Professional development to increase teacher behavior‐specific praise: A single‐case design replication

Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.     

Reducing out-of-home placements of abused children: two controlled field studies

This study presents the outcome data on the effectiveness of social learning treatments in reducing out-of-home placements of abused children. Noteworthy are that true experimental designs used in both studies and their being conducted in a natural field setting, child protection services agencies. The results indicate that this model of family intervention is an effective alternative to out-of-home placements with this population for approximately 50% of typical child protection services caseloads. The cost benefits of social learning treatments are discussed along with potentially useful clinical and research directions.     

中学化学中的离子反应与高考中的离子反应方程式

This thesis discusses the judgment of the ionic reaction and ionic reaction representation.     

Metal hydride work pair development and its application on automobile air conditioning systems

INTRODUCTION Metal hydrides are special alloys which absorb and desorb hydrogen reversibly. At room temperature, metal hydrides could absorb as much hydrogen as liquid hydrogen of the same volume under much lower pressure and much higher temperature (Güther and Otto, 1999). Massive reaction heat is generated accompanying this reaction, which could be used for waste heat recovery, solar energy utilization and re-frigeration with no side effect to environment (Izhvanov et al., 1996). Con…     

The Influence of Media Type on the Perceived Influence of Media Contents and on the Support to Restrict Controversial Messages

The aim of this study was to explore the intersection between Medium Theory (MT) and Third-Person Effect (TPE) and evaluate how the research on MT can further our knowledge of the TPE. The study has proven that the perceptual hypothesis of the TPE is confirmed in different media contents and across media types (TV and the Internet) and that media type has an impact on the magnitude of the TPE. In addition, media type can also be a requisite for TPE to occur. On the other hand, the study shows that media type can have an influence on people’s support to restrict controversial content, in particular, pornography.     

领导学视野下网络情境中教师行为分类研究

该文首先介绍了领导学研究的主要观点,继而阐释了领导学理论对教学情境中教师行为研究的启示,在此基础上对网络情境下教师行为进行了分类研究,并对影响教师行为选择的学习任务结构、权力影响力和学习共同体等环境权变因素以及控制点、经验等学习者权变因素进行了分析。     

功能语境论及其教学设计意蕴

当前,哲学思考已开始成为教学设计的前提假设,而功能语境论是新近出现于心理学中的一种哲学观点,对教学设计具有多方面潜在贡献。通过对功能语境论的语境论世界观基础和行为分析表现形式的简要介绍,分别阐述了功能语境论对教学设计理论基础、教学设计实践取向和教学设计研究方法等方面的影响,并在此基础上进行了分析和讨论,从而明晰了功能语境论对教学设计价值取向等方面的哲学关照和反思。     

The Persistence of Solid and Liquid Naive Conceptions: A Reaction Time Study

The study explores whether the naive concepts of solid and liquid persist in adolescence. Accuracy of responses and reaction times where measured while 41 ninth graders classified different solids (rigid, non-rigid and powders) and different liquids (runny, dense) into solid or liquid. The results show that these naive conceptions affect adolescences’ classifications in terms of both accuracy and reaction time. The rate of correct classifications of non-rigid solids and powders was significantly lower than of rigid solids. Lower rate of success was also found for classification of dense liquids compared with runny liquids. In addition, the reaction time results of correct classifications for non-rigid solids and powders were longer than those for rigid solids and, likewise, reaction times for dense liquids were longer than for runny ones. These results suggest that reasoning processes associated with correct classification of objects that are not consistent with the naive conceptions are more demanding.     

论手机移动阅读

手机移动阅读是读者对手机等移动载体上的信息内容的认识活动,包括读者、阅读行为和读物三个组成部分。手机移动阅读的过程包括阅读需求、读物寻求和阅读利用三个阶段。影响手机移动阅读的因素包括外部因素和内部因素两个方面。     

应用行为分析在自闭症儿童康复训练中的应用

自闭症是一种较为常见的儿童广泛性发育障碍,对自闭症儿童的康复训练一直是自闭症研究的热点和难点。目前,越来越多的研究报告了应用行为分析对自闭症治疗的良好效果,应用行为分析已成为自闭症治疗的主要方法之一。本文从应用行为分析对自闭症儿童进行干预的原理、方式、实施过程以及效果四个方面介绍了这一疗法的运用。