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141.
Professional development to increase teacher behavior‐specific praise: A single‐case design replication
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Nicholas A. Gage Nicolette M. Grasley‐Boy Ashley S. MacSuga‐Gage 《Psychology in the schools》2018,55(3):264-277
Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches. 相似文献
142.
This study examined the relations among maternal socialization of positive affect (PA), adolescent emotion regulation (ER), and adolescent depressive symptoms. Two hundred early adolescents, 11-13 years old, provided self-reports of ER strategies and depressive symptomatology; their mothers provided self-reports of socialization responses to adolescent PA. One hundred and sixty-three mother-adolescent dyads participated in 2 interaction tasks. Adolescents whose mothers responded in an invalidating or "dampening" manner toward their PA displayed more emotionally dysregulated behaviors and reported using maladaptive ER strategies more frequently. Adolescents whose mothers dampened their PA more frequently during mother-adolescent interactions, and girls whose mothers reported invalidating their PA, reported more depressive symptoms. Adolescent use of maladaptive ER strategies mediated the association between maternal invalidation of PA and early adolescents' concurrent depressive symptoms. 相似文献
143.
Michael Boulton Helen Woodmansey Emma Williams Ruth Spells Beth Nicholas Eleanor Laxton 《教育心理学》2012,32(3):277-294
Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9–11-year-old children attending seven junior schools in the UK, we tested a model in which children’s perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation – product of coefficients and bootstrapping – supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed. 相似文献
144.
Federal benefit programs, including federal student aid, are designed to aid targeted populations. Behavioral responses to these programs may alter the incidence of their benefits, a possibility that receives less attention in the literature compared to tax incidence. I demonstrate the importance of benefit incidence analysis by showing that the intended cost reductions of tax-based federal student aid are substantially offset by institutional price increases for a sample of 4-year colleges and universities. Contrary to the goal of policymakers, I find that tax-based aid crowds out institutional aid roughly dollar-for-dollar. Unfortunately, it is not clear how institutions utilize these captured resources, so that the ultimate incidence of the programs is uncertain. 相似文献
145.
Over the next decade, Baby Boomers will be reaching retirement age in large numbers and the U.S. will be undergoing one of the most significant demographic shifts in its history. This demographic shift has important implications for the role of higher education as a provider of lifelong learning and for the changing composition of postsecondary institutions. Using data from the 2005 National Household Education Survey, the results of this study informs the higher education community about this emerging student market segment as a way to help us better respond to older adults?? demand for formal learning in postsecondary institutions. 相似文献
146.
Shana K. Carpenter Nicholas J. Cepeda Doug Rohrer Sean H. K. Kang Harold Pashler 《Educational Psychology Review》2012,24(3):369-378
Every day, students and instructors are faced with the decision of when to study information. The timing of study, and how it affects memory retention, has been explored for many years in research on human learning. This research has shown that performance on final tests of learning is improved if multiple study sessions are separated—i.e., “spaced” apart—in time rather than massed in immediate succession. In this article, we review research findings of the types of learning that benefit from spaced study, demonstrations of these benefits in educational settings, and recent research on the time intervals during which spaced study should occur in order to maximize memory retention. We conclude with a list of recommendations on how spacing might be incorporated into everyday instruction. 相似文献
147.
Nicholas Tucker 《Children‘s Literature in Education》2014,45(1):47-59
Britain’s Children’s Laureate Scheme has now been running for 14 years. This article asks Quentin Blake, Anne Fine, Michael Morpurgo, Jacqueline Wilson, Anthony Browne, Michael Rosen and Julia Donaldson for their views on their own experience of taking up this post. It concludes with a discussion of the recurring issues raised by these Laureates along with a look at possible future developments. 相似文献
148.
Nicholas J. Osborne 《Innovative Higher Education》2014,39(3):247-260
Since the Post-9/11 GI Bill was enacted in 2009, student veteran populations have nearly doubled while services that support their transition to higher education have dramatically increased. Despite a surge in resources, however, institutions are deficient in training faculty and staff about veterans’ issues, consequently leaving student veterans susceptible to inaccurate perceptions about their service and wellbeing. In an effort to provide an inclusive environment for service members, this article discusses findings from two focus groups and 14 interviews with student veterans. Recommendations for training faculty and staff and enhancing the visibility of veterans’ issues through Veteran Ally training and student veteran discussion panels are discussed. 相似文献
149.
Nicholas Schiller 《College & Undergraduate Libraries》2013,20(1-2):39-56
ABSTRACT Librarians can find techniques for improving information literacy in Plato's Socratic dialogs. The Socratic Method is an effective tool that can help engage students in critical thinking about their research, guide students to reveal flaws in their reasoning, and prepare them to learn new research skills. Examples of information literacy instruction drawn from Socratic dialogs are given in this article along with tips for avoiding pitfalls associated with the Socratic Method. 相似文献
150.
Nancy Jesuale Ralph Lee Smith Richard M. Neustadt Nicholas P. Miller Jane Wilson 《Communication Booknotes Quarterly》2013,44(7)
THE COMMUNITY MEDIUM, edited by Nancy Jesuale with Ralph Lee Smith (182 pages) A GUIDE FOR LOCAL POLICY, edited by Nancy Jesuale with Richard M. Neustadt and Nicholas P. Miller (131 pages) Jane Wilson, “New Information Technologies for the Nonprofit Sector,” (The Foundation Center, 888 Seventh Ave., New York, N.Y. 10106---$4.95, paper) 1982 CABLE ADVERTISING DIRECTORY (Nations Cable Television Association, 1724 Massachuse Avenue, N.W., Washington, D.C. 20036---$30. paper) THE INTERACTIVE CABLE TV HANDBOOK (Phillips Publishing , 7315 Wisconsin Avenue, Suite 1200 N, Bethesda, MD 20814---$49.00, paper) COUNTDOWN: DIRECT-TO-HOME SATELLITE BROADCASTING IN THE EIGHTIES (65 pages---$75.00, paper) VIDEODISC: BOOM OR BUST? THE STORY OF THE VIDEODISC IN 1981 FROM THE PAGES OF TELEVISION DIGEST (75 pages, $75.00, paper) 相似文献