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51.
Morgan Chitiyo Plaxedes Makweche‐Chitiyo Meungguk Park Lawrence K Ametepee Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177
Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw . 相似文献
52.
ABSTRACTTo what extent does soccer increase the capability of the homeless and those living on the street? This study addresses this question by focusing on the ways in which the Homeless World Cup and Street Soccer (Scotland) have impacted upon the lives of some individuals. Primary source data obtained from a series of interviews are situated within Sen’s capability approach to social choice theory. The implications of the study contribute to policy by supporting the idea that sport can contribute as a resource of hope through the development of capability that impacts upon life chances and choices. It adds to a growing number of applied studies of sport that have critically used the work of Sen and it advances the way in which this body of work has been utilized in sport and related areas. 相似文献
53.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
54.
The Family Walk-In Centre opened November 1978 as a pilot project at Eaton Socon in Cambridgeshire with the aims: to encourage parents to visit the centre on “their terms,” including parents who have abused or who fear they will abuse or neglect their child who may be difficult or handicapped, or because of chronic or acute family problems; further to mobilize “Self Help” groups and offer professional support. “Help” offered to the families included informal and formal group work, family casework and education in social and physical skills. Volunteer and professional support was given at the Centre and at home. Close liaison with specialist agencies was maintained to enable families to receive appropriate help. Periodic reviews and visits were made to maintain contact. An analysis of 50 families who attended the Centre between October 1979 and May 1980 was made to assess: the attendance and reattendance rate which indicated their acceptance of help offered and their motivation to use the Centre; the types of problems presented to the Centre, the types of action taken, the progress made when reviewed after three months and the degree of involvement by the volunteers. A final analysis will comprise 100 families. A preliminary summary found: significant reduction in the registration of new cases of child abuse; self-referrals exceeded significantly other modes of referral; loneliness and parenting difficulties formed the major proportion of families seeking help; 48% of families continued to attend for 3 months or more; work done centered upon discussion of parenting problems in 30% of the cases and involvement in activities with other families in 28%; 18% were assessed as showing improved child care after 3 months. The children are being monitored and will be assessed when they enter the infant school. 相似文献
55.
Nancy C. JordanJanellen Huttenlocher Susan Cohen Levine 《Learning and individual differences》1994,6(4)
In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast. Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic. 相似文献
56.
This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed
reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the
IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic
skills. IEPs from earlier points in the students’ educations were also reviewed, as available. For 23 of the students, IEPs
were present in the students’ files for three time points: elementary school (ES), middle school (MS), and high school (HS).
Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with
the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or
set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper
grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve
their reading problems. 相似文献
57.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
58.
The purpose of this study was to determine whether criminal thinking interacts with the rational requirements of human decision-making in a group of college students. A convenience sample of 315 undergraduates (114 males, 201 females) completed self-report measures of criminal thinking and estimated their likelihood of cheating on an exam given different levels of certainty of apprehension. A repeated-measures analysis of covariance revealed that students were significantly more likely to seize on the opportunity to cheat when the certainty of getting caught was 10% than when it was 50% and that students with higher levels of criminal thinking were more likely to take the opportunity to cheat than students with lower levels of criminal thinking. In addition, students exhibiting moderate proactive criminal thinking and moderate to high reactive criminal thinking were significantly less likely to be deterred from cheating when the odds of getting caught were low. 相似文献
59.
Shalom M. Fisch Susan K. McCann 《Educational technology research and development : ETR & D》1993,41(3):103-109
The current reform movement in mathematics education has called for new ways of teaching that encourage children to become
active participants in mathematical problem solving. In this article, the potential of educational television to elicit such
behavior is investigated by reviewing research on theSquare One TV television series. A sizable body of evidence indicates that, through viewer participation,Square One TV can promote mathematical behavior directly among its target audience of 8- to 12-year-olds. Described in the article are
the types of viewer participation that have been observed, threeSquare One TV formats that have consistently been found to elicit participative behavior, and several characteristics of these formats
that may have been responsible for increased viewer participation. If these characteristics are incorporated into future television-based
materials, they may increase the potential of the materials to elicit active participation among viewers.
The production ofSquare One TV and the research described here were supported by the National Science Foundation, the Corporation for Public Broadcasting,
the Carnegie Corporation, and the U.S. Department of Education. Production of the first season was also supported by the Andrew
W. Mellon Foundation and by the IBM Corporation. Additional funding for the fourth and fifth seasons was provided by the Intel
Corporation.
This article is based on a paper presented at the 1993 meeting of the American Educational Research Association in Atlanta,
Georgia. 相似文献
60.