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11.
J. Howard Gore 《Journal of The Franklin Institute》1892,134(6):415-425
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Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Data were obtained from record cards maintained by pupils for tokens received during an observer-present condition and for an observer-absent condition. Comparison of reinforcement rates for observer-present vs. absent indicated significantly higher rates of token delivery (p <.025) in the observer-present condition. The observer effect has important implications for those programs in which assessment procedures introduce an observer into the classroom to collect data on changes in teacher behavior. 相似文献
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A discussion of the influences of impulsivity on test performance is presented, along with suggested procedures for ascertaining more accurately the cognitive abilities of impulsive children. 相似文献
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Howard M. Knoff 《Psychology in the schools》1985,22(4):410-418
Four hundred regular and special educators from New York (a categorical labeling state) and Massachusetts (a noncategorical labeling state) were surveyed on their mainstreaming attitudes and perceptions of handicapped exceptional children. Among the topics investigated were educators' attitudes toward the effects on these children of different educational placements, their reactions to integrating these children into regular classrooms, their knowledge of their special education responsibilities, and their inclusions in their building-level special education processes. Results, implications, and future research directions are discussed, so that services to handicapped exceptional children can be improved and implemented. 相似文献
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Research on the experience of faculty of color in predominately White independent schools (PWIS) is limited. This study explored faculty of varying racial backgrounds and their initiation of, interactions with, and stress reactions to racial conflicts within the school settings using an online survey. Several measures were developed according to the Racial/Ethnic Coping Appraisal and Socialization Theory (recast) model and administered to 339 faculty participants. Using factor analytic and correlational analyses, results from the highly reliable measures found that Black faculty show significantly less trust in schools to manage racial conflict, lower sense of school membership, greater racial stress, and more racial socialization than their White counterparts do. With reliable and valid measures on the racialized experiences of faculty in PWIS, future research can ask better questions on how much racial politics influence diversity initiatives, including faculty and student recruitment and retention, supportive racial and intellectual climate, and organizational mission and professional development. Implications for the development of racially relevant measures in schools are discussed. 相似文献
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Machado M Willardson JM Silva DR Frigulha IC Koch AJ Souza SC 《Research quarterly for exercise and sport》2012,83(2):276-281
In the current study, we examined the relationship between serum creatine kinase (CK) activity following upper body resistance exercise with a 1- or 3-min rest between sets. Twenty men performed two sessions, each consisting of four sets with a 10-repetition maximum load. The results demonstrated significantly greater volume for the 3-min condition (M = 4156 kg, SD = 867, for 3 min; vs. M = 3503 kg SD = 759, for 1 min; p < .001), with no significant differences in delta CK activity between conditions (p = .574). Nevertheless, there was a weak correlation between the delta CK activity and total volume of exercise completed (r = .55 with a 1-min rest, and r = .45 with a 3-min rest). Therefore, the volume following upper body resistance exercise correlates weakly with serum CK levels, irrespective of rest interval length between sets. 相似文献
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