The intensive multisupervisory internship in school psychology

An alternative model of the school psychology internship is presented. Specific features of such an internship experience are reviewed, including full-time placement, training vs. service functions, supervision, research time, and stipend.     

MINORITY COMMUNITY COLLEGE STUDENTS WHO TRANSFER TO FOUR‐YEAR COLLEGES: A STUDY OF A MATCHED SAMPLE OF B.A. RECIPIENTS AND NON‐RECIPIENTS

In order to study the factors promoting and inhibiting transfer and the attainment of the bachelors degree, we conducted telephone interviews with 48 minority students who had received Ford Foundation Upper Division Scholarships between 1971 and 1975 and who had transferred from a two‐year to a four‐year college. Each of the 24 pairs consisted of one bachelors degree recipient and one non‐recipient who were matched according to the following criteria: gender, race/ethnicity, age, parents education and occupation and initial community college major. In high school, the bachelors degree recipients had stronger academic backgrounds than the non‐recipients. In community colleges, the bachelors degree recipients were more likely to see their instructors and counselors as “helpful” and to be members of a campus organization than non‐recipients. In four‐year colleges, the bachelors degree recipients were less likely to have lost credits when they transferred and more likely to belong to student organizations and to see their classmates as “helpful” than non‐recipients. We relate these findings to previous research on the importance of social integration into college life.

     

感谢所有

My wife, Shirley, and I have gone on vacations to a quiet beach in southwestern Florida for most of our married life. If that beach could talk, it would tell of teenage newlyweds(新婚夫妇) who sunned and wrote "I love you" on its sands. It would tell of a little girl with eyes the color of the sea gathering seashells     

Assessing pre‐university students through extended individual investigations: teachers’ and examiners’ views

This paper reports a study of the views of teachers and Examination Board staff on the introduction of individual investigative work into pre‐university (Advanced level) Chemistry courses in England. The move towards investigative work at this level represented a significant change in emphasis in the nature of assessed practical work in pre‐university courses, and was initially a feature of only two courses, the Salters’ Advanced Chemistry course and the Cambridge Modular Science course. In this study, data were collected through the use of interviews with selected teachers of the two courses, and also with key staff in the relevant Examinations Boards. The findings of the study suggest that both teachers and Examination Board staff view the move towards investigative work at this level as having a number of benefits for students, though teachers reported some difficulty with their joint roles of teacher and assessor.     

Effect of circadian phase on context and cued fear conditioning in C57BL/6J mice

We examined context-dependent and tone-cued fear conditioning during the activity and rest periods of C57BL/6J mice. Wheel-running activity was measured continuously as a marker of circadian phase. To control the effects of light on the response, the animals were kept in a skeleton photoperiod (two 15-min light pulses per day, indicating the beginning and the end of the day). Half the animals were trained and tested for context-dependent fear conditioning 2 h after the morning light pulse; the other half were trained and tested 2 h after the evening light pulse. Animals were tested every 24 h for 5 days to analyze the conditioned response and the rate of extinction. They were then trained for tonecued fear conditioning at the same time and tested for 5 consecutive days. A significant difference between the morning and the evening groups was observed in the conditioning level and extinction rate of context-dependent fear conditioning, but not in tone-cued fear conditioning. These results suggest a modulating effect of the biological clock on the context fear-conditioning pathway.     

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

Educational Psychology Review - Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this...     

Test-retest reliability estimates for eight dimensions of reading attitude

The Survey of Reading Attitudes was administered to a sample comprised of 68 intermediate-grade students from one elementary school in a large city school system for purposes of determining the reliability of the eight attitudinal dimensions which it measures. The test-retest interval was seven days. The following reliability estimates were obtained for the eight dimensions of reading attitude included in the Survey: Expressed Reading Difficulty. r_tt=.94; Reading as Direct Reinforcement, r_tt=.90; Reading as Enjoyment. r_tt=.95; Alternative Learning Modes. r_tt= 82; Reading Anxiety. r_tt=.84; Reading Group, r_tt=.91; Silent vs. Oral Reading, r_tt=90; and Comics, r_tt=.89.