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41.
School psychologists are well-positioned to change the educational landscape for twice-exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well-needed participation in gifted education opportunities and the likelihood of receiving accommodations, as well as decrease missed diagnoses. Based on our review of the empirical literature within domains of twice-exceptionality (e.g., attention deficit hyperactivity disorder, autism spectrum disorder, and specific learning disability), we provide recommendations for how school psychologists can interpret formative and summative assessments taken by twice-exceptional students and subsequently help design educational plans that will meet their unique needs. 相似文献
42.
The Kids as Global Scientists (KGS) project engages students in the study of atmospheric science through the use of current imagery and on‐line communication in a reform‐minded, inquiry‐based curricular program. This article presents case study data on one sixth‐grade classroom of KGS participants during the 8‐week program. Six students representing three motivation levels were selected for intensive study to help illustrate how different students view learning science and the use of technology both before and after a technology‐rich program. Pre‐ and postassessment scores were analyzed for the entire class, and the six students' comments from individual interviews served as one example of voices for each motivation group. Results indicated that students made significant gains in weather content knowledge as measured by written assessments, and interviews revealed a high level of student motivation and satisfaction with the project. We conclude with a discussion of the program characteristics we believe are important for creating a learning environment that fosters the motivation and achievement we observed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 459–479, 2000. 相似文献
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44.
Christina Heady Megan M. Morrison Joshua Vossler 《The Journal of Academic Librarianship》2018,44(5):642-649
The purpose of this ecological study was to examine the impact of a library credit course on graduation rates and GPA using pre-existing records. Over 20?years of aggregate institutional data were analyzed to evaluate the course's impact on first-time-full-time, white, and black students. Results were mixed: students who took the course were less likely to graduate than their peers who did not take the course but enjoyed slightly higher GPAs at graduation. It was discovered that students taking the course are not representative of the overall student body and struggle academically. Implications for revisions to the library credit course are discussed. 相似文献
45.
Browne R Lasserre K McTaggart J Bayley L McKibbon A Clark M Perry GJ Murphy J 《Health information and libraries journal》2012,29(1):75-80
This is the second in a series of articles exploring international trends in health science librarianship in the first decade of the 21st century. The invited authors were asked to reflect on developments in their country - viz. Australia, Canada, New Zealand and the United States. Future issues will track trends in Northern Europe, the Nordic countries, Southern Europe and Latin America. JM. 相似文献
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Jason T. Duffy Douglas A. Guiffrida Maria E. Araneda Serina M. R. Tetenov Sarah C. Fitzgibbons 《International journal for the advancement of counseling》2017,39(1):28-42
This study explored the lived experiences of two cohorts of counselors in training (CITs) who experienced mindfulness-based activities in a counseling theory and practice course. Utilizing Merriam’s Interpretive Qualitative Approach (Merriam 1988, 2002), the data suggested that students perceived the activities to have enhanced their experiences as students and development as counselors. Implications for improving counselor preparation are considered. 相似文献
48.
Charles H. Zeanah Megan R. Gunnar Robert B. McCall Jana M. Kreppner Nathan A. Fox 《Monographs of the Society for Research in Child Development》2011,76(4):147-162
This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4–6 months of life is associated with no significant increase risk for long‐term adverse effects relative to noninstitutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that “the earlier the better” rule for enhanced caregiving is a reasonable conclusion at the current state of the science. 相似文献
49.
Anxiety is now recognized as one of the most common co-occurring conditions in youth diagnosed with autism spectrum disorder (ASD). Despite the prevalence of this comorbid condition, accurate assessment and diagnosis of anxiety in ASD has proven difficult. This paper will address the considerable research literature on assessing anxiety in youth with ASD, including difficulties related to assessment and differential diagnosis. In addition, this paper will describe relevant tools and methods for assessing anxiety in this complex population. 相似文献
50.
Mallory Bolenbaugh Megan Foley-Nicpon Rachel Young Melissa Tully Nikki Grunewald Marizen Ramirez 《Psychology in the schools》2020,57(11):1657-1679
Cyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10–17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in-depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender-stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene. 相似文献