Convergence of deaf children's sociometric scores and teachers' behavioral ratings

Twenty-four deaf children judged each other, using a standard sociometric technique, and were rated by their teachers. The correlations between the two sources at four assessment periods replicated previous findings of substantial convergence of teachers' behavioral ratings and children's sociometric scores, thereby extending this relationship to the population of language-impaired deaf children in residential school settings.     

An action research strategy for selecting and conducting program evaluations

Program evaluation is part of the expanding role of the professional school psychologist. Existing strategies for program evaluation, however, are insufficient to meet the needs of school psychologists interested in evaluating school-related programs. The diversity of educational programs necessitates a more comprehensive, integrated, and flexible model. In the present paper, dimensions of program evaluation—target, purpose, and stage—relevant to school psychologists are described and defined, and then combined into a conceptual framework indicating 48 different types of program evaluation. The present model incorporates relevant aspects of existing program evaluation strategies and action research, affording practitioners a strategy for selecting and conducting program evaluations. Suggested steps for implementing the action research strategy, as well as a hypothetical example of its use, also are offered.     

Mouse Monster

卡蒂是一个十分淘气的小老鼠,一天到晚总爱想着法子,装神弄鬼地吓唬别人,可是这一次,却把自己吓得半死……从此她再也不敢捉弄别人了。想了解这个故事吗？赶快来读一读吧！     

Cell Phones in the Classroom: Teachers’ Perspectives of Inclusion,Benefits, and Barriers

Historically viewed as a disruption by teachers, cell phones have been banned from 69% of classrooms (Common Sense Media, 2009). The increased ubiquity and instructional features of cell phones have prompted some teachers to re-evaluate the ban and consider the benefits associated with allowing cell phones in the classroom. This study surveyed 79 teachers to determine their perceptions of using cell phones for classroom instruction. Findings indicated that the majority (69%) of teachers support the use of cell phones in the classroom and were presently using them for school-related work. Teachers identified student engagement and motivation as the primary benefits; barriers included lack of access and class disruption.     

Surprise,Hurt, and Anger as Emotional Responses to Expectancy Violations Following Feedback Messages

ABSTRACT

Using expectancy violations theory, this study examined how the communication of unexpected feedback messages evoke emotional responses. A convenience sample (N = 309) reported instances of unexpected feedback within the last month. Results showed that receipt of the feedback message types were considered moderate-to-high violations. Violation expectedness and valence were negatively associated with the emotional responses, but violation importance was positively associated with the emotional responses. Finally, hurt and anger (but not surprise) were positively linked to perceptions of relational damage between the message sender and receiver. Taken together, our study demonstrates that expectancy violations are connected to emotions and relational outcomes.     

Measuring academic Self-Concept in children: A comparison of two scales

While numerous studies attest to a relationship between academic self-concept and achievement, a variety of measures of self-concept have been used, and the equivalence of these instruments has received limited attention. In this investigation, the Self-Concept of Ability Scale (SCAS) and the newer and less examined Self-Perception of Attainment Scale (SPAS) were compared for their ability to predict achievement in reading as measured by the California Achievement Test (CAT). We predicted that: (a) both scales would be significant predictors of reading achievement, (b) when used as single predictors, the SCAS would have significantly greater weight than the SPAS, and (c) a linear combination of these scales would have greater weight than either scale alone. Using 187 eighth-grade students, we confirmed that both scales were significant predictors of achievement in reading and that a linear combination of the two accounted for more variance than either scale alone. We did not find, however, that the SCAS was a significantly better predictor than the SPAS.