Social desirability and behavior rating scales: An exploratory study with the Child Behavior Checklist/4–18     

SCOTT P. MERYDITH  H. THOMPSON PROUT  JOHN BLAHA 《Psychology in the schools》2003,40(2):225-235

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Application of CAE in Teaching Vibration Engineering     

K. F. MARTIN 《European Journal of Engineering Education》1986,11(4):451-457

CAE has enabled vibrational problems, which were regarded as intractable 20 years ago, to be solvable by students using computational support. The paper describes a problem set to final year undergraduates which concerns the torsional vibrational response of a three degrees of freedom system which is subjected simultaneously to three different arbitrarily varying torques. The solution involves the use of standard library routines for matrix multiplication and eigensolutions, a Runge-Kutta routine to solve a second order differential equation and general competence in writing software.  相似文献   

A Model for Teaching Counselor Trainees How to Make Challenging Responses     

JOHN E. McKEE  HELEN B. MOORE  JACK H. PRESBURY 《Counselor Education & Supervision》1982,22(2):149-153

This report presents a systematic model for training student counselors to make advanced influencing skills such as confrontation. The authors have developed a videotape training package that integrates cognitive structures and counselor performance through rehearsal and immediate feedback so that counselors-in-training can move comfortably into a more active helping relationship with clients.  相似文献   

Systematic Desensitization as an Instructional Module     

JOHN J. HORAN  CHRISTOPHER I. STONE  PATRICIA L. HEROLD 《Counselor Education & Supervision》1976,15(4):286-291

This article reports on the development and evaluation of an instructional module for teaching systematic desensitization. As the module makes use of widely available published materials, it requires little classroom time or work for the instructor. Furthermore, the module gives the student an evaluated quasiclinical experience with desensitization. Physiological and self-report data reflecting changes in client fear levels were gathered in an attempt to determine whether the instructional module is effective.  相似文献   

Exploring the Politics of Blame: School inspection and its contestation in New Zealand and England     

MARTIN THRUPP 《比较教育学》1998,34(2):195-209

This article examines how New Zealand's Education Review Office (ERO) and England's Office for Standards in Education (OFSTED) attempt to construct school failure as the clear responsibility of schools in order to gain ideological power as agents of accountability. These 'politics of blame' are contested in both settings by an alternative 'contextual' claim which seeks to take account of broader social and political constraints on schools. It is argued that whereas New Zealand academics have been distrustful of the ERO's agenda, English school effectiveness and school improvement researchers have often provided support for OFSTED's politics of blame. However this relationship represents a double-edged sword for OFSTED because some school effectiveness/school improvement researchers also partly support the contextual claim. The article concludes that the politics of blame and their contestation will continue to be important in these settings and elsewhere.  相似文献   

Comparing England,Scotland, Wales and Northern Ireland: The case for 'home internationals' in comparative research     

DAVID RAFFE  KAREN BRANNEN  LINDA CROXFORD  CHRIS MARTIN 《比较教育学》1999,35(1):9-25

The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debates; specific differences among the four systems, which touch on core problems of educational research; the practical value of home international comparisons; their potential for policy learning; and the relative ease of conducting them.  相似文献   

亚洲大学和研究图书馆的藏书补充方针和实用指南     

戴维德 《现代图书情报技术》1999,15(2):51-57

在文献载体类型不断发展,新技术的应用和检索手段在网络环境日益完善的情况下,传统的信息资源的更新、补充手段也面临许多新情况、新变化。 本文是美国ＥＢＳＣＯ公司信息部亚洲地区负责人戴维德在总结了美国和亚洲地区一些大学和研究图书馆面临网络环境下藏书补充采取的新的方针和手段的基础上,提出了一些建议供我们参考。 戴维德先生希望他的这篇论文能在本刊发表,考虑到其论文涉及新技术条件下的藏书补充问题,我们拟将其论文按原稿发表。作为一种尝试,请读者对此提出意见。  相似文献   

The Effect of Visitors ‘ Agendas on Museum Learning     

JOHN H. FALK  THEANO MOUSSOURI  DOUGLAS COULSON 《Curator: The Museum Journal》1998,41(2):107-120

It has been argued that visitors' pre-visit “agendas” directly influence visits. This study attempted to directly test the effects of different museum visit agendas on visitor learning. Two new tools were developed for this purpose: (1) a tool for measuring visitor agendas; and (2) a tool for measuring visitor learning (Personal Meaning Mapping). Visitor agenda was defined as having two dimensions: motivations and strategies. Personal Meaning Mapping is a constructivist approach that measures change in understanding along four semi-independent dimensions: extent, breadth, depth, and mastery. The study looked at 40 randomly-selected adults who were visiting the National Museum of Natural History's Geology, Gems and Minerals exhibition. Visitor agendas did significantly impact how, what, and how much individuals learned. Results are discussed in terms of the current debate about education vs. entertainment.  相似文献   

Impact of National Aquarium in Baltimore on Visitors' Conservation Attitudes,Behavior, and Knowledge     

LESLIE M. ADELMAN  JOHN H. FALK  SYLVIA JAMES 《Curator: The Museum Journal》2000,43(1):33-61

This study at the National Aquarium in Baltimore (NAIB) was conducted to assess four key aspects of the visitor experience: (1) incoming conservation knowledge, attitudes, and behavior of NAIB visitors; (2) patterns of use and interaction with exhibition components throughout the NAIB; (3) exiting conservation knowledge, attitudes, and behaviors of visitors; and (4) over time, how the NAIB experience altered or affected individuals' conservation knowledge, attitudes, and behaviors. Three hundred six visitors participated in the study, which was conducted from March through July, 1999. The study utilized four data‐collection techniques: (1) face‐to‐face interviews, (2) Personal Meaning Mapping (PMM), (3) tracking, and (4) follow‐up telephone interviews. Participants were a self‐selected population and were generally more knowledgeable about, more concerned about, and more involved in conservation‐related issues than the general public. However, they were far from conservationists. Visitors in this study clearly absorbed the fundamental conservation message at the NAIB. In fact, the NAIB visit appeared to focus visitors' conservation‐related thoughts, while also broadening their understanding of conservation. Changes in visitors' conservation knowledge, understanding, and interests by and large persisted over six to eight weeks after visiting NAIB. The NAIB experience also connected to visitors' lives in a variety of ways following their visit. However, these personal experiences rarely resulted in new conservation actions. In fact, their enthusiasm and emotional commitment to conservation (inspired during the NAIB visit) generally fell back to original levels, presumably in the absence of reinforcing experiences. The findings of this study are guiding subsequent investigations at the NAIB. More generally, the results suggest strategies to enhance current understanding of the impact free‐choice learning institutions have on their visiting public.  相似文献   

ASSESSING THE IMPACT OF MUSEUMS     

JOHN H. FALK 《Curator: The Museum Journal》2000,43(1):5-7

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