Review of Encyclopédie de l’art moderne et contemporain     

James G. Rogers Jr. 《Archives and Museum Informatics》1999,12(2):157-162

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The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

Development of the Multicultural School Psychology Counseling Competency Scale     

Margaret R. Rogers  Joseph G. Ponterotto 《Psychology in the schools》1997,34(3):211-217

The purpose of this study was to begin to delineate competencies needed by school psychologists in the provision of counseling services to culturally diverse clients and to develop an exploratory measure of multicultural counseling competence in school psychology practice. The present article discusses the development and preliminary psychometric characteristics of the Multicultural School Psychology Counseling Competency Scale (MSPCCS). The MSPCCS, which assesses trainers' perceptions of the multicultural school psychology counseling competencies of graduating trainees, was administered to a national sample of directors of school psychology training programs. Preliminary findings, based on a 57% return rate, suggest that the scale has good internal consistency reliability. Results of the factor analysis support a one factor solution for the scale. Specific considerations in the use of the scale are discussed, and suggestions for future research are presented. © 1997 John Wiley & Sons, Inc.  相似文献   

"Better" People, Better Teaching: The Vision of the National Teacher Corps, 1965–1968     

Bethany Rogers 《History of education quarterly》2009,49(3):347-372

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Detecting Differential Item Functioning Using Logistic Regression Procedures   总被引：2，自引：0，他引：2  

Hariharan Swaminathan  H. Jane Rogers 《Journal of Educational Measurement》1990,27(4):361-370

A logistic regression model for characterizing differential item functioning (DIF) between two groups is presented. A distinction is drawn between uniform and nonuniform DIF in terms of the parameters of the model. A statistic for testing the hypothesis of no DIF is developed. Through simulation studies, it is shown that the logistic regression procedure is more powerful than the Mantel-Haenszel procedure for detecting nonuniform DIF and as powerful in detecting uniform DIF.  相似文献   

Emotion regulation and academic perceptions in adolescence     

Rylee Oram  Julia Ryan  Maria Rogers  Nancy Heath 《Emotional and Behavioural Difficulties》2017,22(2):162-173

Although studied extensively in the field of adolescent mental health, the role of emotion regulation (ER) in the academic functioning of adolescents is not well understood. This study examined the role of ER in adolescents’ perceptions of themselves and their learning environments. We compared adolescents with high and low levels of ER on perceptions of school achievement and attitudes towards school and their perception of their parents’ academic involvement. Students completed surveys about perceptions of their learning and parental involvement, as well as their ER abilities. Results indicated that students with higher emotion dysregulation endorsed more negative self-perceptions of their own academic abilities, had more negative attitudes towards school, and rated their mothers and fathers as more controlling in relation to their learning. These results demonstrate the importance of ER in the academic context, particularly in the home learning environment.  相似文献   

SIDE-VIEW: Evaluation of a system to develop team players and improve productivity in Internet collaborative learning groups     

Martin Lea  Paul Rogers  & Tom Postmes 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):53-63

This paper briefly summarizes the initial development of a computer-supported collaborative learning environment and evaluates its effects in relation to the productivity of CSCL groups. The design of the SIDE-VIEW system is driven by the social identity approach to understanding group behaviour and is premised upon the need to establish congruity between the self-definition of group members and their collaborative learning tasks. We begin by outlining the rationale for the system in relation to productivity and the emergence of team players within collaborative learning groups. We then describe aspects of the design that are intended to enhance both, and report on a field trial of the initial prototype on international groups of higher education students. The preliminary results of the field study indicate that aspects of the design encourage the emergence and influence of team players within groups, with consequential improvements to the quality of the group output. The role of team players in CSCL groups is contrasted with that of group leaders.  相似文献   

Investigating the impact of NAPLAN on student,parent and teacher emotional distress in independent schools     

S. L. Rogers  L. Barblett  K. Robinson 《The Australian Educational Researcher》2016,43(3):327-343

Concerns have been raised about the impact Australia’s national standardised testing, the National Assessment Program-Literacy and Numeracy (NAPLAN), has upon the well-being of students, parents and teachers. To date, research evidence is unclear as to the level and extent of emotional distress experienced by stakeholders during testing. Despite an unclear evidence base, the prevailing view is that NAPLAN has a general negative impact upon stakeholder well-being. In a pilot study that surveyed all stakeholder groups across 11 independent schools in Western Australia, we found evidence of a minimal impact from the testing. We also found evidence for a small positive association between student and parent distress during testing, and a moderate positive association between parent and teacher distress during testing and their estimations regarding how NAPLAN impacts other people. Our results are not consistent with the prevailing view that NAPLAN has a broad negative impact on well-being, and highlights the need for further research to inform debates about the usefulness and impact of NAPLAN testing.  相似文献   

Toy safety and selection     

Satomi Izumi Taylor  Vivian Gunn Morris  Cosby Steele Rogers 《Early Childhood Education Journal》1997,24(4):235-238

Toys can be used to promote children's cognitive, physical, motor, language, social, and emotional development. Safety and developmental appropriateness are of the utmost importance when selecting children's toys. Parents and teachers and other helping professionals need to teach children the safe use of toys to prevent toy-related accidents. Obtain additional information regarding toy safety by calling the U.S. Consumer Product Safety Commission at 1(800)638-CPSC.  相似文献   

Anogenital warts in childhood     

R M Hanson  M Glasson  I McCrossin  M Rogers  B Rose  C Thompson 《Child abuse & neglect》1989,13(2):225-233

Fifteen children with anogenital warts are presented. Twelve cases were referred for assessment of sexual abuse which was established in six cases, strongly suspected in one, and excluded in three. In two, the source was unclear. Papillomavirus typing was carried out by HPV DNA dot and Southern blot hybridization using mixed HPV 6/11, 16/18, and 2/3 DNA probes on 15 specimens from 12 of the children. Seven biopsy specimens were positive for HPV 6 or 11 and one hybridized with both HPV 6/11 and 16/18 mixed sets of probes. Two specimens were positive for HPV 2, and a further two hybridized with both HPV 18 and 2. Three wart specimens could not be typed with the available genital or skin probes. The viruses causing genital tract papillomata are the same for children and adults. The identification of HPV 16/18 raises the concern of potential oncogenicity and stresses the need for long-term assessment. The diagnosis of sexual abuse was made on history rather than examination, as only two cases showed additional physical signs of sexual abuse. It is advocated that the presence of anogenital warts alone be sufficient grounds to pursue the possibility of sexual abuse. Nonsexual transmission, although possible, is far less likely.  相似文献