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21.
This study was designed to examine differences in the report-writing skills of doctoral and nondoctoral school psychologists. Fourteen doctoral level and 13 specialist level public school psychologists provided the 50 school psychological reports used in this study; 25 reports were written by doctoral level school psychologists and 25 were written by specialist level school psychologists. The reports were categorized according to the referral problem: mental retardation, learning disability, reading problem, emotional difficulty, and behavior problem. The psychological reports were rated by a panel of educators using an 18-item rating scale. The results indicated no significant differences between the ratings of the doctoral and nondoctoral school psychologists' reports. Educators did, however, consistently rate reports that analyzed mentally retarded children's evaluations better than any of the other four report categories, regardless of the degree level of the school psychologist. Results indicated that both specialist level and doctoral level school psychologists are capable of meeting the needs of educators in the area of report writing. 相似文献
22.
Samuel W. Logan Kristin Scrabis-Fletcher Christopher Modlesky Nancy Getchell 《Research quarterly for exercise and sport》2013,84(3):442-448
Abstract The purpose of this study was to examine the relationship between motor proficiency and body mass index (BMI) in preschool children. Thirty-eight children ages 4–6 years had their BMI calculated and were assessed using the Movement Assessment Battery for Children-2 (MABC-2; Henderson, Sugden, & Barnett, 2007). These data were analyzed in two ways. The correlation between BMI and MABC-2 percentile ranks was calculated. Next, the groups were subdivided based on BMI status (high, M = 85.5; medium, M = 49.8; low, M = 10.8), and compared using t tests to determine if differences existed in MABC-2 percentile ranks. No significant relationship existed between MABC-2 and BMI percentile ranks (r = -.237). However, significant differences in MABC-2 percentile ranks existed between high and low (p = .042), and high and medium (p = .043) groups. These results suggest that preschool children classified as overweight or obese may have lower motor proficiency than their normal weight and under weight peers. This study indicates there is a direct relationship between motor proficiency and BMI in the preschool population. 相似文献
23.
Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools. 相似文献
24.
Grace Chisamya Joan DeJaeghere Nancy Kendall Marufa Aziz Khan 《International Journal of Educational Development》2012
The paper explores the effects of rapid increases in gender parity in primary schooling in Bangladesh and Malawi on gender inequities in schools and communities. Based on an analysis of comparative case studies of marginalized communities, we argue that educational initiatives focused on achieving gender parity provide limited evidence that girls’ educational experiences modeled significantly different gender norms than in communities, or that by being educated, girls experienced a transformation of the inequitable gender relations they faced in society. The data illustrate persistent gender discrimination related to educational attainment and learning, and gender-based violence in schools. These patterns of gendered discrimination and violence largely mirrored those that girls and boys experienced in their homes and communities, raising important questions about the transformational capacity of current gender parity and schooling models. 相似文献
25.
26.
This case study describes the efforts of librarians to integrate mobile devices, collaboration tools, and resources into a School of Medicine third-year pediatric clerkship. Additional class emphasis is on evidence-based searching and journal article evaluation and presentation. The class objectives ensure that students are comfortable with mobile devices and collaboration tools. Over the eight-year history of the course, student acceptance of the mobile devices used diminished as the devices aged, necessitating the evaluation and selection of new technologies. Collaboration tools and mobile applications employed in the course evolved to accommodate curriculum changes. 相似文献
27.
Maciel M. Hernández Nancy Eisenberg Carlos Valiente Tracy L. Spinrad Rebecca H. Berger Sarah K. VanSchyndel 《Early education and development》2018,29(1):1-13
Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children’s adjustment (N = 301). Research Findings: Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher–student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. Practice or Policy: The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children’s maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed. 相似文献
28.
Nancy F. Berglas Petra Jerman Louise A. Rohrbach Francisca Angulo-Olaiz Chih-Ping Chou Norman A. Constantine 《Sex education》2016,16(5):549-567
Numerous classroom-based interventions have aimed to improve sexual health outcomes for young people, yet few have shown strong, lasting effects. Ecological approaches that address multiple levels of a young person’s environment offer largely untapped potential to positively change sexual behaviour. This paper presents results of a cluster-randomised trial of a multicomponent sexuality education intervention that integrated a classroom curriculum, parent education workshops and materials, peer advocate programme, and sexual health services at 10 urban high schools. An implementation evaluation, employing quantitative and qualitative instruments, was conducted to examine whether the individual components of the intervention were delivered as planned and how they were received by the target populations. Multilevel modelling was used to evaluate the effect of the multicomponent intervention on outcomes at one-year follow-up. Results showed that the intervention components were successfully implemented with and well received by target populations. Students receiving the multicomponent intervention reported greater increases in the use of sexual health services (odds ratio [OR] = 1.73, 95% CI = 1.09–2.75) and the likelihood of carrying a condom (OR = 2.71, 95% CI = 1.44–5.09) relative to those receiving a control condition. No effects were found for other behaviours, possibly due to low prevalence of sexual activity in the sample and the small number of schools randomised. 相似文献
29.
Christopher Mikton Mick Power Marija Raleva Mokhantso Makoae Majid Al Eissa Irene Cheah Nancy Cardia Claire Choo Maha Almuneef 《Child abuse & neglect》2013
This study aimed to systematically assess the readiness of five countries – Brazil, the Former Yugoslav Republic of Macedonia, Malaysia, Saudi Arabia, and South Africa – to implement evidence-based child maltreatment prevention programs on a large scale. To this end, it applied a recently developed method called Readiness Assessment for the Prevention of Child Maltreatment based on two parallel 100-item instruments. The first measures the knowledge, attitudes, and beliefs concerning child maltreatment prevention of key informants; the second, completed by child maltreatment prevention experts using all available data in the country, produces a more objective assessment readiness. The instruments cover all of the main aspects of readiness including, for instance, availability of scientific data on the problem, legislation and policies, will to address the problem, and material resources. Key informant scores ranged from 31.2 (Brazil) to 45.8/100 (the Former Yugoslav Republic of Macedonia) and expert scores, from 35.2 (Brazil) to 56/100 (Malaysia). Major gaps identified in almost all countries included a lack of professionals with the skills, knowledge, and expertise to implement evidence-based child maltreatment programs and of institutions to train them; inadequate funding, infrastructure, and equipment; extreme rarity of outcome evaluations of prevention programs; and lack of national prevalence surveys of child maltreatment. In sum, the five countries are in a low to moderate state of readiness to implement evidence-based child maltreatment prevention programs on a large scale. Such an assessment of readiness – the first of its kind – allows gaps to be identified and then addressed to increase the likelihood of program success. 相似文献
30.
Nancy Léger 《Community College Journal of Research & Practice》2013,37(8):641-642
For over 30 years, researchers and practitioners have identified challenges unique to small, rural community colleges. The purpose of this study was to examine the distinctive problems facing rural community colleges today and the challenges those institutions must address to fulfill their mission in rural America. There are 5 current challenges commonly identified by 10 rural community college administrators in Kansas: technology use, grant writing, an evolving student population and corresponding changes to the mission, funding inequalities between institutions, and hiring qualified people. Identified challenges were compared with problems described in the literature from the last 30 years. 相似文献