The effects of a systematic training program on the attitudes and behaviors of white people     

Judy H. Katz 《Int J Intercult Relat》1977,1(1):77-89

The purpose of this study is to evaluate the impact of a systematic step-by-step curricular-affective program of race relations training on the attitudes and behaviors of white people. Two attitude scales, the Attitude Exploration Survey and the Steckler Attitude Inventory, are used to assess changes in attitudes. A Behavioral Rating Scale is used by participants and their significant others to assess change in behavior in relations to their behavioral objective. The results indicate that both attitudes and behavior are changed as a result of the training program and that the change is retained eight weeks after completion of the program.  相似文献   

Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion     

Rachel Lambert  Trisha Sugita 《Support for Learning》2016,31(4):347-366

Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning.  相似文献   

Parent and Family Engagement in Higher Education     

Judy Marquez Kiyama  Casandra E. Harper  Delma Ramos  David Aguayo  Laura A. Page  Kathy Adams Riester 《ASHE Higher Education Report》2015,41(6):1-94

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Queer teachers,identity and performativity     

Cath Lambert 《Gender and education》2015,27(6):730-731

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Teachers' and At‐Risk Students' Stimulated Recall of Instruction     

Tanis Bryan  Mary Bay  Cynthia Shelden  Judy Simon 《Exceptionality》2013,21(3):167-179

Abstract

Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.  相似文献   

Changing of the guard          下载免费PDF全文

Judy Luther 《Learned Publishing》2016,29(4):227-228

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Placing wireless tablets in clinical settings for patient education     

Judy C. Stribling  Joshua E. Richardson 《Journal of the Medical Library Association》2016,104(2):159-164

Objective

The authors explored the feasibility and possible benefit of tablet-based educational materials for patients in clinic waiting areas.

Methods

We distributed eight tablets preloaded with diagnosis-relevant information in two clinic waiting areas. Patients were surveyed about satisfaction, usability, and effects on learning. Technical issues were resolved.

Results

Thirty-seven of forty patients completed the survey. On average, the patients were satisfied in all categories.

Conclusions

Placing tablet-based educational materials in clinic waiting areas is relatively easy to implement. Patients using tablets reported satisfaction across three domains: usability, education, and satisfaction.  相似文献   

Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

An empirical taxonomy of youths' fears: Cluster analysis of the American fear survey schedule     

Joy J. Burnham  Barbara A. Schaefer  Judy Giesen 《Psychology in the schools》2006,43(6):673-683

Fears profiles among children and adolescents were explored using the Fear Survey Schedule for Children‐American version (FSSC‐AM; J.J. Burnham, 1995, 2005). Eight cluster profiles were identified via multistage Euclidean grouping and supported by homogeneity coefficients and replication. Four clusters reflected overall level of fears (i.e., very low, below average, moderate, and multiple), and four others exhibited specific peaks associated with school‐related fears, medical fears, and scary things. Demographic characteristics associated with cluster profile membership revealed variability primarily based on gender and age, with some differences associated with community type. Comparisons with prior results on earlier fear surveys and implications for school refusal behavior provide a useful context for discussion. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 673–683, 2006.  相似文献   

Social interaction,relationships, and the development of causal discourse and conflict management     

Judy Dunn 《European Journal of Psychology of Education - EJPE》1993,8(4):391-401

Links between the development of social understanding and social processes are considered, in the context of data on the development of causal reasoning and argument in conflict, drawn from a longitudinal study of 50 children observed in conversation with their mothers, siblings, and friends at 33 and 47 months of age. Children showed powers of causal reasoning before they were 3 years, capabilities that showed rapid developmental change; their interest in cause was particularly focussed on psychological causality and social action. The contexts of disputes were especially important. Differences were found in children’s arguments with their mothers, siblings, and friends, with more ‘other-oriented’ reasoning shown with friends. It is argued that the data support Vygotskyan ideas on the significance of social interaction in developmental advance, that the pragmatics of what children and their partners are trying to do must be taken into account in considering what children may be learning in interactions, and that ‘social competence’ should not be treated as an individual within-child trait, but that we should move towards a ‘relationships’ approach to the development of social understanding.  相似文献