通过归因训练提高学生学习自信心的实验研究

学生学习的积极性很大程度上取决于学生完成学习任务的自信心。有强烈的自信心，可以“移山填海”；缺乏自信心，不可“反掌折枝”。通过对学生进行归因训练的实验研究，向教育者提供一条培养学生自信心的途径。     

"多级瀑布式"企业员工培训初探

针对现代企业人才激烈竞争的局面，文章论述了在企业内部实施“多级瀑布式”培训，是现代企业先人育人、用人留人的捷径，也是提高企业核心竞争力的有效手段。     

The effects of a short-term death training program on nursing home nursing staff

This study examines the effects on nursing home nurses of a two-day training program concerned with nurses and their response to the dying patient. Utilizing the Solomon four-group design, the study investigates whether exposure to information on death and dying (a) results in the acquisition of greater knowledge about death and dying, (b) is accompanied by a more positive attitude toward the elderly, and (c) is accompanied by a change in anxiety about death. Based on t tests and one-way analyses of covariance, the results point up the mixed nature of short-term training programs. It was found that there was a significant increase in the nurses' knowledge about death and dying, there was no change in their attitudes toward the elderly, and there was a significant increase among the nurses in the death anxiety experienced. This is not to suggest that training programs of this sort should not be conducted with nursing home staff. On the one hand such programs provide information useful for job performance. On the other hand they create some sensitization to death, which at the very least could give nurses greater insights into the concerns of the patients and perhaps stimulate empathetic responses.     

Effects of a specific numeracy educational program in kindergarten children: A pilot study

The present study compared the relative effects of 2 educational programs on kindergarten children. The experimental group took part in a numeracy-specific program, which focused on conceptual knowledge. Children were taught basic numerical skills such as understanding and handling numbers and their relations as well as counting principles. The control group participated in a more general program which involved training in procedural skills.

Results revealed significant learning effects in the children who participated in the numeracy program particularly for counting sequences and mental calculation. Since neither group was explicitly trained in mental calculation, our findings suggest that a learning transfer took place in the experimental group.     

A theoretical framework for studying educational media: A pilot study

Are different media equally effective for a given learning task when each presents the same event of instruction? Are given instructional materials equally effective for different types of learning outcomes? This pilot study used three types of stimulus materials—text, film, and live demonstration—to teach cardiopulmonary resuscitation to graduate students. Learning outcomes measured were verbal learning and a motor skill task.     

A pilot study of the Australasian Readwell program

Abstract

The “Readwell” program is an Australian‐designed approach to remediation of children's reading difficulties. Although used in most Australian states, the program has not been evaluated. This quasi‐experimental pilot study reports on a first phase of an evaluation of the program. It involves a preliminary examination of the program with a group of 18 grade six and seven students with significant reading delays. It was conducted over a ten‐week period during which students received 45‐minute group instruction with the Readwell program each day. In addition, interviews with the students and their teachers were conducted to examine perceived outcomes of the program. Surveys with selected parents of students who had completed the program 12 months previously were also conducted to gauge the endurance of students’ gains in reading competence. Some comparisons with the literature reporting on Reading Recovery programs are also included and some initial conclusions are draw in relation to the place of the Readwell program in remediation practices for students with a reading difficulty.     

Changes in students' educational attitudes: A study of an experimental living-learning program

This study highlights the longitudinal changes in educational attitudes of students during the freshman year of college, with the prime focus on comparisons between students in a living-learning program (N=95) and students in the regular curriculum (N=89) at the University of California, Davis. The Student Orientations Survey was used in a pre-post design, and major results were (1) students who selected the experimental program held somewhat different attitudes from their peers in the regular curriculum prior to the start of the academic year and (2) compared to changes in attitudes of their peers, the experimental-program students, by the end of the academic year, had significantly decreased their desire for lectures and formalized education, expressed greater interest in self-directed independent study, desired a more significant role in educational decision-making, and viewed education more as a way of exploring various academic areas rather than solely preparing for a vocational future. Coupled with findings from student interviews, various implications of the results were discussed.     

Motivation coaching training for instructional coaches: a pilot study of motivational interviewing skills training

In our paper we describe a newly developed teacher coaching model that provides training on motivational interviewing (MI) to improve instructional coaches’ effectiveness with classroom teachers. Participants were 38 coaches who completed a three-day coaching training. At pre- and post-test, the participants completed role plays with an actor who played the role of a new teacher. Then, these sessions were coded for MI-consistent behavior. The results of our study revealed that the majority of the coaching conversations were inconsistent with effective MI. At baseline, conversations were primarily characterized by questions (60%) followed by attempts to persuade without permission (20%). Following training, coaches did not change their conversational style. Because an MI-inconsistent conversation style is associated with decreased self-efficacy and motivation for change, the findings suggest a need to help coaches develop interactions that are more consistent with best practices of MI.     

Development and evaluation of Alzheimer’s Disease and Related Dementias (ADRD) best care practices in long-term care online training program

ABSTRACT

We developed online training modules focused on Alzheimer’s disease and related dementias (ADRD) designed to improve best care practices in long-term care settings, such as nursing homes, as a part of a federal grant focused on improving geriatric education for interprofessional (collaboration among different professions providing patient care) team members working in primary care settings. Faculty and clinicians with ADRD-expertise created and implemented an online asynchronous “ADRD Best Care Practices in Long-Term Care” program that includes audio-visual recorded presentations, a threaded case study, and supplemental information. Prior to enrolling in the course, participants complete a demographic survey and a modified 15-item version of the Alzheimer’s Disease Knowledge Scale. After completing the modules, participants complete a satisfaction survey and the ADKS. A total of 94 participants completed both the pre- and post-surveys. Satisfaction evaluation data showed that the majority of participants reported that the information presented was very clear (74.5%), was useful for their work (88.3%), and would improve the care that they provide to their geriatric patients (93.6%). Out of 15 possible.     

Better science through rhetoric: A new model and pilot program for training graduate student science writers

Graduate programs in the sciences offer minimal support for writing, yet there is an increasing need for scientists to engage with the public and policy makers. To address this need, the authors describe an innovative, cross-disciplinary, National Science Foundation (NSF)–funded training program in rhetoric and writing for science, technology, engineering, and math (STEM) graduate students and faculty at the University of Rhode Island. The program offers a theory-driven, flexible, scalable model that could be adopted in a variety of institutional contexts.     

Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: a pilot study

The preliminary results of this study suggested that children with developmental dyscalculia benefit from a numeracy intervention program that focuses on basic numerical knowledge and conceptual knowledge. All children in the experimental group showed considerable and partly significant performance increases on all calculation components. Six children with developmental dyscalculia were trained individually and in small-group settings for a relatively short duration (one school semester). We argue that the positive intervention effects to a large extent are attributable to the explicit teaching of numerical domains that often have been found to be neglected in school mathematics.     

Preservice teachers’ implicit attitudes toward students with and without immigration background: A pilot study

Minority students are often disadvantaged in school. One factor contributing to this disadvantage may be teachers’ judgments; these may, in turn, be influenced by implicit attitudes. Implicit attitudes often guide automatic behavior, which comes into play when cognitive resources are restrained. This is particularly important for preservice teachers, who lack experience in the classroom. In an affective priming task, results showed ambivalent implicit attitudes toward students with immigration background and positive implicit attitudes toward native students. Such asymmetrical implicit evaluations could bias preservice teachers’ interactions with students in the classroom. Acquiring an understanding of the influence of implicit attitudes during their academic studies might help preservice teachers counter implicit and automatic influences.     

Breaking the cycle of intergenerational abuse: the long-term impact of a residential care program

OBJECTIVE: The number of youth in residential care programs who have been abused is high. The relationship between childhood abuse victimization and adult intimate partner violence (IPV) is well documented. This study compared the rates of IPV 16 years after individuals had participated in a long-term residential care program with individuals accepted to the program who did not participate. The IPV rates for these two groups were also compared to national normative data. METHOD: Information on adult functional outcomes was obtained from former residential care and comparison youth via a confidential survey that was administered either by telephone or by mail. Analysis was limited to respondents who were currently married or involved in a marriage-like relationship (n=131; 92% male). RESULTS: The IPV rates for the sample were 9.3% for those who stayed in the residential program less than 18 months and 6.5% for those who stayed more than 18 months, neither of which were significantly different from the national norm of 8.4%. The IPV rate for the comparison group was 26.1%, which was significantly higher than the national norm. Regardless of length of program stay, respondents who were maltreated in childhood had a 14.5% IPV rate, which was significantly lower than the estimated 36-42% rate projected for individuals with similar backgrounds. CONCLUSION: We conclude that time spent in a treatment-oriented residential care program was associated with lower adult IPV rates. Specifically, the skills taught in a long-term, treatment-based residential program (e.g., healthy interpersonal relationships, self-government) may have a long-term beneficial impact for adolescents at high risk of adult IPV.     

The Effectiveness of the Responsive Teaching Parent-mediated Developmental Intervention Programme in Turkey: A pilot study

The case study was conducted to examine the feasibility of an early intervention curriculum called Responsive Teaching with two five-year-old children from Turkey who had significant developmental delays. This study determined whether Turkish mothers might be successful in learning to become more responsive to their children, and whether this would result in significant improvements in their children’s development. Both dyads received 28 individual parent–child intervention sessions which were conducted over a four-month period of time. Pre-, mid-, and post-assessments indicated improvements in the mothers’ responsiveness to their children and the children’s levels of engagement with their parents. There were also improvements in the children’s language and personal social development. Mothers reported that Responsive Teaching helped them learn to interact more effectively with their children and that this resulted in longer and more enjoyable interactions with them. Results from this investigation are discussed in terms of their implications for providing developmental services to preschool-aged children with disabilities in Turkey.     

Facilitating play skills: Efficacy of a staff development program

Staff members of a day care center took part in a year-long training program designed to help them facilitate a child's ability to learn through play. This paper briefly describes the training objectives and methods used in the first two workshops of this program. An evaluation of the effectiveness of those methods is presented, based on pre-training and post-training observation of interactions between caregivers and children in the day care center. Results indicate that the training was very effective in increasing caregiver verbal involvement with children during play, but was less effective in reducing the number of verbal directives delivered by caregivers in interacting with the children. A negative relationship was found between caregiver's level of education and amount of verbally directive behavior after training, but not before training.     

Effectiveness of software training using simulations: An exploratory study

This study was designed to explore the effectiveness in student performance and confidence of limited and full device simulators. The 30 employees from an information technology company who participated in this study were assigned to one of three groups. Each group received practice for learning a complex software procedure using traditional interactions, a limited device simulator, or a full device simulator. A training portal was created for each practice method. Measurements of performance included the number of times the participants repeated the assigned practice activity, the total time required to complete the procedure, a test score representing the number of mistakes made in the 20‐step procedure, and the average time between mouse clicks as they selected items from menus or clicked buttons. Preliminary results indicated that a limited device simulator appears to be as effective as a full device simulator. Recommendations for further research and limitations of the study are also addressed.     

Child Directed Interaction Training for young children in kinship care: A pilot study

This pilot study used a randomized controlled trial design to examine the feasibility and explore initial outcomes of a twice weekly, 8-session Child Directed Interaction Training (CDIT) program for children living in kinship care. Participants included 14 grandmothers and great-grandmothers with their 2- to 7-year-old children randomized either to CDIT or a waitlist control condition. Training was delivered at a local, community library with high fidelity to the training protocol. There was no attrition in either condition. After training, kinship caregivers in the CDIT condition demonstrated more positive relationships with their children during behavioral observation. The caregivers in the CDIT condition also reported clinically and statistically significant decreases in parenting stress and caregiver depression, as well as fewer externalizing child behavior problems than waitlist controls. Parent daily report measures indicated significant changes in disciplining that included greater use of limit-setting and less use of critical verbal force. Results appeared stable at 3-month follow-up. Changes in child internalizing behaviors and caregiver use of non-critical verbal force were not seen until 3-month follow-up. Results of this pilot study suggest both the feasibility of conducting full scale randomized clinical trials of CDIT in the community and the promise of this approach for providing effective parent training for kinship caregivers.     

Future and changing roles of staff in distance education: a study to identify training and professional development needs

Abstract

The roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in each role and training that they require in order to address competencies required in these future roles. This research forms part of a larger project that focuses on capacity and continuous professional development processes that are necessary to train staff to be prepared for these changing roles. A quantitative web-based survey was sent to all academic (teaching and research) staff at the University of South Africa. Key results indicate that competencies in the roles of technology and instructional design have emerged as crucial for distance educators, and that future training programmes need to be developed to support these areas.