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Pamela G. Orosan Andrew M. Weine Leonard A. Jason Joseph H. Johnson 《Psychology in the schools》1992,29(4):394-402
This study describes a tutoring program designed to help children in grades 3 through 5 who underwent an unscheduled school transfer. We examined gender differences in self-concepts, academic performance, teacher evaluations, and peer ratings. Gender differences were found in several measures, although gender did not substantially interact with the intervention. As expected, female transfer students reported lower self-concepts than males; teachers reported that boys were more popular; peers also rated boys as more aggressive and girls as more likable. Findings suggest that preventive interventions for transfer students need to account for effects of gender. 相似文献
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Leonard T. Volenski 《Psychology in the schools》1995,32(2):124-129
The Parent Education and Guidance Program was motivated by the belief that the fostering of a positive, ongoing relationship between the school and home can have a significant bearing on the development of family strengths for coping with a handicapped child. The training program utilized parent support groups and professionals from various fields to involve parents of handicapped children in group process directed toward the holistic approach to meeting the child's social, emotional, and intellectual needs. During the course of the program it became apparent that parents needed the help and support of other parents who shared similar difficulties related to having a handicapped child in the family. Issues related to developing personal awareness as well as interpersonal skills were dealt with at the parent meetings. An atmosphere of mutual understanding and support between members of the Child Study Team and parents developed as a result of less formalized and more relaxed contact during the 8-month program. 相似文献
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Danling Fu Lynn Hartle Linda Leonard Lamme Jeane Copenhaver Diane Adams Carlene Harmon Stephanie Reneke 《Early Childhood Education Journal》1999,27(2):73-80
This article describes the start of the school year in three multi-age classrooms where 8 new kindergarten children join 16 returning first and second graders. The authors (professor/observers and teachers) describe what happens during the first week of school in this setting where the students remain with their teachers for 3 years. They explain what the start of the year is like for the returning students (first and second graders), the new students (kindergartners), the parents, and the teachers. 相似文献
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