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121.
Kevin Wilkerson 《Counselor Education & Supervision》2006,45(3):207-217
This article updates and adds to the literature on graduate trainee impairment provided by L. Forrest, N. Elman, S. Gizara, and T. Vacha‐Haase (1999) in their comprehensive literature review. Based on recommendations by Forrest et al., a program model for dealing with impaired trainees is proposed. The 5‐step therapeutic process model includes (a) informed consent, (b) intake and assessment, (c) evaluation, (d) treatment planning and follow‐up, and (e) termination. Each step is explained within the context of graduate training programs, and key points to consider are discussed. 相似文献
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123.
Kevin Wheldall 《教育心理学》1995,15(2):203-207
Leach and Siddall (1990) present a comparison study of four methods of involving parents in the teaching of reading. It is argued here that one of the procedures they employed, ‘Pause, Prompt and Praise’, was used inappropriately with a group of children for whom it was not designed. Consequently, any conclusions drawn from this study about the relative effectiveness of ‘Pause, Prompt and Praise’ compared with the other procedures are unwarranted. 相似文献
124.
Dugard and Todman (this issue), in this journal, present convincing arguments for the greater utilisation by educational researchers of the analysis of co‐variance when analysing data from experiments employing pre‐test‐post‐test control group designs. We applaud this initiative, but caution against too readily employing co‐variance procedures where it may be inappropriate to do so and repeat some of the cautions concerning ‘pitfalls for the unwary’ previously voiced (Lambourne & Wheldall, 1979). 相似文献
125.
Phillip B. Horton Andrew A. McConney Amanda L. Woods Kevin Barry Homer L. Krout Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869
To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers. 相似文献
126.
The cohort growth model (CGM) is a method for estimating the parameters of a latent growth model (LGM) based on cross-sectional data. The CGM models the interindividual differences in the growth rate, and it models how subjects’ growth rate is related to their initial status. We derive model identification for the CGM and illustrate, in a simulation study, that the CGM provides unbiased parameter estimates in most simulation conditions. Based on empirical data we compare the estimates of the CGM with the estimates of the LGM. The results were comparable for both models. Although the estimates of the (co)-variances were different, the estimates of both models led to similar conclusions on the developmental change. Finally, we discuss the advantages and limitations of the CGM, and we provide recommendations for its use in empirical research. 相似文献
127.
Tate Erika D. Ibourk Amal McElhaney Kevin W. Feng Mingyu 《Journal of Science Education and Technology》2020,29(5):677-690
Journal of Science Education and Technology - We examined the sophistication of middle school students’ mechanistic explanations of genetics phenomena and how they interact with a... 相似文献
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129.
The purpose of this article is to describe the effects that parent perceptions of their relationships with teachers have on
parent involvement. After providing a brief review of literature identifying the importance of parent–teacher relationship
formation, the authors provide suggestions for early childhood educators that will help them establish and maintain productive
relationships with the families that they serve. 相似文献
130.
The place of language learning in a liberal education: implications for curriculum policy in Ireland
Kevin Williams 《Irish Educational Studies》2019,38(2):141-156
This article attempts to expand, and to add to, one important aspect of the rationale for including the study of languages as part of a liberal education. Following criticism of the profile of the vocational rationale for language learning in Irish curriculum policy, the article develops recent research on the work of L. V. Shcherba to defend the role of language learning as part of a liberal education. The principal argument advanced and illustrated is that language learning has the potential to increase intellectual resources and, secondarily, to enhance literacy. This it achieves by introducing learners to new worlds of thought through revealing different linguistic maps for representing the world and by making them are aware of the nature of language. The argument is supplemented by reference to research in neuroscience that shows that knowledge of languages contributes to cognitive empowerment. 相似文献