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391.
L. Oriana Linares Nicole Rosbruch Marcia B. Stern Martha E. Edwards Gillian Walker Howard B. Abikoff Jose Ma. J. Alvir 《Psychology in the schools》2005,42(4):405-417
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005. 相似文献
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Using the evaluation research strategy (Geroy & Wright, 1988) as a guideline, the authors conducted a needs assessment with 280 support staff, faculty, and administrators at a mid–sized community college. We taught the nominal group technique (Delbecq & Van de Ven, 1971) to representatives from each of these three groups. These representatives facilitated the participation of virtually all employees at the college in identifying a prioritized list of items that would enable these persons to “do their jobs better.” Analysis of the suggested performance improvement solutions utilized the performance technology model (Gilbert, 1978) and indicated that the solutions fell into five categories of intervention: high–yield training, direction and flow of information, resources, performance incentives, and medium–yield training. This combination of models and methods provided the decision makers with data that refocused their vision from planning professional development training to planning for performance improvement. These data represented needs, not wants, and enabled them to recognize the importance of addressing both training and non–training options. 相似文献
394.
Martha Anne Kitzrow 《Counselor Education & Supervision》2002,42(2):107-118
The author discusses the importance of training counselors to provide adequate treatment for survivors of sexual abuse, presents the results of a survey of programs approved by the Council for Accreditation of Counseling and Related Educational Programs regarding current training practices, and offers recommendations and a model for developing a training component in sexual abuse counseling. 相似文献
395.
Martha L. Stocking Thomas Jirele Charles Lewis Len Swanson 《Journal of Educational Measurement》1998,35(3):199-221
A pool of items from operational tests of mathematical reasoning was constructed to investigate the feasibility of using automated test assembly (ATA) methods to simultaneously moderate possibly irrelevant differences between the performance of women and men, and African American and White test takers. None of the artificial tests exhibited substantial impact moderation, although the estimated mean scaled score differences for the relevant population indicated a modest move in the intended direction: the difference between scaled score means was reduced by about 20% for women and men and about 9% for African American and White test takers. Although many issues in the implementation of this methodology remain to be solved, the consideration of impact in ATA, along with the maintenance of the detailed test plan, appears to be a potential method of moderating possibly irrelevant mean test score differences. 相似文献
396.
397.
Leslie Bedford 《Curator: The Museum Journal》2012,55(4):393-400
Abstract The author considers the question of how museums engage visitors in thinking about the meaning of time (personal and universal) and the role played by objects, text, designed settings, and artistry in bringing the process to life, a theme inspired by an article, “The Mindful Museum” (2007), by Adam Gopnik. 相似文献
398.
Rebecca Raszewski Abigail H. Goben Martha Dewey Bergren Krista Jones Catherine Ryan Alana Steffen Susan C. Vonderheid 《Journal of the Medical Library Association》2021,109(2):248
Objective:While data management (DM) is an increasing responsibility of doctorally prepared nurses, little is understood about how DM education and expectations are reflected within student handbooks. The purpose of this study was to assess the inclusion of DM content within doctoral nursing student handbooks.Methods:A list of 346 doctoral programs was obtained from the American Association of Colleges of Nursing (AACN). Program websites were searched to locate program handbooks, which were downloaded for analysis. A textual review of 261 handbooks from 215 institutions was conducted to determine whether DM was mentioned and, if so, where the DM content was located. Statistical analysis was performed to compare the presence of DM guidance by type of institution, Carnegie Classification, and the type of doctoral program handbook.Results:A total of 1,382 codes were identified across data life cycle stages, most commonly in the handbooks’ project requirements section. The most frequent mention of DM was in relation to collecting and analyzing data; the least frequent related to publishing and sharing data and preservation. Significant differences in the frequency and location of codes were identified by program type and Carnegie Classification.Conclusions:Nursing doctoral program handbooks primarily address collecting and analyzing data during student projects. Findings suggest limited education about, and inclusion of, DM life cycle content, especially within DNP programs. Collaboration between nursing faculty and librarians and nursing and library professional organizations is needed to advance the adoption of DM best practices for preparing students in their future roles as clinicians and scholars. 相似文献
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400.
Martha A. Brown 《Teaching Artist Journal》2016,14(2):68-80
This article provides a framework to assist evaluators, teaching artists, and program managers in working together. 相似文献