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1.
Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura's 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. 相似文献
2.
Pat McGrew 《桌面出版与设计》2008,(2):62-63
在过去的20年里．全世界的公司使用Transpromo（Transpromo=transaction＋promotion,票据广告）已经取得相当的成功。20年!你会认为这不太可能!难道Transpromo技术不需要色彩和数据挖掘以及可变数据印刷吗？事实上．Transpromo有多种不同的形式．从最基本的信息,比如基于客户信息的黑白印刷的声明材料．到最复杂的文档．比如根据客户信息及其需要确定的可变信息、图像．甚至不同的文字大小和格式。 相似文献
3.
Stuart JH Biddle CK John Wang Nikos LD Chatzisarantis 《Journal of sports sciences》2013,31(12):973-989
Three studies are reported of children and youth aged 11–19 years (n?=?3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth. 相似文献
4.
The Dangers of Pipeline Thinking: How the School‐To‐Prison Pipeline Metaphor Squeezes Out Complexity
Ken McGrew 《Educational theory》2016,66(3):341-367
In this essay Ken McGrew critically examines the school‐to‐prison pipeline metaphor and associated literature. The origins and influence of the metaphor are compared with the origins and influence of the competing prison industrial complex concept. Specific weaknesses in the pipeline literature are examined. These problems are described as resulting, in part, from the influence that the pipeline metaphor has on the thinking of those who follow it. McGrew argues that addressing the weaknesses in the literature, abandoning the metaphor, and adopting a more complex theoretical orientation grounded in critical scholarship, will enable educational scholars to better capture the relational nature of the social phenomena being described while simultaneously making their work more useful to emerging movements for social justice. 相似文献
5.
AN Pisarchik R Jaimes-Reátegui C Rodríguez-Flores JH García-López G Huerta-Cuellar FJ Martín-Pasquín 《Journal of The Franklin Institute》2021,358(4):2561-2575
Extreme multistability is the coexistence of a large number of attractors which can be reached by varying initial conditions. In this paper we show how this fascinating phenomenon can be used for secure communication. The main advantage of the communication system based on extreme multistability over a conventional chaos-based communication system is its exceptionally high security. The proposed system consists of two identical six-order oscillators; one in the transmitter and another one in the receiver, each exhibiting the coexistence of a large number of chaotic attractors. The oscillators are synchronized using a private channel through one of the system variables, while the information is transmitted via a public channel through another variable. The information is encrypted by varying the initial condition of one of the state variables in the transmitter using a chaotic map, adhering message packages in a staggered form to the coexisting attractors within the same time series of another state variable, which leads to switching among the coexisting chaotic attractors. To ensure communication security, the duration of the packages is shorter than synchronization time, so that synchronization attacks are ineffective. 相似文献
6.
Ruble L Birdwhistell J Toland MD McGrew JH 《Journal of educational and psychological consultation》2011,21(4):259-283
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dal-rymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. 相似文献
7.
This study investigated the concurrent relations between measures of adaptive/maladaptive behavior and community adjustment in a sample of 239 adults with mild to severe degrees of mental retardation. Using canonical correlation procedures and multidimensional community adjustment measures, the investigators found significant relations between the measures of behavior and several community adjustment dimensions. The results provided evidence for the criterion-related validity of measures of adaptive/maladaptive behavior and suggested that such skills provide an important contribution to community adaptation and to program planning and decision making for individuals with mental retardation. 相似文献
8.
医学院校课程整合的经验教训:学生、课程负责人与改革领导者的观点 总被引：1，自引：0，他引：1
美国医学院校的课程整合改革方兴未艾.加州大学旧金山分校医学院从2001级新生开始对课程体系进行大幅调整,本研究调查了该校参与改革的不同群体,包括教育改革的领导者、受到直接影响的学生、新建课程的负责人等对课程改革的态度,了解其对课程整合实施一年内的成绩和挑战的看法.结果表明,他们对跨学科教学、跨学科系室协作、课程关联的建立、课程内容的排序及框架构建等四个主题有相同的看法,也有不小的分歧. 相似文献
9.
Confirmation, Heuristics, and Explanatory Reasoning 总被引：1，自引：0，他引：1
10.
This study examined the effect of improvements in timing/rhythmicity on students' reading achievement. 86 participants completed pre‐ and post‐test measures of reading achievement (i.e., Woodcock‐Johnson III, Comprehensive Test of Phonological Processing, Test of Word Reading Efficiency, and Test of Silent Word Reading Fluency). Students in the experimental group completed a 4‐week intervention designed to improve their timing/rhythmicity by reducing the latency in their response to a synchronized metronome beat, referred to as a synchronized metronome tapping (SMT) intervention. The results from this non‐academic intervention indicate the experimental group's post‐test scores on select measures of reading were significantly higher than the non‐treatment control group's scores at the end of 4 weeks. This paper provides a brief overview of domain‐general cognitive abilities believed effected by SMT interventions and provides a preliminary hypothesis to explain how this non‐academic intervention can demonstrate a statistically significant effect on students' reading achievement scores. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 849–863, 2007. 相似文献