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This study compares the form and substance of supervisory discourse between university supervisors and elementary student teachers during postobservation conferences in two teacher education programs with similar organizational structures but with very different ideological orientations. One program represents a traditional-craft orientation to teacher education while the other represents an inquiry-oriented approach. The findings indicate a great deal of similarity with regard to both the form and substance of supervisory discourse in the two programs and suggest the need for changes in the organizational context of student teaching if innovations in the curriculum of student teaching are to be realized. 相似文献
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John W. Fantuzzo Kenneth Polite David M. Cook Greg Quinn 《Psychology in the schools》1988,25(2):154-163
The review contains a comprehensive evaluation of studies that have directly compared school-based, teacher- vs. student-management interventions. A search of the PSYCHINFO and ERIC databases produced 26 comparison studies out of a pool of 961 references. The review was limited to studies with nonretarded students in elementary school settings. This review assessed the number of self-management components in each self-management intervention, evaluated the relative effectiveness and generalization of these procedures, and assessed the relationship between the degree of self-management and the resulting treatment and generalization effects. It was found that student-management interventions resulted in greater treatment effect sizes than those of the teacher-management interventions. There also appeared to be a significant positive relationship between the number of intervention components that were student-managed and the treatment effect size. 相似文献
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The development and factor structure of the Internalizing Symptoms Scale for Children (ISSC), a new self-report measure for assessing internalizing symptomatology in children, is detailed. Development of the ISSC was driven by the lack of a children's self-report instrument designed specifically to assess the broad domain of internalizing symptomatology, as well as research findings showing a high degree of comorbidity among internalizing syndromes (e.g., depression, anxiety, somatic complaints, social withdrawal). Thorough and methodologically rigorous procedures were employed during the development of the ISSC to ensure strong content validity as well as clinical utility. Exploratory and confirmatory factor analytic procedures were utilized on the 54-item ISSC research protocol, resulting in a strong two factor solution for the 48 items retained. Factor 1, Negative Affect/General Distress, includes items that indicate the presence of internalizing symptoms, or in some cases, the absence of optimistic or functional emotional states. Factor 2, Positive Affect, includes items describing positive affect incompatible with internalizing symptoms, or in some cases, items that reflect the absence of internalizing symptoms. Results of the factor analyses are discussed in terms of previous research on affectivity and specific internalizing syndromes or disorders. Potential uses of the ISSC, as well as further research needed, are described. Implications of the present investigation for future assessment and classification studies in the area of child psychopathology are reviewed. © 1997 John Wiley & Sons, Inc. 相似文献
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