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91.
Parineeth M. Reddy 《Resonance》2002,7(12):20-30
Embedded systems differ from general purpose computers in many aspects. This article introduces the reader to embedded systems 相似文献
92.
This literature review examines the ways in which college and university outreach programs impact Latino (and other minorities) high school students. This article demonstrates that the outreach programs outlined do aid in closing the gap of college enrollment for Latinos. However, a review of three representative programs—AVID, the University of California's Early Academic Outreach Program, and Upward Bound—reveals that the Latino students who exhibit the most need are summarily excluded from participating in the programs, thus leaving them on the margins of the educational system. One of the conclusions of this study is that the problem lies with the political nature of the programs, which causes them to have stringent eligibility criteria. 相似文献
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Linda A. Reddy Christopher M. Dudek Ryan J. Kettler Alexander Kurz Stephanie Peters 《Educational Assessment》2016,21(2):120-134
This study presents the reliability and validity of the Teacher Evaluation Experience Scale–Teacher Form (TEES-T), a multidimensional measure of educators' attitudes and beliefs about teacher evaluation. Confirmatory factor analyses of data from 583 teachers were conducted on the TEES-T hypothesized five-factor model, as well as on alternative models. The five- and four-factor model yielded acceptable fit to the data. Information-theory-based indices of relative fit (i.e., AIC0, BCC0, and BIC0) indicated that the TEES-T four-factor model yielded superior fit to either the five-factor or one-factor models. The TEES-T evidenced good internal consistency, freedom from item bias, and convergent validity with the Collective Efficacy Scale. Implications are discussed. 相似文献
97.
A NATIONAL INVESTIGATION OF SCHOOL PSYCHOLOGY TRAINERS’ ATTITUDES AND BELIEFS ABOUT EVIDENCE‐BASED PRACTICES 下载免费PDF全文
Linda A. Reddy Susan G. Forman Karen C. Stoiber Jorge E. Gonzalez 《Psychology in the schools》2017,54(3):261-278
The present investigation examined 460 school psychology trainers’ attitudes and beliefs about the conditions for the education and training of evidence‐based practices (i.e., assessments and interventions) in training programs in the United States and Canada using an online survey. Trainer attitudes and beliefs about education and training in evidence‐based practices were measured using a 24‐item five‐point Likert scale. Overall, trainers had positive views of evidence‐based practices, as well as program and organizational support for such training. However, trainers rated the education and training of evidence‐based assessments more favorably than evidence‐based interventions. In general, trainer characteristics nor program accreditation status, model, or type of degree offered were found to influence trainers’ perceptions about evidence‐based practices. However, trainers with prior experience teaching evidence‐based intervention courses were found to have more supportive views of evidence‐based assessments and interventions than those without such experience. Implications for future training and school practice are discussed. 相似文献
98.
This article examines the ways in which the development of alternative initial teacher education programs in England and Canada
over the last two decades serve to challenge some of the taken-for-granted assumptions underlying established models of initial
teacher education in both jurisdictions, and also to broaden the pool of people who have access to the profession. The article
offers a brief, initial account of the development of a standard model of initial teacher education in both countries that
is characterized as being: university governed and university based; primarily full-time; incorporating a standard curriculum,
with admission requirements that generally reflect the traditional academic expectations of the university; and which is funded
jointly by the student and the state. Against this standard model the article examines the development of alternative or flexible
models in both Canada and England. Three programs are described in some detail – The Brandon University Northern Teacher Education
Program, The University of Manitoba’s Weekend College Teacher Education Program, and The University of Nottingham’s Flexible,
Modularized Post-Graduate Certificate in Education Program – and each is examined in terms of the ways in which it challenges
the assumptions embedded in traditional teacher education programs. At a time when attracting talented and committed teachers
constitutes an important issue facing public education systems in both countries, the ability to construct high quality initial
teacher education programs that can provide access to the profession to as wide a cross-section of the population as possible
will be an important contribution to meeting this challenge. 相似文献
99.
Parineeth M. Reddy 《Resonance》2002,7(7):35-43
A software agent is an intelligent program that acts as a user’s personal assistant. Software agents endowed with the property
of mobility are called mobile agents. Mobile agents perform a user’s task by migrating and executing on several hosts connected
to the network. 相似文献
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