Family Assessment and Collaboration Building: Conjoined processes

Experience and research have shown that there are several discrepancies between philosophy, research, and practice regarding family involvement in early intervention and the use of family assessment information in determining early intervention goals. This article addresses these discrepancies and presents information to facilitate ideal family involvement in early intervention. Strategies for conducting family assessments while building collaborative partnerships with families are presented. Characteristics which produce effective collaborative partnerships are reviewed. The reality of working with families is presented through two vignettes and, finally, working with families who do not conform to expectations of ideal family involvement in family assessment or collaborative partnerships is discussed.     

Effects of feedback timing and motivational content on teachers' delivery of contingent social praise

This study examined the relative effects of feedback timing (delayed or immediate) and motivational content (goal-setting) on teachers' delivery of contingent social praise for on-task behavior. Two teachers of behaviorally disordered children and two youngsters from each class served as subjects. The study employed an adaptation of a single subject replication design. Teachers were exposed to four experimental conditions: baseline (no feedback), immediate feedback, delayed feedback, and delayed feedback plus goal-setting. These conditions were replicated either within or across teacher subjects. The results showed that all feedback tactics produced an increase in contingent social praise and student on-task behavior over baseline levels. However, the only statistically significant increases occurred when teachers were exposed to the delayed feedback plus goal-setting procedure.     

Relationship Between Language and Concept Science Notebook Scores of English Language Learners and/or Economically Disadvantaged Students

Despite research interest in testing the effects of literacy-infused science interventions in different contexts, research exploring the relationship, if any, between academic language and conceptual understanding is scant. What little research exists does not include English language learners (ELLs) and/or economically disadvantaged (ED) student samples—students most at risk academically. This study quantitatively determined if there exists a relationship, and if so, how strong of a relationship, between ELL and ED students’ academic language and conceptual understanding based on science notebook scores used in a larger science and literacy-infused intervention with a sample of culturally diverse students. The study also considered strengths of relationships between language and concept science notebook scores within student language status groups (ELL, former ELL, and English speaking). Correlational analyses noted positive, large, and significant correlations between students’ language and concept scores overall, with the largest correlations for science notebook entries using more academic language. Large correlations also existed for ELL student entries at the end of the school year. Implications of the findings for future research and practice in science classrooms including literacy interventions, such as science notebooks, with populations of culturally diverse students are discussed.

     

Effects of Short-Term Training On Residence Hall Assistants

Inasmuch as undergraduate residence hall assistants are being called upon more frequently to counsel students in social-personal problems and little training specific to this function has been given in the past, there is a need to develop an effective but brief training program leading to increased counseling effectiveness. Six hours of specialized training which focused on counselor accurate empathy enabled eight randomly chosen undergraduate resident assistants to increase their levels of accurate empathy significantly higher than a matched control group which received no training. In addition, the experimental Ss also demonstrated somewhat higher levels of counselor warmth.     

基于事件分析法的国家创新政策对高新技术产业的影响分析

选取在深圳中小板上市的高新技术企业为样本,运用事件分析法分析了我国2006年以来创新政策中的税收优惠政策的颁布对公司市场价值的影响。与考察单个事件影响原理不同,此次研究的税收优惠政策为＂间断发生的同类事件＂,故通过对该类事件发生作用的事件窗口内的＂异常波动＂来衡量事件的影响作用。实证研究结果表明：税收优惠政策的颁布给深圳中小板上市的高新技术企业市场价值带来了正向影响。此外,以传统的石化产业和新兴的生物医药产业为例,研究创新政策对不同产业公司的影响差异。结果表明：税收优惠政策的颁布对不同产业的平均超常收益率和累积平均超常收益率影响趋势基本相同,均呈现出增长趋势;但相比而言,对新兴的高新技术产业影响更为显著。     

GENDER COMPARISONS OF BABY BOOMERS AND FINANCIAL PREPARATION FOR RETIREMENT

This study compared men and women, focusing on three middle‐year age groups incorporating the baby boomers, in relation to the level of savings for retirement and the number of savings vehicles utilized. The research tapped into a study conducted by the National Center for Women and Retirement Research. Usable responses were received from 1,287 persons, 872 females and 415 males. Multiple linear regression identified certain personal characteristics, economic factors, psy‐chosocial factors, attitudes, and investing methods that appeared to be related to the level of savings for retirement. Certain personal characteristics, economics, and psychosocial factors were identified for the investments used. The identified factors were true for both genders, thus a profile of the person most likely to have a higher level of savings for retirement and likely to own investments emerged. The males best fit the savings and investing profiles. Neither gender was saving adequately for retirement or taking full advantage of portfolio diversification, with women the lowest. Recommendations are made, based on the findings, for educators, financial institutions and advisors, employers, and policy makers.