RESEARCH SECTION: Examining the nature and perceived causes of indiscipline in Zimbabwean secondary schools     

Lawrence K. Ametepee  Morgan Chitiyo  Susan Abu 《British Journal of Special Education》2009,36(3):155-161

The problem of student indiscipline is an issue of concern for teachers and parents around the world. Teachers need to maintain student discipline and for them to do so it is important that they also understand the nature of discipline problems. This study, by Lawrence Kofi Ametepee, who is studying for a PhD in special education, Morgan Chitiyo, board certified behaviour analyst and Assistant Professor of Special Education, both at Southern Illinois University, Carbondale, USA, and Susan Abu, who is currently a graduate student in the Department of Women's Studies at Texas Women's University, was designed to examine the nature and perceived causes of student indiscipline in Zimbabwean secondary schools. The authors anticipate that such an examination will promote teachers’, parents’ and policy makers’ understanding of student indiscipline, which will, in turn, enhance disciplinary policies and practices, making schools safer for all students and more effective in their role as educational and socialising agents.  相似文献   

Book reviews     

Lawrence Hughes  Estelle Jobson 《Publishing Research Quarterly》2003,19(3):69-72

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An Analysis of Academic Library Web Pages for Faculty     

Susan J. Gardner  John Eric Juricek  F. Grace Xu 《The Journal of Academic Librarianship》2008,34(1):16-24

Web sites are increasingly used by academic libraries to promote key services and collections to teaching faculty. This study analyzes the content, location, language, and technological features of fifty-four academic library Web pages designed especially for faculty to expose patterns in the development of these pages.  相似文献   

A study of clinical questions posed by hospital clinicians.     

Grace Y T Cheng 《Journal of the Medical Library Association》2004,92(4):445-458

OBJECTIVE: This article presents the results of complementary research studies on the behaviors of hospital clinicians in asking clinical questions and the relationship between asking of questions, outcome of information searches, and success in problem solving. METHODS: Triangulation in research methods--a combination of mailed questionnaires, interviews, and a randomized controlled study--was employed to provide complementary views of the research problems under study. RESULTS: The survey and interviews found that clinical problems (concerned mainly with therapy and equipment or technology) were expressed as statements rather than questions (average number of concepts = 1.7), that only slightly more than half (higher for doctors) of problems could be solved, and that the majority of clinical questions were not well formed. An educational workshop however improved clinicians' formulation of questions, but the use of structured prompting was found to improve building of hypotheses in the doctors' group without training. The workshop also improved satisfaction with the obtained information and success in problem solving. Nonetheless, for both the experimental and control groups, more structured and complete questions or statements did not mean higher success rates in problem solving or higher satisfaction with obtained information. CONCLUSION: The triangulation methods have gathered complementary evidence to reject the hypothesis that building well-structured clinical questions would mean higher satisfaction with obtained information and higher success in problem solving.  相似文献   

Ronald W. Evans. The Hope for American School Reform: The Cold War Pursuit of Inquiry Learning in Social Studies. New York: Palgrave Macmillan, 2010. 280 pp. Hardcover $85.00.     

Adrea Lawrence 《History of education quarterly》2011,51(4):554-557

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Failure to obtain value enhancement by within-trial contrast in simultaneous and successive discriminations     

Arantes J  Grace RC 《Learning & behavior》2008,36(1):1-11

The present research tested the generality of the “work ethic“ effect described by Clement, Feltus, Kaiser, and Zentall (2000). In Experiment 1, we trained 10 pigeons on a pair of either simultaneous or successive discriminations. One discrimination followed a high-effort requirement (20 pecks to the center key) and the other followed a low-effort requirement (1 peck). Contrary to Clement et al.’s results, we found that preferences between the S⁺ and S⁻ stimuli in transfer tests depended on the event that initiated the trial: Pigeons preferred the stimulus from the baseline discrimination whose initiating event was most dissimilar from that preceding the test trial. Preferences were similar but less extreme in the successive condition. In Experiment 2, we investigated whether test preferences depended on the amount of training. A total of 12 pigeons were trained on a pair of simultaneous discriminations, except that test sessions were scheduled after every three baseline sessions. Preferences increased across test sessions but were similar to those in Experiment 1. Together with Vasconcelos, Urcuioli, and Lionello-DeNolf (2007a), our study represents a second failure to replicate Clement et al.’s work ethic effect. The finding that preference depends on the event that initiates the test trial suggests that choice probes may not provide unambiguous assessments of stimulus value.  相似文献   

Current Validity of 1975 and 1985 SATs: Implications for Validity Trends Since the Mid-1970s     

Lawrence J. Stricker 《Journal of Educational Measurement》1991,28(2):93-98

The aim of this study was to appraise whether different forms of the SA T used since the mid-1970s varied in their correlations with academic performance criteria in the same cohort of examinees. A 1975 form and a 1985 form were administered to two random samples of high school juniors, and self-reported grade point average and high school rank were obtained. The SAT-Verbal and SAT-Mathematical scores generally had similar correlations with the grade criteria in the two samples. The principal conclusion is that the 1975 form of the SAT does not have greater validity than the 1985 form in assessing academic performance, at least at the high school level. This outcome offers no support for the hypothesis that the decline in the SAT's ability to predict college grades since the mid-1970s, observed in recent research, is attributable to changes in the test.  相似文献   

Preparing for re-entry; A program for the sojourning student     

Marvin J. Westwood  W. Scott Lawrence  David Paul 《International journal for the advancement of counseling》1986,9(3):221-230

A visitor to a new country is assaulted by many changes, both environmental and cultural. Expecting things to be different the visitor is shocked by what he/she finds, thus the term culture shock. A second shock, possibly more traumatic, awaits the international sojourner upon his or her arrival home. The experiences of the returnee typically do not match his or her expectations. Frequently, the individual returning home is not anticipating adjustment difficulties. Compounding the problem is the fact that re-entry has not been widely recognized or researched and thus, little has been done to help individuals to prepare for it.Focusing on international students, who by definition return home, this paper refers to a wide range of social, cultural, political, educational and professional difficulties. The many variables which determine the extent of re-entry shock are identified and discussed. A group program is suggested as one strategy for assisting those about to return home. The results of a pilot study of such a program illustrate how it can be a powerful force to minimize the disorientation and shock of re-entry.This paper serves as a challenge to all those who are responsible or work with international students. Re-entry preparation is also a prerequisite if individuals, institutions, corporations, home countries and host countries are to maximize the benefits and minimize the problems of studying or working abroad.  相似文献   

Examining the effect of positive behaviour support on academic achievement of students with disabilities     

Morgan Chitiyo  Plaxedes Makweche‐Chitiyo  Meungguk Park  Lawrence K Ametepee  Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177

Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw .  相似文献   

A partitioning technique for defining instructional groups     

Frank B. Baker  Lawrence J. Hubert 《Instructional Science》1979,8(2):121-132

A technique is presented for partitioning N students into K groups of fixed sizes using a given measure of proximity for all student pairs. The measure of proximity is typically calculated from a set of variables, such as completed curriculum units or learning style, and constitutes the data needed for a criterion of partition fit. This latter index is explicitly defined by the sum of within-group proximities and when used in conjunction with the optimization procedure discussed, homogeneous groups can be obtained that satisfy externally imposed size requirements. Finally, a simple generalization is suggested for the related task of grouping students to meet upper limit size constraints only.  相似文献