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761.
L. Oriana Linares Nicole Rosbruch Marcia B. Stern Martha E. Edwards Gillian Walker Howard B. Abikoff Jose Ma. J. Alvir 《Psychology in the schools》2005,42(4):405-417
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005. 相似文献
762.
Deborah L. Lowther Howard J. Sullivan 《Educational technology research and development : ETR & D》1994,42(4):73-87
This study investigated perceptions of teachers and educational technologists about the following areas: instructional design,
cooperative learning, learner control, school reform, computers and media, and implementation of a key practice in each area
in their teaching. Subjects were 477 individuals representing four respondent groups: educational technology faculty, educational
technology graduate students, K-8 teachers, and 9–12 teachers. Data were collected using a 30-item, five-choice Likert-type
questionnaire containing five items per topic area. Significant differences between groups were found on 16 items, with an
overall total of 32 significant between-group differences. Nineteen of the 32 differences were between K-8 teachers and either
the educational technology faculty or the graduate students. K-8 teachers had significantly more positive perceptions than
one or both of the educational technology groups on all five of the cooperative learning items and on three of the five learner
control items. The results suggest approaches that educational technologists can use in teaching instructional design courses
and in designing instructional programs for the schools.
Deborah L. Lowther is Program Evaluator for the Phoenix Urban Systemic Initiative which is sponsored by the National Science
Foundation and Maricopa Community Colleges.
The authors wish to acknowledge the contributions of the following people to this study: Gayle Davidson, Thomas Duffy, Nick
Eastmond, Donald Ely, Michael Hannafin, Simon Hooper, James Klein, Kyle Peck, Robert Reiser, Lloyd Rieber, and Steven Ross. 相似文献
763.
Howard W. Flack 《Peabody Journal of Education》2013,88(5):335-353
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