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Barbara Armstrong David W. Johnson Bruce Balow 《Contemporary educational psychology》1981,6(2):102-109
The effects of cooperative and individualistic learning experiences were compared on (1) interpersonal attraction between nonhandicapped fifth- and sixth-grade elementary school students and learning-disabled peers and (2) achievement. Students participated in a language arts class lasting 90 min a day for 17 days. The results indicate that greater interpersonal attraction between the learning-disabled and normal-progress students and higher achievement resulted in the cooperative than in the competitive condition. 相似文献
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Expert performers in striking sports can hit objects moving at high speed with incredible precision. Exceptionally well developed anticipation skills are necessary to cope with the severe constraints on interception. In this papr we provide a review of the empirical evidence regarding expert interception in striking sports and propose a preliminary model of expert anticipation. Central to the review and the model is the notion that the visual information used to guide the sequential phases of the striking action is systematically different between experts and nonexperts. Knowing the factors that contribute to expert anticipation, and how anticipation may guide skilled performance in striking sports, has practical implications for assessment and training across skill levels. 相似文献
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Ginzburg K Arnow B Hart S Gardner W Koopman C Classen CC Giese-Davis J Spiegel D 《Child abuse & neglect》2006,30(8):929-943
OBJECTIVE: To evaluate the psychometric properties of a new measure, the Abuse-Related Beliefs Questionnaire (ARBQ), designed to assess abuse-related beliefs among adult survivors of childhood sexual abuse (CSA). Study 1 examined the structure of the scale, and Study 2 evaluated its reliability and validity. METHOD: One hundred and seventy female CSA survivors recruited into a group psychotherapy intervention study were administered the ARBQ in Study 1. A subsample of 45 women completed the ARBQ again 12 months later. In Study 2, 70 women from a health maintenance organization who identified themselves as survivors of CSA completed the ARBQ along with the Trauma Symptom Checklist-40 (TSC-40) and the Symptom Checklist 90R (SCL-90-R). RESULTS: Three reliable ARBQ subscales emerged in Study 1: Guilt, Shame, and Resilience. Twelve-month test-retest reliability was high (r=.60-.64). The internal consistency of the subscales was further supported in Study 2, and validity was demonstrated by moderate to high correlations with the distress measures. CONCLUSIONS: The results indicate that the ARBQ has good psychometric characteristics, supporting the feasibility of its use in measuring abuse-related beliefs in research on survivors of CSA. A next step for validation of the ARBQ would be to evaluate its sensitivity in measuring changes in studies of interventions for treating CSA survivors. 相似文献
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Jan K Hart Bruce W Newton Steven E Boone 《Journal of the Medical Library Association》2010,98(3):212-216
The University of Arkansas for Medical Sciences (UAMS) is planning interprofessional training in electronic health records (EHRs) and medical informatics. Training will be integrated throughout the curricula and will include seminars on broad concepts supplemented with online modules, didactic lectures, and hands-on experiences. Training will prepare future health professionals to use EHRs, evidence-based medicine, medical decision support, and point-of-care tools to reduce errors, improve standards of care, address Health Insurance Portability and Accountability Act requirements and accreditation standards, and promote appropriate documentation to enable data retrieval for clinical research. UAMS will ensure that graduates are ready for the rapidly evolving practice environment created by the HITECH Act. 相似文献
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Joyce Bruce 《School Leadership & Management》2013,33(1):53-65
Schools are currently suffering from considerable ‘innovation overload’ with multiple changes being demanded by the Education Reform Act and other sources. Tom Peters (1988) has argued that a similar turbulent situation exists in US business and industry and suggests that the most successful companies are those which are able to ‘Thrive on Chaos’. LEAs and schools need knowledge and skills about school improvement and this article attempts to provide research‐based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of previous research on the management of change and school effectiveness. Eight factors which seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. In order to offer practical help to LEAs and schools a set of guidelines is provided and recent research findings are discussed under each heading. The article concludes with an outline of a possible LEA school improvement project, involving a set of stages. 相似文献