Milton Mueller  Becky Lentz 《The Information Society》2004,20(3):155-157

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Differentiation in higher education and its consequences for social inequality: introduction to a special issue     

David Reimer  Marita Jacob 《Higher Education》2011,61(3):223-227

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Michelle Kilpatrick Demaray  Christine Kerres Malecki  Lisa M. Davidson  Kelly K. Hodgson  P. Jacob Rebus 《Psychology in the schools》2005,42(7):691-706

This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at‐risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005.  相似文献   

    

Robin Jacob  Heather Hill  Doug Corey 《Journal of research on educational effectiveness》2017,10(2):379-407

In this paper, we describe findings from a three-year evaluation of a well-developed mathematics professional development program that is commercially available on a wide scale. The professional development is designed to improve teachers' mathematical knowledge for teaching and to enable them to elicit more student thinking and reasoning during mathematics lessons. Specifically, it focused on helping teachers (a) learn more mathematics, (b) understand how children learn math, (c) use formative assessment to develop insight into what specific students know and do not know, and (d) develop effective classroom instructional strategies that enable student problem solving. Participants included 105 fourth- and fifth-grade teachers teaching in 19 low-income schools within a single district. Teachers were randomly assigned within schools either to a “business as usual” control group or to receive the professional development. The training consisted of a week-long summer institute and four to six in-service days during the school year. The training was run by full-time trained associates. We find some limited evidence of positive impacts on teachers' mathematical knowledge for teaching, but no effects on instructional practice or student outcomes.  相似文献   

An analytical method for detecting blown-out shots in coal mines     

G.F. Hutchison  Jacob Barab 《Journal of The Franklin Institute》1919,188(6):824-825

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James L. Lentz  James E. King 《Learning & behavior》1981,9(2):183-188

Six capuchin monkeys were trained on a series of indirect, delayed response problems with delay intervals ranging from 0 to 60 sec. Data were analyzed by sequential state theory in order to quantify random and nonrandom components of the subjects’ response sequences. A tendency of the subjects to repeat responses to the position chosen on the previous trial was a significant source of proactive interference even when effective orienting responses were elicited by the predelay cue. Changes in random and nonrandom response components with increasing delays suggested a two-phase process: the first for delays up to 7 sec characterized by increases in random and nonrandom error-producing responses, and the second for delays greater than 7 sec characterized by increases in random responding only.  相似文献   

    

Rand R. Wilcox  Karen Thompson Wilcox  Jacob Chung 《Journal of Educational Measurement》1988,25(3):247-250

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  总被引：1，自引：0，他引：1  

John Jacob Cannell 《Educational Measurement》1988,7(2):5-9

Dr. Cannell asks how all 50 states can report being above average on nationally normed tests. Me reports that increased achievement is by no means the whole explanation for this finding. Whatever the full explanation of the phenomenon to which Dr. Cannell has brought widespread attention, he clearly presents a challenge to specialists in educational measurement both to better account for the phenomenon and to find better ways of explaining test results to the public.  相似文献   

    

Richard Lentz  Marc Rosenberg 《Performance Improvement》1985,24(6):7-10

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Jennifer Debski  Candy Dubord Spadafore  Susan Jacob  Debra A. Poole  Michael D. Hixson 《Psychology in the schools》2007,44(2):157-170

Practitioner‐members of the National Association of School Psychologists (N = 162) completed questionnaires regarding their suicide prevention and postvention roles, training, preparedness, and knowledge. Most were crisis team members, yet less than one‐half reported graduate training in suicide risk assessment and less than one‐fourth in postvention. Compared to nondoctoral‐level practitioners, doctoral‐trained practitioners felt better prepared to handle suicidal students. Most respondents had participated in a suicide risk assessment in the past 2 years, with few using standardized measures. Performance was moderately strong on questions about knowledge of risk factors, warning signs, and appropriate steps to respond to a suicidal student, but respondents showed less familiarity with postvention recommendations intended to discourage contagion. Training suggestions were identified. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 157–170, 2007.  相似文献