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Herbert H. Severson Marianne Pickett Deborah J. Hetrick 《Psychology in the schools》1985,22(2):179-186
One hundred eighty-one experienced teachers (elementary and junior high), and 189 preservice teachers were surveyed regarding their perceptions of school psychologists. The survey instrument used essentially the same categories as Styles in 1965, including: (a) level of training, (b) effectiveness, (c) qualifications for tasks, and (d) usefulness in specific duties. Analysis of the survey data showed there were significant differences between preservice and experienced teachers' effectiveness ratings of school psychologists on eight tasks typically performed by school psychologists. Significant differences also were found between preservice and experienced teachers on their ratings of school psychologists' qualifications to undertake specific tasks, although almost half of the experienced teachers were unable to rate the effectiveness of school psychologists. There was a small, but significant, negative relationship between the amount of contact with the school psychologist and the perceived effectiveness. Limitations inherent in survey methodology and the need to foster greater teacher awareness of the school psychologist's role are discussed. 相似文献
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Marianne W. Devoe Gary F. Render James R. Collins 《Journal of Experimental Education》2013,81(4):296-301
This study investigates four variations of a microtechnology process and its effect on the development of cooperative behavior in 96 third grade children. Subjects were randomly assigned to one of four treatment groups. The treatments were the complete microtechnology process and three variations of the process. Findings suggest that: cooperative behavior can be significantly (p < .01) increased by use of microtechnology techniques; the microtechnology process is effective without the self-confrontation component; and the behavior developed exhibited short-term retention. 相似文献
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Major influences on the demand for opera tickets 总被引:1,自引:0,他引:1
Marianne Victorius Felton 《Journal of Cultural Economics》1989,13(1):53-64
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Campana Kathleen Martens Marianne Filippi Allyson Clunis Julaine 《Early Childhood Education Journal》2022,50(1):71-82
Early Childhood Education Journal - Preschools and public libraries are natural partners in that they share similarities in their support for early learning and family engagement for the young... 相似文献
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Addressing the Needs of First‐Generation College Students: Lessons Learned From Adults From Low‐Education Families 下载免费PDF全文
The fact that 1st‐generation college students have lower retention rates than their peers and confront barriers hindering college success is well known. However, less information exists about the effect that 1st‐generation college status has after college completion. In this qualitative study, the career development experiences of adults from families without college education were examined. Three themes were identified: the role of the father, expectations about career, and expectations about college. Implications for college counselors are provided. 相似文献
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Exploring the validity of assessment in anatomy: Do images influence cognitive processes used in answering extended matching questions? 下载免费PDF全文
Marc A.T.M. Vorstenbosch Shifra T. Bouter Marianne M. van den Hurk Jan G.M. Kooloos Sanneke M. Bolhuis Roland F.J.M. Laan 《Anatomical sciences education》2014,7(2):107-116
Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the validity of test items, we focused on students' cognitive processes while they answered questions with and without images. Seventeen first‐year medical students answered EMQs about gross anatomy, combined with either labeled images or answer lists, while thinking aloud. The participants' verbal reports were transcribed verbatim and then coded. Initial codes were based on a task analysis and were adapted into final codes during the coding process. Results showed that students used more cues from EMQs with images and visualized more often in EMQs with answer lists. Ready knowledge and verbal reasoning were used equally often in both conditions. In conclusion, EMQs with and without images elicit different results in this think aloud experiment, indicating different cognitive processes. They seem to measure different skills, making them valid for different testing purposes. The take‐home message for anatomy teachers is that questions without images seem to test the quality of students' mental images while questions with images test their ability to interpret visual information. It makes sense to use both response formats in tests. Using images from clinical practice instead of anatomical drawings will help to improve test validity. Anat Sci Educ 7: 107–116. © 2013 American Association of Anatomists. 相似文献
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Marianne H. Mitchell 《Counselor Education & Supervision》1989,28(3):194-196