Report of the president to the board of managers of the Franklin Institute of Pennsylvania,covering the operations of the institute for the year 1944     

Charlies S. Redding 《Journal of The Franklin Institute》1945,239(2):135-139

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Walter Cronkite High School: A Culture of Freedom and Responsibility     

Catherine Cobb Morocco  Karen Clay  Caroline E. Parker  Naomi Zigmond 《Learning disabilities research & practice》2006,21(3):146-158

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Using Personal Growth Groups in Multicultural Counseling Courses to Foster Students' Ethnic Identity Development     

P. Clay Rowell  James M. Benshoff 《Counselor Education & Supervision》2008,48(1):2-15

This study was designed to examine the relationship between personal growth group (PGG) experiences in multicultural counseling courses and counseling students' ethnic identity development. Differences in ethnic identity development were compared between counseling students who participated in a PGG experience as part of a multicultural counseling course and those who did not. Group session impacts were also examined. Results indicated that counseling students who participated in PGGs as part of a multicultural counseling course experienced significantly greater ethnic identity development than did counseling students not participating in such groups. Recommendations for further research are provided.  相似文献   

Beginning Literacy in Two Languages     

Marie M. Clay 《Asia Pacific Journal of Education》1985,7(2):3-14

This article is based on the Third Ruth Wong Memorial Lecture delivered at the National University of Singapore, 14 March 1986.  相似文献   

Potential school violence: Relationship between teacher anxiety and warning‐sign identification     

Julia H. Robinson  Daniel L. Clay 《Psychology in the schools》2005,42(6):623-635

This study examined the relationship between teacher anxiety and their identification of warning signs of student violence. Fifty‐six public school teachers, 22 male and 34 female, between the ages of 23 and 60 participated. Participants identified warning signs in five fictional student case files created for this study and completed the State‐Trait Anxiety Inventory and a demographic survey. The case files included positive and negative information, and high‐ and low‐severity warning signs. Neither state (r = .02) nor trait (r = .04) anxiety was significantly correlated with high‐severity warning‐signs identification. Low‐severity warning‐signs identification was positively correlated with state anxiety (r = .28, p < .05) but not trait anxiety (r = .18, p > .05). False positive identification was not significantly related to state anxiety (r = .07) or trait anxiety (r = .06). The findings indicate that teachers who experience higher levels of state anxiety when confronted with warning signs of potential violence are better able to identify low‐severity warning signs than do their less anxious counterparts, without over‐identifying nonthreatening information as potential warning signs. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 623–635, 2005.  相似文献   

Reviews     

Anthony Corones  Deborah Dowling  Andrew G. Bonnell  Jean Lachapelle  David Oldroyd  Emma Spary  Ben Oldroyd  Keith Campbell  Ragbir Bhathal  Phil Dowe  Antonina Harbus  Cathy Legg  Brian Martin  Yvonne Luxford  Nicolas Rasmussen  Paul Redding  Tim Sprod  Roland Sypel 《Metascience》1996,5(1):167-235

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Predicting long-term outcomes for women sexually abused in childhood: contribution of abuse severity versus family environment     

Fassler IR  Amodeo M  Griffin ML  Clay CM  Ellis MA 《Child abuse & neglect》2005,29(3):269-284

OBJECTIVE: Child sexual abuse (CSA) has been associated with adverse adult psychosocial outcomes, although some reports describe minimal long-term effects. The search for explanations for the heterogeneous outcomes in women with CSA has led to an examination of a range of CSA-related factors, from the severity of individual CSA incidents to the childhood family environment. This study compares three factors for predicting adult outcomes: a multidimensional CSA Severity Scale, the presence or absence of CSA, and family environment. METHODS: The effect of CSA on adult outcomes was examined among 290 community-dwelling women raised in intact families. Standardized measures and a focused interview were used to collect data, with siblings as collateral informants. RESULTS: Comparison of a multidimensional CSA Severity Scale to a dichotomous measure of the presence or absence of CSA showed that the Severity Scale did not have greater predictive value for adult outcomes than the dichotomous measure, nor was it as parsimonious. Childhood family environment scales added significantly to the predictive ability of the dichotomous measure. CONCLUSION: The specific characteristics of a CSA experience may be less important than the occurrence of CSA and the family environment of women for predicting long-term outcomes.  相似文献   

Cognitive task analysis for instructional design: Applications in distance education     

Richard E. Redding 《Distance Education》1995,16(1):88-106

The increasing complexity of the subjectmatters taught through distance education calls for a cognitive approach to instructional design. Cognitive task analysis‐based instructional design (CTA‐BID) is especially appropriate for distance education, which requires high‐fidelity instructional materials that teach cognitive content with little or no classroom instruction. CTA‐BID organises instructional materials around the results of a cognitive task analysis that identifies the optimal knowledge structures, mental models, strategies, and skills underlying expertise in the subject matter. CTA‐BID has produced innovative instructional programmes aimed at teaching cognitive skills, accelerating the development of expertise, and improving student performance and training efficiency. This article provides an overview of CTA‐BID and its applications in the design of instructional and testing materials for distance education. I also review recent developments in education, psychology, and instructional design that complement CTA‐BID.  相似文献   

The long and winding path (from instructional design to performance technology)     

Clay Can  Larry Totzke 《Performance Improvement》1995,34(5):12-16

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The seven factors of performance     

Clay Carr 《Performance Improvement》1994,33(10):9-9

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