School psychological services: An empirical comparison of two models

In this study, the traditional diagnostic model of school psychological services was compared with the emerging consultant service model. The study was conducted in an effort to determine the effectiveness of each model in working with teachers in the elementary grades. The two delivery systems were evaluated by comparing them on two variables: (a) the number of school days that elapse from the time of referral until the teacher receives feedback, and (b) the effectiveness of the recommendations as measured by brief questionnaires. The results revealed that the consultant model with its de-emphasis on the administration of time-consuming tests resulted in more immediate feedback for teachers. Responses to the follow-up questionnaires revealed that the consultant service model was as effective, if not more effective, in the teachers' perceptions, when comparing the effectiveness of the recommended intervention strategies. Although the data are more favorable for the consultant service model, they are not conclusive. Since each model meets some teachers' needs, a merging of these two approaches seems more justifiable than abandoning one model in favor of the other.     

Context effect in some tasks of comparison of pictures in primary school. Two empirical illustrations

Many works have shown that a child, having to solve a problem, deals with the task according to the significations he gives to the problem-space he is facing and to the social space in which the task is inscribed. This article presents two experimentations dealing more particularly with the social space of solution of a classical task of comparison of identical pictures for which the experimenter asks for a judgement. They show how the introduction of slight contextual changes facilitates the variety of answers produced by 4–5 year-olds and 5–6 year-olds children, and consequently the production of answers centered on the relation of identity between the pictures.     

The power of the instructor in the solo experience: An empirical study and some non-empirical questions

The purpose of this study was to investigate participants' perceptions of an organized solo within a wilderness experience program and the influence that the instructors have on their perception of the solo. More specifically, this research project focused on the role of the instructor in the solo as perceived by the participants while still on solo, at the end of their wilderness experience, and three and a half months following the program. Qualitative data indicated that the instructors do have an influence on the participants' perception of their solo experience through the (a) preparation for, (b) facilitation during and (c) discussion after the solo. Recommendations to enhance the use of the wilderness solo include: (a) understand student expectations prior to the solo, (b) provide a clear rationale for the solo and associated activities, (c) implement an optional instructor/student visit during solo, (d) provide a one-on-one discussion with students prior to a group debrief after the solo, and (e) carefully consider the impact of the solo on program events and group dynamics that follow.     

The power of the instructor in the solo experience: An empirical study and some non-empirical questions

Abstract

The purpose of this study was to investigate participants' perceptions of an organized solo within a wilderness experience program and the influence that the instructors have on their perception of the solo. More specifically, this research project focused on the role of the instructor in the solo as perceived by the participants while still on solo, at the end of their wilderness experience, and three and a half months following the program. Qualitative data indicated that the instructors do have an influence on the participants' perception of their solo experience through the (a) preparation for, (b) facilitation during and (c) discussion after the solo. Recommendations to enhance the use of the wilderness solo include: (a) understand student expectations prior to the solo, (b) provide a clear rationale for the solo and associated activities, (c) implement an optional instructor/student visit during solo, (d) provide a one-on-one discussion with students prior to a group debrief after the solo, and (e) carefully consider the impact of the solo on program events and group dynamics that follow.     

An empirical analysis of the super-latent inhibition effect

In three conditioned taste aversion experiments, we examined the roles of several variables in producing super-latent inhibition (LI). This effect, greater LI after a long interval than after a short interval between the conditioning and the test stages (De la Casa & Lubow, 2000), was shown to increase with the number of stimulus preexposures (0, 2, or 4; Experiment 1) and with the length of the delay interval (1, 7, 14, or 21 days; Experiment 2). Furthermore, super-LI was obtained when the delay interval was introduced between the conditioning and the test stages (Experiments 1 and 2), but not when it was introduced between the preexposure and the conditioning stages (Experiment 3). The results are discussed in relation to interference explanations of LI.     

应用元认知策略提高英语口语能力的实证研究

理工科学生口语自学能力薄弱,缺乏科学有效的方法,融合元认知策略培训的英语口语学习,对理工科学生英语口语提高产生了积极的影响。学生自主学习意识得到增强,并且计划、评估和监控等元认知能力也得到了提高。通过对A、B、C三组学生访谈及他们学年初、学年中与学年末的成绩比较,证明元认知策略培训十分有助于学生英语口语水平的提高,且坚持将元认知策略融合于口语学习中会取得更好的效果。     

An empirical examination of IRT information for school climate surveys

School climate surveys are widely applied in school districts across the nation to collect information about teacher efficacy, principal leadership, school safety, students' activities, and so forth. They enable school administrators to understand and address many issues on campus when used in conjunction with other student and staff data. However, these days each district develops the questionnaire according to its own needs and rarely provides supporting evidence for the reliability of items in the scale, that is, whether an individual item contributes significant information to the questionnaire. The Item Response Theory (IRT) is a useful tool that helps examine how much information each item and the whole scale can provide. Our study applied IRT to examine individual items in a school climate survey and assessed the efficiency of the survey after the removal of items that contributed little to the scale. The purpose of this study is to show how IRT can be applied to empirically validate school climate surveys.     

大学生课堂空间形态偏好实证研究

本文通过问卷调查的方式对199名本科生进行了课堂空间形态偏好的实证研究。结果表明,大学生对马蹄式课堂空间形态的选择比例明显高于秧田式、组合式和纵列式的选择比例;大学男女生、学生干部和普通学生在秧田式、组合式、纵列式和马蹄式课堂空间形态上的选择不存在显著差异;大学生在公共课上选择秧田式的人数比例明显高于组合式、纵列式和马蹄式的比例,在专业课上选择马蹄式的人数比例明显高于秧田式、组合式和纵列式的比例。教师在教学活动中应关注大学生对课堂空间形态选择的偏好,根据不同类型的课程灵活安排课堂空间形态。     

增强我国自主创新能力的实证分析与对策研究

自主创新能力是创新型国家建设的根本。我国具备自主创新的巨大潜力．但某些政策的不公平,在很大程度上限制了创新潜力的开发。政策的公平与完善,将有助于自主创新能力的培养,而营造竞争的社会环境氛围则是增强我国自主创新能力的动力源泉。     

河北省产业关联的实证分析

根据河北省经济统计数据,从静态和动态两个方面对河北省42个产业部门的影响力系数和感应度系数进行了分析,并依据赫希曼判别标准对其进行了关联分类。结果表明,第二产业是河北省的支柱产业;第三产业对国民经济的推动力和感应力不高,发展不够快。为此,河北省应加大对第一产业的投入,稳固农业生产的发展;在提升迟钝关联型产业的影响力和感应度的同时,提高敏感关联型产业的比重和实力。     

Indicators of institutional achievement: some theoretical and empirical considerations

This article outlines a number of general approaches to organisational effectiveness, and three approaches to effectiveness in the more specific field of higher education.The literature survey is used to derive a broad framework suggestive of the main causal relationships likely to exist between various areas of institutional achievement, and this framework is used as a background to discussion of empirical evidence.Empirical findings in the field of institutional achievement are sparse and poorly interconnected. The article summarises findings from product portfolio matrix studies and Cameron's work on effectiveness, discusses some aspects of institutional management, and outlines some differences between British and American universities regarding the acquisition of funds.The article concludes with comments on some methodological aspects of assessing institutional achievement.Revised version of a paper prepared for Jornadas Internacionales Sobre Demanda de Education Superior y Rendimiento Academico en la Universidad, Madrid, 9–11 April 1986.     

中国股票市场波动率跳跃模型实证研究

波动率是衡量股票指数收益变化的基本特征之一,诸多研究表明包含跳跃过程的模型能够较好的捕捉波动率的异常变动。在中国,学者们对股票市场的波动已有较深入的研究,但对包含跳跃过程的波动率模型的研究却很鲜见。本文在Chan and Maheu（2002）提出的GARJI-ND模型基础上建立了EGARJI-ND模型,并根据广义误差分布函数建立了GARJI-GED和EGARJI-GED模型,然后使用上海证券综合指数每日收盘数据对四个模型进行参数估计,最后比较四个模型的拟合效果。     

中学体育课程改革的实证研究

2002年新修订的《体育与课程健康标准》的实施标志着我国已迈入新一轮体育课程改革的新阶段,与以前的改革相比,此次课程改革从指导思想和内容框架方面均发生了根本性的变化。面对新的体育与健康课程标准,从成就背后找出存在的问题,深入剖析产生这些问题的原因,以体育教育目的与体育课程改革的目标为出发点,围绕存在的问题提出一些具有针对性的意见和建议。     

An empirical study of the construct validity of social creativity

Creativity can be broadly defined as a combination of interacting individual and environmental resources leading to the production of valuable solutions. This paper concentrates on the type of creativity that can be expressed in solving social problems. After reviewing the potentially relevant psychological and contextual variables intervening in social creativity, leading to individual differences in this capacity, we present results of a study testing the nomological validity of social creativity in a group of 70 pre-adolescents. The findings indicate that social creativity performance is linked with socially relevant variables such as social competencies, popularity, and parenting style. Finally, we discuss the relevance of a creativity approach in social domains such as violence prevention programs and education.