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111.
We explored response rate as a possible mediator of learned stimulus equivalence. Five pigeons were trained to discriminate
four clip art pictures presented during a 10-sec discrete-trial fixed interval (FI) schedule: two paired with a one-pellet
reinforcer, which supported a low rate of responding, and two paired with a nine-pellet reinforcer, which supported a high
rate of responding. After subjects associated one stimulus from each of these pairs with a discriminative choice response,
researchers presented two new clip art stimuli during a 10-sec FI: one trained with a differential reinforcement of low rate
schedule (DRL) after the FI and the other trained with a differential reinforcement of high rate schedule (DRH) after the
FI. Each of the stimuli that were withheld during choice training was later shown to see if the choice responses would transfer
to these stimuli. The results suggest that response rate alone does not mediate learned stimulus equivalence. 相似文献
112.
This article has two aims: to explore the historical reasons why mental health has been a contested issue in Head Start, and to describe areas of challenge and innovation which might further the program's goal of improving the well-being of parents and children in poverty. The historical sources of silence in the program concerning mental health issues are noted, and recent efforts to bring mental health closer to the center of the Head Start agenda described. Four areas of challenge which are crucial in improving mental health in Head Start, are then reviewed: definitional issues at the individual and family levels, program-level consultation and services, system-level coordination, and macro-level policy changes. In each section, the nature of the challenge, current innovative practices in response to the challenge, and recommendations for further action are discussed. A concluding section presents a summary of recommendations for both program practice and research. 相似文献
113.
114.
The use of teaching strategies associated with a conceptual change model of science teaching was examined in a study of thirteen 7th-grade life science teachers. Teachers taught units on photosynthesis, cellular respiration, and matter cycling in ecosystems in their regular classes under conditions varying as to whether or not conceptual change-oriented instructional materials and training sessions were provided. Greater use of conceptual change teaching strategies was associated with use of the special instructional materials, but not with the training. Students in classes where teachers were provided with the materials tended to perform better on posttests than those where such materials were not provided. The use of the conceptual change strategies by teachers was also associated with higher student performance on tests designed to assess conceptual change learning. The results support claims for the usefulness of conceptual change teaching strategies, but few of the teachers in this study could successfully implement these strategies without the support of appropriately designed curriculum materials. 相似文献
115.
The study was designed to assess the development of Family Independence (FI), Peer Independence (PI), Liberalism (L), Social Conscience (SC), and Cultural Sophistication (CS) among students attending three predominantly black colleges. Responses to the Attitudes section of the College Student Questionnaires were obtained from 334 students when they were entering freshmen, end-of-year freshmen, and graduating seniors. The data were analyzed with a repeated measures multivariate analysis of variance design. College, Sex, and Time were the independent variables, and the five attitude scales were the dependent variables. The tests for the main effects of time revealed overall gains on all five scales. A significant Sex × Time interaction indicated that PI scores for males increased, while females' PI scores decreased, during the freshman year; the females' PI scores increased during the subsequent three year period. Significant College × Time interactions were found for FI and CS. College × Sex × Time interactions were significant for L and CS. The results indicated that students who attended these predominantly black colleges developed greater self-reliance and autonomy and broadened interests in political, social, and cultural affairs. The extent of change in these attitudes varied, however, according to the college attended and/or sex of the student. 相似文献
116.
117.
Edward Sloat Audrey Amrein-Beardsley Jessica Holloway 《Educational Assessment, Evaluation and Accountability》2018,30(4):367-397
In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states. 相似文献
118.
Joseph Bordogna Eli Fromm Edward W. Ernst 《Journal of Science Education and Technology》1995,4(3):191-198
The several reports and papers of the past decade suggesting paradigm shifts in engineering education are shown to reveal a common theme, to wit: engineering is an integrative process, and thus engineering education, particularly at the baccalaureate level, should be designed toward that end. Suggesting a change in intellectual culture, the roots of contemporary collegiate education in the United States are traced to their origin and attention is given to discussing the current emphasis on reductionism vis-à-vis integration or, said another way, a course-focused education compared to a more holistic approach in which process and knowledge are woven throughout the curriculum. A new construct for systemic change in baccalaureate engineering education is suggested in terms of a taxonomy of intellectual components connected holistically with a core focus on developing human potential, as opposed to the present system in which students are passed serially through course filters.An early version of this work appeared as Engineering education: Innovation through integration,Journal of Engineering Education 82(1): 3–8, 1993. 相似文献
119.
Marlatt EA 《American annals of the deaf》2004,148(5):349-357
Especially in the education of students who are deaf or hard of hearing, teachers' practical knowledge storage is almost never measured. The Survey of Practical Knowledge was used to compare the practical knowledge storage of deaf and hearing teachers of these students. Surveyed were 48 deaf and 115 hearing individuals at the preservice and in-service experience levels. Practical knowledge storage was defined as images, rules of practice, and practical principles. Results indicate that deaf teachers tend to view students as equals but are more likely to emphasize control over classroom behavior than hearing teachers. Hearing teachers tend to stress efforts to engage students in subject matter by providing variety and relating it to life experiences. Given the trend toward high-stakes testing of teachers, further research is encouraged on role differences between deaf and hearing teachers working with students who are deaf or hard of hearing. 相似文献
120.
Wu SS Ma CX Carter RL Ariet M Feaver EA Resnick MB Roth J 《Child abuse & neglect》2004,28(12):1253-1264
CONTEXT: Of the approximately 900,000 children who were determined to be victims of abuse or neglect by US child protective services in 2002, the birth-to-3 age group had the highest rate of victimization (1.6%) and children younger than 1 accounted for the largest percentage of victims (9.6%). OBJECTIVE: To identify perinatal and sociodemographic risk factors associated with maltreatment of infants up to 1 year of age. DESIGN AND SETTING: Observational cohort study. PARTICIPANTS: 189,055 children born in 1996 in Florida. MAIN OUTCOME MEASURE: Infant maltreatment, defined as a verified report of abuse, neglect, or threatened harm that occurred between day 3 of life and 1 year. RESULTS: 1,602 children (.85%) of the 1996 birth cohort had verified instances of maltreatment by age 1. Of 15 perinatal and sociodemographic variables studied, 11 were found to be significantly related to infant maltreatment. Five factors had adjusted relative risks (RR) of two or greater: Mother smoked during pregnancy (RR 2.8); more than two siblings (RR 2.7); Medicaid beneficiary (RR 2.1); unmarried marital status (RR 2.0); low birth weight infant (RR 2.0). Infants who had four of these five risk factors had a maltreatment rate seven times higher than the population average. CONCLUSIONS: Data on nearly all risk factors found to be significantly associated with infant maltreatment are available on the birth certificate. Such information can be incorporated into a population-based risk-assessment tool that could identify subpopulations at highest risk for infant maltreatment. Because resources are limited, these groups should be given priority for enrollment in child abuse prevention programs. 相似文献