Toward cultural competency in diagnosis     

Mary H. Guindon  Maryam S. Sobhany 《International journal for the advancement of counseling》2001,23(4):269-282

Most counselors recognize the importance ofcultural competence in their work. As part ofeffective treatment, skills in accuratelydiagnosing clients from diverse backgrounds areessential, yet specific techniques addressingcultural differences to aid in the diagnosisprocess are underrepresented in the counselingliterature. The purpose of this article is tooffer one step toward the development ofdiagnostic methods suitable for an increasinglydiverse client base. The importance ofcultural competency during the diagnostic phaseof counseling is discussed, the nature ofculture and its influence on diagnosis isreviewed, and a practical conceptual frameworkthat can assist counselors in makingsystematic, culturally sensitive diagnosis ispresented.  相似文献   

Mothers' Perspectives of the Peer-Related Social Development of Young Children with Developmental Delays and Communication Disorders     

Michael J. Guralnick  Robert T. Connor  Brian Neville  Mary A. Hammond 《Early education and development》2002,13(1):59-80

Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs.  相似文献   

Psychometric reevaluation of the Women in Science Scale (WiSS)     

Steven V. Owen  Mary Anne Toepperwein  Linda A. Pruski  Cheryl L. Blalock  Yan Liu  Carolyn E. Marshall  Michael J. Lichtenstein 《科学教学研究杂志》2007,44(10):1461-1478

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There's more to french immersion than social class     

Mary Alice Julius Guttman 《Interchange》1983,14(1):17-22

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The Role of Education in Agricultural Projects for Food Security and Poverty Reduction in Kenya     

Mary Khakoni Walingo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,13(5):287-304

Agricultural development projects have been promoted in many places as a feature of poverty-reduction strategies. Such projects have often been implemented without a strong in-built education component, and hence have had little success. Agricultural projects seek to improve food security by diversifying a household’s resource base and facilitating the social and economic empowerment of women. The present study presents a survey designed to assess the relationship between education level and ability to benefit from dairy-development projects in Kenya. Results reveal higher occupation and employment levels among beneficiary than non-beneficiary households. On the other hand, beneficiaries of poverty-reduction schemes require specialized training. Apart from project-specific training, the level of general education alone cannot predict the attainment of project objectives.  相似文献   

Elements of a science of education     

Mary Kalantzis 《The Australian Educational Researcher》2006,33(2):15-42

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Mitigating the Effects of Poverty and Crime: the Long-Term Effects of an Early Intervention Programme for Children who were Developmentally Delayed and Prenatally Exposed to Cocaine     

Mary Anne Ullery  Antonio Gonzalez  Lynne Katz 《International Journal of Disability, Development & Education》2016,63(4):403-418

This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level.  相似文献   

The use of career information delivery systems in the states     

Mary Elizabeth McCormac 《Journal of Career Development》1988,14(3):196-204

Conclusion The ever increasing demands on guidance and counseling programs has added new responsibilities to the tasks of the counselor specifically in the area of career development. Along with this increase in responsibility, the issue of accountability has been added. Career information delivery systems assist the counselor in meeting the need for accurate, relevant occupational and educational information that can be disseminated in a timely efficient manner. Therefore, CIDS should be a vital part of all comprehensive career guidance and counseling programs.Mary Elizabeth McCormac is an Occupational Information System Specialist, National Occupational Information Coordinating Committee, Washington, D.C.  相似文献   

Effects of Applying Different Time Limits to a Proposed GRE Writing Test     

Donald E. Powers  Mary E. Fowles 《Journal of Educational Measurement》1996,33(4):433-452

In order to determine the role of time limits on both test performance and test validity, we asked approximately 300 volunteers–prospective graduate students–to each write two essays–one in a 40-minute time period and the other in 60 minutes. Analyses revealed that, on average, test performance was significantly better when examinees were given 60 minutes instead of 40. However, there was no interaction between test-taking style (fast vs. slow) and time limits. 'That is', examinees who described themselves as slow writers/test takers did not benefit any more (or any less) from generous time limits than did their quicker counterparts. In addition, there was no detectable effect of different time limits on the meaning of essay scores, as suggested by their relationship to several nontest indicators of writing ability.  相似文献   

Toward Writing Feminist Scholarship into History of Education     

Mary Leach 《Educational theory》1990,40(4):453-461

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