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Jaroslav Krejci Frank Brown Philip G. Altbach Margaret C. Ives M. L. Shattock M. G. de St V. Atkins D. G. Mulcahy Irving J. Spitzberg Arthur Levine David Warwick Charles Carter Robby Cohen Patti M. Peterson Philip G. Altbach Richard A. Wanner Bruce M. Shore Arye Perlberg Clive Church John B. Biggs Karl Halvor Teigen Pauline M. Rea Ernest Rudd E. D. Duryea 《Higher Education》1979,8(2):217-248
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This paper examines the usefulness of an independent group contingency system for decreasing inappropriate behaviors. Twenty-five fourth-grade students enrolled in a regular class setting participated in this intervention, which involved a public posting system using positive reinforcement for desired behaviors. The program involved identification of target behaviors, collection of baseline data, program implementation, and follow-up. Targeted behaviors showed marked decreases across the 8-week treatment period and remained at this level through the end of the school year. Positive and negative factors influencing the effectiveness of the independent group contingency approach are reviewed. A second aspect of this paper is to discuss teacher-related variables that can influence the success of a management program developed by a psychological consultant. 相似文献
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Tiffany Gallagher Shelley Griffin Darlene Ciuffetelli Parker Julian Kitchen Candace Figg 《Teaching and Teacher Education》2011,27(5):880-890
This paper outlines the professional development of pre-tenure teacher educators through the establishment of a self-study group. Through reflecting on three significant events, a discussion is offered as to how members contributed to the self-study of teacher education practices and experienced enhancement as a community of scholars. Evidence is presented as to how pre-tenure faculty can work together to build a culture that links teaching practice to scholarship within an organizational framework for group interactions. This work contributes to research on the induction of new professors by providing a model of professional development that is self-directed, collaborative, and empowering. 相似文献
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Candace Jaruszewicz 《Journal of Early Childhood Teacher Education》2013,34(4):361-375
Teaching from an informed and culturally responsive philosophy of education is critical for teaching in the 21st century and engagement in reconceptualizing the field of early childhood. This article describes a process used with graduate preservice early childhood education students over a two-course sequence, to generate a personal philosophy through structured synthesis of (a) personal beliefs, (b) major schools of Western thought, (c) non-Western educational traditions, and (d) widely known and used early childhood curriculum models. Five key questions, numerous graphic organizers, criterion-referenced rubrics, and examples of student work are provided to illustrate the process used for content analysis and reflective activities. 相似文献
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