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Michael F. Giangreco Susan W. Edelman Catherine Nelson Mary Rose Young Richard Kiefer-O'Donnell 《International Journal of Disability, Development & Education》1999,46(4):463-473
This study provides data from 73 educational team members who used an updated version of the Vermont Interdependent Services Team Approach (VISTA) to assist them in planning educationally necessary support services for 11 students with multiple disabilities in general education classes. These data provide evaluative consumer feedback about changes in VISTA based on limitations identified through previous research. The results indicated that the changes were perceived positively by consumers, particularly related to overall quality, practicality, and more substantive involvement of parents and general education teachers in support service decision-making. Study respondents also identified areas in need of continued improvement in VISTA. Implications for future research, development, and practice are discussed. 相似文献
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Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: performance versus learning and sequencing versus form scores. Children (N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task was a 6-part motor skill sequence in which proper sequencing and quality of form were assessed. A 2 x 3 x 4 (age group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases. 相似文献
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This study contributes to the literature on quality of work life (QWL) by testing the relationship between QWL and job performance by using questionnaires to survey a sample of 475 managers in a manufacturing industry in Malaysia. The results indicated a significant positive relationship between QWL and job performance. A two‐factor model with correlated factors was postulated and supported. Structural equation modeling procedures showed that the two constructs are highly correlated (r = 0.94) and represent a distinct concern on work life. Implications of results and directions for future research are offered. 相似文献
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Jeffrey V. Bennett Rose M. Ylimaki Thad M. Dugan Lynnette A. Brunderman 《Journal of Educational Change》2014,15(4):377-409
This mixed-method study examines Arizona principals’ capacity-building skills and practices in Tier III schools aimed at developing potential for sustained improvements in student outcomes. Data sources included surveys (62 individuals) and semistructured interviews (29 individuals) of principals and staff (e.g. teachers, instructional coaches, assistant principals) who participated in grant-funded leadership training over an 18-month period. The theoretical framework consisted of leadership in the sociocultural dimension (Ylimaki et al. in Leadersh Policy Sch 11(2):168–193, 2012) and capacity building for sustainable improvement in high-capacity Schools (Mitchell and Sackney in Sustainable improvement: building learning communities that endure. Sense Publishers, Rotterdam, 2009). Findings indicated that: (1) schools were not at high-levels of capacity building; (2) those schools in process of building capacity for sustainable improvement demonstrate a directive leadership approach; (3) school development towards high capacity focused on micro-level processes (e.g., professional learning communities); and (4) little attention was given to leadership in the socio-cultural dimension. Implications of the study suggest future research test a leadership development model for Tier III schools that links capacity building leadership and student achievement. The next generation of educational leaders must also have the knowledge, skills, dispositions, and analytical tools to lead schools in both the accountability culture and the macro socio-cultural dimension. 相似文献