Attainment in Coeducational and Segregated Schools

Kyöstiö, O. K. (1970). Attainment in Coeducational and Segregated Schools. An inquiry into the prediction of secondary school final success. Scand. J. Educ. Res. 14,113‐170. The problems of this study concerned on one hand the scholastic results of mixed versus segregated education, and on the other the predictiveness of the selection system in Finnish secondary schools. The study was a follow‐up type. The age, social status, and ability of the students were held constant by matching the different groups. The results show that an assumed null‐hypothesis, which concerned the attainment of students in the examined subjects of the matriculation examination in different types of schools, could not be approved. Girls in segregated schools showed themselves to be significantly better than the other groups in total point value. They were also best in most subjects. Only boys from mixed schools were equal to them in mathematics and in general subjects. The correlation coefficient between the sum variable of the entrance selection and the total point value of the matriculation exam variable was significant, showing that the selection had positive predictive value, as was assumed. A regression analysis showed that only the total sum variable of the selection procedure had a significantly predictive value on all success variables, except mathematics. Another regression analysis without sum variables indicated the significant influence of the single determinants too, but in both analyses the variances they could explain were very small. The influence of the continuous and strong selection (high dropout rate) may weaken the generalization of the results.     

Predicting Academic Success: A Longitudinal Study of University Design Students

This article presents a longitudinal study, over eleven years, of the academic progress of a cohort of design students (n = 475) at a major Australian university. The students were from four different spatial design disciplines: architecture, industrial design, interior design, and landscape architecture. The article identifies cognitive variables that may predict future academic success. This research uses regression analysis to identify correlations across a range of variables, in particular exploring the relationship between university entrance scores, subjects studied at school (art and graphics) and academic success as defined by university grade point average and time to completion. This study shows that prior knowledge in art and graphics is not a useful predictor of future academic success, while university entrance scores and first year performance are related to ongoing academic success. These results suggest that for the design disciplines explored here, discipline‐specific prior knowledge is not an important requirement for university entrance.     

Longitudinal Effects of Student Mobility on Three Dimensions of Elementary School Engagement

Working within the developmental science research framework, this study sought to capture a dynamic and complex view of student mobility. Second‐ through fifth‐grade data (N = 1,003, predominantly Caucasian) were drawn from a longitudinal study, and growth curve analyses allowed for the examination of mobility effects within the context of other factors that put children at risk, including behavior problems and family stress. School changes predicted declines in academic performance and classroom participation but not positive attitude toward school. Time‐varying factors such as peer acceptance and teacher support had a positive influence on the growth trajectories of child outcomes. Additionally, teacher support had a particularly strong influence on positive attitudes toward school among children who had more school changes.     

A QUALITATIVE STUDY OF FACILITATORS AND BARRIERS RELATED TO COMPREHENSIVE AND INTEGRATED SCHOOL PSYCHOLOGICAL SERVICES

Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed.     

SURVEY OF NATIONALLY CERTIFIED SCHOOL PSYCHOLOGISTS’ ROLES AND TRAINING IN PSYCHOPHARMACOLOGY

A randomly selected group of Nationally Certified School Psychologists (NCSPs; n = 817) were mailed the 42‐item School Psychopharmacology Roles and Training Evaluation (SPRTE) which inquired about their caseloads, practice roles as proposed by DuPaul and Carlson ( 2005 ), and prior training in psychopharmacology. A modified Tailored Design Methodology (TDM; Dillman, Smyth, & Christian, 2009 ), involving four mail‐based contacts, was used to yield a 74% survey return rate (n = 607). Of the returned surveys, a 72% (n = 548) usable response rate was obtained and used in the present study. Consistent with prior literature, nearly all (99.6%) school psychologists reported serving at least one student taking psychotropic medication. Primary direct service roles included monitoring behavioral response to psychotropic treatment (28%), monitoring treatment side‐effects (23%), and developing psychotropic treatment goals from direct assessment measures (14%). Primary indirect service roles included providing behavior management consultation to teachers of students taking medication (96%), implementing adjunctive psychosocial supports (87%), and providing assessment data to physicians for diagnostic purposes (84%). Despite differences in established psychopharmacological training standards, actual practice roles and training received did not differ between NCSPs from APA‐accredited programs and those from National Association of School Psychologists (NASP)‐approved programs. Implications for school psychopharmacology practice, training and research are addressed.     

初中升学考试质量与基础教育发展关系研究

政府教育行政部门、高级中等学校、考生及其家庭、所毕业学校和市场经济条件下的社会主体是初中升学考试的价值主体。其价值诉求,决定了初中升学考试的质量既受基础教育内外部规律制约,又对基础教育的发展产生着重要的影响。政府教育行政部门、社会生产力和科学技术发展水平、青少年的身心发展规律,是基础教育制约初中升学考试质量的外部因素；而基础教育目标和初中教学的内容,则是基础教育制约初中升学考试质量的内部因素。初中升学考试质量的优劣,左右基础教育改革和发展的方向,加固或削弱高级中等教育的培养目标,影响初、高级中等学校的办学效益。     

Intervention research productivity from 2005 to 2014: Faculty and university representation in school psychology journals

The purpose of this study was to identify authors and training programs making the most frequent contributions to intervention research published in six school psychology journals (School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology) over the 10‐year period from 2005 to 2014. A total of 310 articles were identified as intervention articles; 919 unique authors, representing 289 universities or organizations, contributed to these publications. Top‐ranked authors and universities were identified based on authorship rating and total publications, respectively. This evaluation highlights key contributors to the primary intervention research in school psychology, as well as themes of the publications of top‐ranked individuals and programs.     

初中体育升学考试中存在的问题分析

初中体育升学考试制度取得了有目共睹的积极作用,但也出现了诸如“应试现象”、考试公平性、考试经费紧张等问题。正确处理好这些问题,将有助于进一步促进学校体育工作沿着正确健康的轨道发展,从而真正把学校体育工作落到实处。     

CHARACTERISTICS OF INTERVENTION RESEARCH IN SCHOOL PSYCHOLOGY JOURNALS: 2010–2014

The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010–2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals—School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology—were selected for the analysis. Over the 5‐year period, 1,196 articles were published in the selected journals. A total of 65.8% of the articles were empirical articles; intervention studies with school‐age samples comprised 11.1% of all articles. Within the intervention studies, single subject represented the most frequently used research design (40.6%). Further, 58.6% of the intervention studies did not provide sufficient information to discern participants’ disability status. Although the proportion of empirically based articles has increased in recent years, that of intervention articles has remained low.     

TRAINING,DEGREES, AND CREDENTIALS IN THE HIRING OF SCHOOL PSYCHOLOGISTS

A national sample of 246 Directors of Pupil Personnel Services and Directors of Special Education were surveyed to assess the importance they place on training, degrees, and credentials in the hiring of school psychologists. High, but varying, levels of importance were found for the content knowledge and skill areas in the National Association of School Psychologists Standards for Graduate Preparation of School Psychologists. Participants indicated that the specialist degree with less than 10 years of experience was the preferred qualification for school psychologist applicants. Greater importance was placed on the Nationally Certified School Psychologist credential than State Board of Examiners in Psychology (SBEP) licensure, with variations in importance for SBEP licensure between states that do versus do not allow independent practice for nondoctoral school psychologists. Implications of this research for school psychologists and training, as well as limitations of the study, are discussed.     

中考化学考试标准及试卷结构技术指标构想

中考化学考试试卷结构建模的技术指标包括试卷的结构模式、内容要素、能力要素、题型要素、难度要素、分数要素、时限要素,它是中考化学命题、审题评估监控的标准,是实现试题及试卷质量控制的依据。将上述试卷结构构建的技术指标,采用中考化学命题多维细目表的方式,可直接用于指导中考化学试题的命制。     

Affiliative motivation,school attachment,and aggression in school

School attachment is a robust predictor of adjustment in children and youth. Previous research has demonstrated effects of school context on student attachment, but individual‐level contributions have not been explored. Our study examined the role of affiliative orientation in school attachment and aggressive behavior in children and youth from Grades 3 through 12. A total of 834 students in three school districts completed self‐report measures of affiliative motivation, attachment to school, and frequency of physically and relationally aggressive acts. Results supported the hypothesis that students high in affiliative orientation reported higher levels of school attachment and lower levels of physical and relational aggression. Path analysis indicated that the relation of affiliative orientation to aggression was mediated by school attachment, but that the mediational effect was moderated by sex. Male students, and students of both sexes with low affiliative motivation, may receive special benefit from practices designed to increase school attachment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 231–246, 2006.     

A current landscape of specific learning disability identification: Training,practices, and implications

Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, School Psychol Quart, 30, 457–469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high‐stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists’ SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability–achievement discrepancy may be decreasing. However, nearly one‐third of school psychologists still reported the use of ability–achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed.     

Academic self‐attributions for success and failure in mathematics and school refusal

The aim of this research is twofold: to analyze the mean differences scores in mathematic self‐attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale‐Revised were administered to 1078 Spanish students (50.8% boys) aged between 8 and 11 years (M = 9.63; SD = 1.12). School refusers based on negative affect or anxiety attributed their failures more to the lack of capacity and effort, whereas students searching for tangible reinforcements outside of the school were more likely to attribute their successes to capacity. In turn, academic attributions acted as both positive and negative predictors of high‐school refusal. Results are discussed considering more adaptive attributional styles.     

EVIDENCE FOR THE EXPANDING ROLE OF CONSULTATION IN THE PRACTICE OF SCHOOL PSYCHOLOGISTS

In 2010, the National Association of School Psychologists approved the Model for Comprehensive and Integrated School Psychological Services (or the NASP Practice Model), codifying what an expanded role encompasses in the delivery of school‐based psychological services. This study examined the role and function of school psychology practitioners from three Midwestern states with different legal statues and policy initiatives related to the practice of school psychology. A total of 175 practicing school psychologists from Missouri, Illinois, and Iowa reported their actual and preferred practices and completed a self‐assessment on their knowledge of the NASP Practice Model. Results showed participants not only identified problem‐solving consultation as their most knowledgeable domain of practice but also the activity on which they spent the greatest amount of their time. Analysis by state revealed differential levels of practice devoted to consultation and intervention. Study findings are discussed relative to the potential impact and importance of state law and policy initiatives.     

Finding Out How They Find It Out: An empirical analysis of inquiry learners’ need for support

Inquiry learning environments increasingly incorporate modelling facilities for students to articulate their research hypotheses and (acquired) domain knowledge. This study compared performance success and scientific reasoning of university students with high prior knowledge (n = 11), students from senior high‐school (n = 10), and junior high‐school (n = 10) with intermediate and low prior knowledge, respectively, in order to reveal domain novices’ need for support in such environments. Results indicated that the scientific reasoning of both groups of high‐school students was comparable to that of the experts. As high‐school students achieved significantly lower performance success scores, their expert‐like behaviour was rather ineffective; qualitative analyses substantiated this conclusion. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.     

L'usage de la radio dans l'enseignement secondaire à Montréal, 1920–1970

The use of radio for educational purposes in high schools expanded considerably between 1920 and 1970. Education scholars generally qualify radio for schools as a failure. This conclusion is based on the accessibility of radio sets in schools, the interest of teachers in radio for schools, and the budgets allocated for the purchase of radio sets. A wider investigation shows that educational radio resulted from collaboration among school personnel, radio broadcasters and the political authorities. We agree with communication scholars that using a means of communication for educational purposes involves many spheres of society. An examination of the origins, development and decline of radio broadcasting for schools also reveals that this was a technical substitution phenomenon; one means of communication was replaced by another. The use of radio in schools gradually declined, following the introduction of television in schools during the 1960s. Taking all these aspects into account, our study identifies the social mechanisms whereby radio was used for teaching in high schools. This clearly illustrates on a more general level the change in use of audiovisual tools in schools. The Montreal Catholic School Board (CECM) — the largest French‐language school board in Canada — is an institution of particular interest for the study of radio broadcasting for schools. Because of it size, the CECM had sufficient resources and personnel to be a pioneer in education. From 1931, CECM personnel went on the air on CKAC radio to popularize instruction in music, literature and language. Members of Montreal's educational community, parents and students alike, and listeners interested in learning, began to view radio as a means of conveying knowledge. In 1936, Société Radio‐Canada (SRC), the French‐language section of the Canadian Broadcasting Corporation, appeared on the Quebec radio scene, and educational radio gradually became more clearly defined. The programs that were aired, of which the best known was Radio‐Collège, gave the green light to educational radio in francophone Quebec. Before emulating SRC initiatives, the CECM used radio as a tool for social communication. In the early 1950s, the school board used radio mainly as a forum for explaining educational issues to the public; for example, teachers' salary negotiations. From autumn 1950, the CECM School and Family Committee aired a series of ten programs about the role of the school in society. Post‐war Montreal society was in a state of flux. Urbanisation and the emergence of mass communication and consumption were transforming the entire social structure. The francophone elite was starting to question traditional values taught by the Church, and religious practice was declining. Reacting to these new realities, the CECM appealed to parents for their help to ensure that together, family and school would succeed in the task of educating children. The board also used CKAC to discuss the shortage of schools. When parents demanded schools for their children, speakers from the School and Family Committee explained how the problem would be solved. As these examples show, Montreal schools initially made use of radio for social communication.

In 1954, following the third congress on the French language in Canada (Troisième congrès de la langue française au Canada), the CECM devised a wide‐ranging campaign to improve the spoken language of students. This was the beginning of educational radio. With the help of executives at CKAC radio, the board created school broadcasting designed to improve everyday language in students from grades 1 to 12. After the first series of programs proved a success, the board repeated the project the following year, broadcasting twice as many lessons. The glory years of Améliorons notre langue parlée would follow, with the series airing continuously from 1954 to 1963. As a result of this enduring venture, the government extended teaching by radio to other school boards across the province of Quebec. This marked the institutionalization of school radio broadcasting. Transistor radios, the democratisation of high school teaching and active pedagogy were all elements that boosted the use of radio in schools. Radio was now present in every classroom, but television was also being introduced. Radio had earned pride of place but was gradually superseded by television. The range of academic subjects widened, and the numbers of hours set aside for television broadcasting increased. Meanwhile, the use of school radio broadcasts gradually diminished. We therefore attribute the decline in radio broadcasting for schools to the emergence of television for schools, in other words, a phenomenon of technical substitution.

Finally, our research shows that the contribution by social agents incidental to schools and the influence of various factors external to schools are of major importance in explaining the mechanisms whereby educational radio became part of school life. It shows that radio changed in status from a public communication tool in the 1930s, to a pedagogic tool supporting the teaching of French twenty years later. Our study also shows that radio for schools was created not only by school‐related actors and institutions but also by the mass media and government. Far from being a failure, as education scholars maintain, educational radio was a success, but was replaced by television in the late 1960s.     

相关性分析在高考质量评价研究中的应用

本文阐述了运用相关性分析方法对高考成绩进行数理统计分析,计算出总分与学科分数之间的相关系数,从中找出高考总分与学科分数间存在的相关性,对县区或高中学校的高考总分与学科分数是否存在这种相关关系进行验证,为高考质量评价研究提供研究方法。     

PUBLICATION OUTLETS FOR SCHOOL PSYCHOLOGY FACULTY: 2010 to 2015

Many school psychology faculty are required to publish for purposes of retention and promotion. It is useful to have an understanding of the different outlets for scholarly publications. In the present study, we investigated the peer‐reviewed journals in which school psychology faculty were published between 2010 and 2015, the number of articles in each journal, and the acceptance rates and impact estimates for each journal. We identified school psychology faculty using the National Association of School Psychologists website and conducted a search of the publications using EBSCO databases. Results indicated that there were a total of 3,675 articles and a total of 832 peer‐reviewed journals in which school psychology faculty were published during the 6‐year span. Among the peer‐reviewed journals, Psychology in the Schools, School Psychology Quarterly, School Psychology Review, and Journal of School Psychology were the journals in which school psychology faculty members most frequently published. Acceptance rates ranged from less than 5% to 98%, with an average of 29.7%. H‐indexes ranged from 1 to 890, with an average of 52. These results illustrate the variety of journals that publish works from school psychology faculty and the need for school psychology faculty and other authors to consider a variety of options when seeking publication.     

Recent Developments in Korean School Education

Among the multitude of problems Korean education faces, the most fundamental can be traced to four issues: (1) Education aimed only at college entrance examination preparation; (2) poor public financial support of school education and the heavy cost of education for parents; (3) educational administration which focuses on central uniform control and restrictions; (4) uniformity of educational programs. The government and even, though rarely, schools themselves, are attempting to improve the quality of school education and school effectiveness through the following policy measures and school practices: (1) School-based management; (2) introduction of a new "Student School Record" system; (3) construction of a curriculum which considers individual differences; (4) introducing open classroom techniques; (5) reform of the secondary school entrance system; (6) reform of the College entrance examination system; (7) introduction of a school evaluation system; (8) introduction of a dual (2+1) system in technical high school education.