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211.
Douglas K. Smith 《Psychology in the schools》1983,20(3):363-366
The approaches to classroom management of classroom teachers and learning disability resource teachers were examined. Significant differences in overall approach to classroom management were indicated, with classroom teachers displaying a more sensitizing (punitive) approach to classroom management. Classroom teachers pursuing graduate training in learning disabilities, as compared to elementary education or reading, displayed a significantly less sensitizing approach to classroom management. 相似文献
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This study examined components of teacher judgements that an intervention is either acceptable or unacceptable. A total of 180 preservice and student teachers were asked to evaluate the acceptability of six different interventions. The evaluations of acceptability were assessed using a 20–item rating scale. A factor analysis of the rating scale yielded one major dimension, a general acceptability factor, and four secondary dimensions of intervention acceptability: risk to the target child, amount of teacher time required, effects of the intervention on other children, and amount of teacher skill required. Results are discussed in terms of designing interventions that are both effective and usable by classroom teachers. 相似文献
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It was the purpose of this investigation to examine the effects of living with a male or female head-of-household upon the arithmetic performance of fourth graders. No significant differences were found in mean scores between male and female pupils. Significant differences were found favoring those pupils living with male heads-of-households, particularly for female pupils and for pupils with IQ scores greater than 100. These findings should not be considered as simple cause and effect relationships, but rather as indicative of potential difficulty for some pupils. 相似文献
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In an attempt to clarify the chronological relationship between identity and equivalence conservation, normal preschool-aged children (experiment 1) were exposed to brief videotape demonstrations of a model conserving identity and equivalence, identity only, equivalence only, or neither. Subsequent performances indicate that identity was easier to accelerate than equivalence, and training in both identity and equivalence appeared to be most effective in accelerating conservation. Trainable mentally retarded (TMR) children were then exposed to either the identity-equivalence-conserving or control model (experiment 2). This population, which some have argued remains at a preoperational level of functioning, was more likely to conserve identity than equivalence. In addition, conservation in the training group increased following training, though these gains were not maintained over a 3-week retention interval. 相似文献
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Cynthia M. Sims Angela D. Carter Kristin K. Frady Arelis Moore De Peralta Alena Hofrova Stephen Brown 《Performance Improvement Quarterly》2022,34(4):395-426
This research case study describes a faculty leadership development program which was implemented to help achieve institutional change and improve gender equity in a large U.S. university. A human performance technology (HPT) framework was used to design and evaluate this organizational intervention. In total, 28 tenured faculty of which 60% were women participated in this 9-month program. A logic model and Kirkpatrick's four levels of evaluation were used to guide and assess this intervention. This mixed method study used surveys to determine knowledge gained and interviews to ascertain behavior change. Findings revealed that participants were able to apply what they learned, and they were satisfied with program, gained knowledge from the program (not at a level determined significant), and promoted to leadership roles and additional responsibility. When the program concluded, women faculty gender and leader identity interference decreased but was still greater than male participants. 相似文献