeLH and its collaborators must address the fundamental issues of people and the paper‐based processes used by information providers. The NeLH must work with both NHS IT trainers and information providers in a three‐way collaboration involving key people and processes, to achieve the efficient production of an updateable and user‐friendly library of electronic books.  相似文献   

Adolescent Internalizing,Externalizing, and Social Problems Following Iron Deficiency at 12–18 Months: The Role of Maternal Responsiveness     

Jenalee R. Doom  Sheila Gahagan  Patricia L. East  Pamela Encina  Jorge Delva  Betsy Lozoff 《Child development》2020,91(3):e545-e562

This study tested whether maternal responsiveness moderated or mediated pathways from iron deficiency (ID) at 12–18 months to adolescent behavior problems. Participants were part of a large Chilean cohort (N = 933). Iron status was assessed at 12 and 18 months. Maternal responsiveness was assessed at 9 months and 5 years. Parents reported their child’s symptomology at 5 years, 10 years, and adolescence (11–17 years; M = 14.4). Structural equation modeling identified a previously unrecognized pathway by which child externalizing problems and negative maternal responsiveness at 5 years mediated associations between ID at 12–18 months and adolescent internalizing, externalizing, and social problems. Positive maternal responsiveness in infancy did not buffer those with ID anemia from developing 5-year internalizing problems.  相似文献   

Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes     

Del Siegle  Lisa DaVia Rubenstein  D. Betsy McCoach 《Psychology in the schools》2020,57(10):1596-1614

The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self-regulation. Furthermore, gender differences existed in students' perceptions. Females' self-efficacy scores were statistically lower than males' self-efficacy scores, and males' self-regulation scores were lower than females' self-regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement.  相似文献   

Saving Face While Geeking Out: Video Game Testing as a Justification for Learning Computer Science     

Betsy DiSalvo  Mark Guzdial  Amy Bruckman  Tom McKlin 《学习科学杂志》2013,22(3):272-315

Why would individuals who are capable of learning opt not to? Learning is important for stability and success. It would seem rational that students in groups that are frequently underrepresented or marginalized would be motivated to learn. However, negotiation of multiple identities and self-beliefs can impact motivations to learn. For example, young African American males frequently adopt a “cool pose” in their approach to education. They maintain that they do not care and will not try to be a part of the existing educational system. To better understand these issues, we studied African American males in the Glitch Game Testers program. High school students in the Glitch program worked as paid game testers and took workshops in computer science. More than 65% of the participants went on to study computing after high school. We found that these students persisted with education and computing because they navigated around motivations to not learn by creating many different faces for their involvement with Glitch. In this article, we explore the use and design implications of face-saving tactics these young men used to “geek out” on computer programming, choose computer science for their career, and maintain their current identities with friends and families.  相似文献   

Edward W. Taylor and Patricia Cranton and Associates,The Handbook of Transformative Learning: Theory,Research and Practice     

Betsy Dolgin Katz 《Journal of Jewish Education》2013,79(4):453-457

  相似文献