父亲和儿子的比赛:大学篮球变成家务事

正【阅读难度:】道格?迈克德莫特是大学篮球的顶级得分手之一,并将参加今年6月29号在纽约新泽西进行的NBA选秀,颇受球迷关注。格雷格?迈克德莫特是克瑞顿大学的篮球教练,也是道格的父亲。当大学篮球变成家务事,这对篮球场上的父子搭档相处的怎么样?     

Attitudes about Group Work among Criminal Justice Students: The Influence of Participation in Group Projects

Past research has considered factors that contribute to students’ attitudes about group projects. Much of this research has focused on the influence of demographic characteristics such as gender, race, and age. This study extends that past research and considers whether participating in group projects potentially changes students’ attitudes about group projects. Surveys were conducted with 85 students, 48 of whom had just completed a group project. Results showed that students who just completed a group project had slightly different attitudes about group projects than those who did not. Attention was also given to the total number of group projects to which students were exposed. Analyses showed that those who were exposed to more group projects held different attitudes about group projects than those who had fewer group projects. Implications are provided.     

Education for Older Adults with Early-Stage Dementia: Health Promotion for the Mind,Body, and Spirit

Later life learning (LLL) has a profound beneficial effect on older adults; therefore, it is important to assess older adults' learning needs. A representative random sample of 1,867 soon-to-be older adults (between 45 and 59 years of age) were assessed for their interest in formal learning after their retirement or when they become 60 years old. We examined their preferences for courses and identified the socioeconomic and health-related characteristics related to their planned participation in formal LLL. About 38% of these respondents expressed an interest in formal learning after retirement; the most popular three content courses included computers, interest classes, and physical exercise. Those who did not plan to commit themselves to formal LLL indicated "no interest" and "lack of time" as the most frequently reported reasons for not wanting to participate in LLL. Moreover, we found that LLL was positively related to socioeconomic indicators including education, income, and retirement protection; whereas those who received financial support from adult children or from the government (in the form of welfare) were less likely to express interest in formal LLL.     

No Quick Fixes: Problems in the Development of A-level Students’ Writing (and Learning)

Over the past 15 years, there has been a range of standards-driven educational interventions in England: focused particularly on students’ writing, they have been targeted at particular students, short-term and based on the assumption that identifiable, quantifiable inputs would produce pre-identified, measurable outputs. This article explores one such intervention, aimed at students in Year 13 who were seen as having difficulty with academic writing. It looks closely at the work of one student, and raises questions about the effects of high-stakes testing upon pedagogy in schools and the damaging impact that this has upon student learning.     

Training phonological awareness: A study with inner-city kindergarten children

A small-scale, longitudinal, phonological awareness training study with inner-city kindergarten children was conducted in four classrooms. The central goals of the study were the creation and evaluation of a phonological awareness training program and a preliminary look at the consequence of that training on basic phonological processes. Assessment of phonological awareness and basic phonological processes was carried out in the fall of the kindergarten year, and again in the spring following an 18 week training program which incorporated both auditory and articulatory techniques for fostering metaphonological development. Follow-up evaluation of promotion to first grade and of reading achievement took place a year later. The children in the two experimental classes receiving training had significantly greater gains in phonological awareness at the end of kindergarten, were significantly more likely to be promoted to first grade rather than to pre-one, and had a trend toward better reading skills in first grade than did the smaller group of children promoted to first grade from the control classes. In addition, there were some indications that development of phonological awareness was accompanied by changes in the underlying phonological system as well. Here we focus on the rationale and implementation of our training program and discuss the implications of the findings for a potential large-scale study.     

The effect of systematic academic instruction on behavioural and academic outcomes of students with EBD

This study aims to assess the impact of systematic academic instruction on academic progress and behavioural problems of students with emotional and/or behavioural disorders (EBD) in special education. Earlier studies have noted the importance of a systematic approach as well as the significance of focusing on academic instruction instead of on behaviour. On the basis of these studies, it was hypothesised that the amount of teachers’ systematic academic instruction positively influences the academic progress of students with EBD as well as their behaviour. The amount of systematic academic instruction by teachers in daily teaching (N = 88) and the behaviour and academic progress of a sample of their students (N = 234) were measured and analysed by means of multilevel analyses. The results show a significant relationship between systematic academic instruction and academic outcomes. However, academic outcomes taking into account previous academic performance and behavioural outcomes could not be related to systematic academic instruction. Implications for research on the daily practice of special education are discussed.     

The impact of ability group placement decisions on the equality of educational opportunity in desegregated elementary schools

The academic placement decisions of school personnel in desegregated elementary schools is assessed. Placement decisions involving labeling, classifying, and differential assignment policies are often related to the student's racial background. Students are often misclassified and misplaced because of inappropriate evaluation procedures and arbitrary decisions made by school personnel. Such assignment policies have led to high levels of classroom and program resegregation once districts and school buildings have been desegregated.Differential placement, often referred to as ability grouping, must be discontinued as it is currently practiced. Low teacher expectations, differential curricula, and low student achievement are often associated with differential placement decisions in desegregated elementary schools.     

The role of school psychology in preventing depression

To advance the role of school psychologists in mental health prevention and wellness activities, in this article we describe (a) a social ecological theory for guiding school‐based prevention research, (b) the role of schools in the development and prevention of depression, (c) a continuum of school‐based support for meeting the needs of children who are currently depressed for preventing future internalizing distress for all children, and (d) social and political factors that must be considered if lasting change is to occur. We conclude with specific considerations for school psychologists. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 763–775, 2004.