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121.
Kimberly P. Weber Kim Killu K. Mark Derby Anjali Barretto 《Psychology in the schools》2005,42(7):737-744
The application of functional behavioral assessment (FBA) has become increasingly visible in school settings since its inclusion in the 1997 reauthorization of the Individuals with Disabilities Education Act. Despite the mandate for FBAs within the educational program of students with disabilities displaying behavior problems, the federal government put forth guidelines that made what constituted an FBA subject to interpretation. Many states have assumed the responsibility of establishing policy for completing FBAs. This investigation examined the resources acquired or developed and disseminated by each of the 50 states for FBA completion and compared the information from these resources to standard practice for FBA and functional analysis (FA). © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 737–744, 2005. 相似文献
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H.C.P. Weber 《Journal of The Franklin Institute》1912,174(4):466-467
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本书介绍 我们以往常见的中文魔术书大部分是属于入门级的读物,能够进一步提升＂内功＂和＂专业水准＂的书籍比较缺乏,《终极娱乐（Maximum Entertainment）》算是能够表述后一种内容的书。它的封底是这么说的：＂本书里一个魔术也没有,但充满了秘密!＂这些秘密,指的就是＂内功＂和＂专业水准＂,这是别人偷不走、就算偷走也没关系的秘密。除了让表演成功的原则,这本书还包括了说话的技巧、搞笑招数、舞台姿势、 相似文献
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Dawn R. Weber 《Innovative Higher Education》1989,13(2):85-89
Independent studies are designed to enable advanced students to investigate a specific topic of interest in greater depth than is possible in a traditional classroom environment. Student and faculty advisor must work together to provide direction for the independent study and to insure its success. This paper explores the role of both students and faculty advisors in developing independent studies. In addition, how to plan for independent studies and a step-by-step guide for directing them is proposed.She is currently completing a dissertation and plans to remain in the field of higher education. 相似文献
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Deborah K. Reed Emily Jemison Jessica Sidler-Folsom Ashley Weber 《Journal of Experimental Education》2013,81(4):552-574
This study investigated the content learning of fourth graders (N?=?92) randomly assigned to complete electronic Frayer Models on life science vocabulary by themselves or while engaging in synchronous online discussions with a partner. The use of the graphic organizers was interspersed with other science activities. After seven weeks, all students significantly improved their science content knowledge (d ≈ 0.60), but the two treatment groups did not demonstrate significantly different performance after controlling for pretest abilities. Path analysis revealed the rubric scores on students' organizers were more strongly predictive of the posttest science benchmark in the online discussion group than the independent group, suggesting that collaboratively completing Frayer Models may help bolster the relationship between reading and science. 相似文献
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