An ecological approach to the on-line assessment of problem-solving paths: Principles and applications

In this paper, we propose a theoretical framework for designing on-line situated assessment tools for multimedia instructional systems. Based on an ecological psychology approach to situated learning, a graph theoretic methodology is applied to monitor students' performance (solution paths) throughout the learning activity. Deviation of the student's path from the target (expert) path generates indicators which can function as alerts to the student and to the instructor. The information collected in the dribble files and presented visually enables the instructor to identify problems quickly and intervene appropriately. The feasibility of the methodology is explored in case studies describing three instructional systems that teach (1) critical thinking and problem-solving skills, (2) principles of hemodynamic monitoring and treatment, and (3) orthodontic treatment, respectively.     

Predicting organizational commitment from organizational culture in Turkish primary schools

This study aims to describe organizational culture and commitment and to predict organizational commitment from organizational culture in Turkish primary schools. Organizational Culture Scale (İpek 1999) and Organizational Commitment Scale (Balay 2000) were used in the data gathering process. The data were collected from 415 primary teachers and analyzed to describe their organizational culture and organizational commitment perceptions by computing arithmetic means for each dimension constituting these scales. Moreover, the relationships between organizational culture and commitment perceptions were tried to be investigated through the regression analyses to predict the organizational commitment perceptions of primary teachers from their organizational culture perceptions. The study results revealed that primary school teachers perceived all four organizational culture dimensions at moderate levels, but they particularly perceived organizational commitment at internalization and identification levels. They rarely perceived organizational commitment at compliance level. The results revealed that organizational commitment at compliance level was predicted from power and role cultures, while organizational commitment at identification and internalization levels was predicted from achievement and support cultures.     

An approach to cost-effective courseware development

The limited quantity and quality of existing courseware restricts the use of computers in today's educational environment. Educators are often reluctant to become involved with the development of new courseware because of the high costs associated with courseware development. This article describes the evolution of courseware development and compares the advantages and disadvantages of existing development environments. The authors propose the use of an alternative environment: products which include customised courseware generators. This generator would allow the instructor to modify and expand the courseware to meet local needs. The development and subsequent use of a customised courseware generator is able to increase significantly the cost-effectiveness of courseware development. In order to illustrate the potential of the proposed development environment, the authors describe a customised generator which was developed as part of a courseware unit used to teach the human hormone regulatory system.     

Evaluation of special service delivery systems: An organizational domain-referenced approach

An organizational, domain-referenced approach to evaluation of public school special service delivery systems is offered. Derived from organizational and systems theory, related research in these areas, and the author's experience in special service delivery system evaluation, the framework focuses on the process of service delivery and is seen as useful to the improvement of service delivery within the context of Public Law 94–142. The paper delineates an organizational conception of a “School-Based Special Service Delivery System,” identifies several “Systemic Domains” in which evaluation can occur, outlines evaluation questions, methods, and procedures relative to each domain, and specifies evaluation information derived from evaluation in each domain. The paper is presented for consideration by school professionals with the hope that it can be adapted by them to their local circumstances.     

中小学问题学生产生的伦理文化探讨

中小学“问题学生”已是一个不可回避的事实,它的产生有极其复杂的社会性因素和心理性因素。从伦理化角度分析,“问题学生”产生的主观因素是道德理性无法驾驭本能情欲而引起的“人性蜕变”;客观因素是伦理化冲突导致价值流变。     

中小学心理辅导(咨询)机构建设十问题

为了更好地建设学校心理辅导(咨询)机构,需要进一步明确学校心理辅导(咨询)机构的功能定位、组成与职能、环境与硬件建设、经费投入、人员配备、辅导(咨询)员的业务素质、服务模式以及规范管理等方面的问题。     

Factors contributing to mathematical problem-solving performance: An exploratory study

This paper describes differences in mathematical problem-solving performance of third-grade gifted and fifth-grade average students observed during an eight week period. Results indicated that such factors as attitude, motivation, and belief systems were important to performance. In addition there were major differences in problem-solving behavior between the girls and boys in this study. Because these results were incidental to the original questions of the study (Buchanan, 1984), they were deemed especially significant. Four groups, one of third-grade gifted boys, one of third-grade gifted girls, one of average boys and one of fifth-grade average girls met with the experimenter twice a week for eight weeks to solve a variety of mathematical problems. In the global analysis of video tapes of all sessions and post hoc statistical analysis of selected quantifiable variables, differences in problem-solving performance were best described in terms of motivation, beliefs about mathematics, problem-solving strategies, and means of achieving satisfaction. In addition, the girls' groups were more ego-involved and social; they completed fewer problems and had longer solution times than the boys' groups. Further holistic research is needed to describe the complex interaction that occurs during mathematical problem solving in group situations. Then, appropriate intervention might be designed to assure that both boys and girls have an opportunity to perform at optimum levels.     

The development of a group consultation approach to service delivery

This paper outlines the development, within a small, rural educational psychology service in Wales, of a group consultation approach to service delivery. This involved educational psychologists offering consultation to small groups of teachers as an alternative to direct assessment work. The process of implementing the group consultation approach is described and the findings of a pilot evaluation in the northern area of the county are discussed. The evaluation is a report on initial findings. It is expected that further update reports will be submitted.     

Gauging the gaps in student problem-solving skills: assessment of individual and group use of problem-solving strategies using online discussions

For the past 3 yr, faculty at the University of New Mexico, Department of Biochemistry and Molecular Biology have been using interactive online Problem-Based Learning (PBL) case discussions in our large-enrollment classes. We have developed an illustrative tracking method to monitor student use of problem-solving strategies to provide targeted help to groups and to individual students. This method of assessing performance has a high interrater reliability, and senior students, with training, can serve as reliable graders. We have been able to measure improvements in many students' problem-solving strategies, but, not unexpectedly, there is a population of students who consistently apply the same failing strategy when there is no faculty intervention. This new methodology provides an effective tool to direct faculty to constructively intercede in this area of student development.     

An ecological approach to promoting early adolescent mental health and social adaptation: family-centered intervention in public middle schools

This study examined the impact of the Family Check-Up (FCU) and linked intervention services on reducing health-risk behaviors and promoting social adaptation among middle school youth. A total of 593 students and their families were randomly assigned to receive either the intervention or middle school services as usual. Forty-two percent of intervention families engaged in the service and received the FCU. Using complier average causal effect analyses, engagement in the intervention moderated intervention outcomes. Families who engaged in the intervention had youth who reported lower rates of antisocial behavior and substance use over time than did a matched control sample. Results extend previous research indicating that a family-centered approach to supporting youth in the public school setting reduced the growth of antisocial behavior, alcohol use, tobacco use, and marijuana use throughout the middle school years.     

A manualised approach to anger management in a group therapy context: striving towards accessibility,affordability and inclusivity within mainstream schools

Queensland has recently seen the first conviction under the new one-punch law. In this instance a then 19-year-old male punched and fatally injured a 54–year-old man. This article details a six session manualised group therapy approach that was applied within a mainstream school in an effort to support adolescents who had been identified as having regular and heightened episodes of inappropriately expressed anger. The cohort of students attending this school is characterised by a diversity of cultures, families of low socio-economic means and a significant proportion of students verified as having special needs. As such, the introduction of a new therapeutic program was designed to accommodate the needs of a range of students whilst necessarily remaining alert to matters of financial viability. This manualised approach seeks to provide: a common vocabulary for application by teachers/parents/students alike; rehearsed problem solving skills; and an identifiable method to continuing the exploration of cognitions, physical/emotional responses, behavioural choices and associated values. This article will articulate the content specific to the manual such that practitioners may consider application within their own practice. Results of the impact of this manual will be described with reference to two different cohorts – each containing six male students. Group one were scored according to both the PROMIS Emotional Distress – Calibrated Anger Measure Paediatric and Personal Anger Assessment, whereas group two were scored according to the Resiliency Scales for Children and Adolescents.