函授大学生的社会支持及其相关研究

本研究采用社会支持评定量表(SSRS)、心理压力感受量表及幸福感指数评定量表作为测量工具,对198名函授大学生进行了测评.其目的在于了解函授大学生的社会支持状况,并探讨社会支持对函授大学生心理压力及幸福感的影响.     

Higher education students registered with disability services and practice educators: issues and concerns for professional placements

Introduction: The number of students with disabilities accessing Higher Education Institutions (HEIs), including professional courses, has increased substantially within the Republic of Ireland over the past 10 years [AHEAD (Association of Higher Education, Access, and Disability) 2012. “Survey on the Participation Rates of Students with Disabilities in Higher Education for the Academic Year 2011/2012.” http://www.ahead.ie/userfiles/file/PR_2012.pdf]. In one HEI in the Republic of Ireland, it was noticed that there was a large increase in students with disabilities, from 67 in 2006 to 259 in 2013 on professional courses. The aim of this study was to identify the issues and concerns of practice educators (PEs) in both supporting students with disabilities and exploring the concerns for students with disabilities on professional courses. Methods: A survey design was employed to meet the aims of this study and ethical permission was granted from the Faculty of Health Science Ethics Committee. Results: Respondents included 68 PEs and 63 students with disabilities. PEs were found to be concerned with students reaching the required standard of proficiency on placement, and how to support students in this. Students on the other hand identified stigma and disclosure of a disability as a concern. Conclusion: This study highlighted a difference in perceptive between PEs and students with disabilities in relation to disclosure and support needs for their disabilities.     

城市居民对小型体育赛事的影响效应研究——以杭州2011中国残疾人运动会为例

文章以杭州2011中国残疾人运动会为例,对小型体育赛事的影响效应进行研究,并通过构建小型体育赛事影响效应居民感知维度与支持度结构方程模型,进行关系验证。研究表明：杭州居民对残运会影响的感知利益在赛后有不同程度的增加,感知成本有不同程度的减弱,并且两个时间段居民的感知利益均强于感知成本;杭州居民对残运会支持度较高,且在赛前赛后两个阶段没有显著性差异;杭州居民对残运会影响效应感知包括社会文化和形象提升效益、社会成本、经济效益、交通和生活成本、建设和文化成本等5个测量维度,其中社会文化和形象提升效益对居民支持度有显著的正向影响,社会成本、交通和生活成本、建设和文化成本对支持度具有显著的负向影响,而经济效益对支持度影响不显著。     

Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions

Monitoring and evaluating classroom behavior in early childhood for the purpose of improving teaching and learning is critical. There is a clear link between social behavior and academic learning. Classrooms where students are following expectations, engaging academically, and transitioning effectively between activities are classrooms where students spend more time accessing instruction. In order to make efficient and effective decisions for class-wide supports, data should be collected on the class as a whole. With accurate data, interventions can be implemented for the whole group that will increase instructional time. In this paper we propose quick and efficient data collection methods for three key behaviors: following expectations, engaging academically, and transitioning amongst activities. With minimal disruption and effort, teachers can collect data that will enable them to support appropriate behaviors, ensure that students understand behavioral expectations, maintain an organized environment, improve positive interactions, and decrease the number of students needing intensive, individualized supports.     

286例下岗职工的心理健康及体育锻炼状况的调查研究

通过对２８６ 例下岗职工的测试和调查分析, 得出被试者心理健康水平较低, 尤其是３５－ ５０ 岁的被试及文化水平低者更为显著。经常参加体育锻炼者比不能经常参加体育锻炼者心理健康水平高, 两者之间存在显著性差异。被试者中锻炼人口偏少, 体育锻炼认识和锻炼行为之间存在一定差距; 体育消费对于他们来说还相距甚远。     

Development of university–industry partnerships in Kazakhstan: Innovation under constraint

This paper examines university–industry partnerships (UIPs) in Kazakhstan. The study described here explored the kinds of collaborations with industry that universities have undertaken, their purposes and benefits, and the contextual barriers to such partnerships. Our findings suggest that UIPs in Kazakhstan remain weak and are largely limited to employers’ involvement in teaching, the provision of internships for students, and technical consultancies. We argue that the goal of policy makers to develop robust research partnerships that contribute to innovation and economic growth is constrained by heavy faculty teaching loads, poor institutional support for research, constant reforms in the higher education system, and little consistency in the priorities of the fast-changing Ministers of Education.     

基于分组的决策规则信息库表的决策支持方法

决策支持是数据挖掘[1-3]的主要目的之一,研究决策支持方法具有实用价值.基于分组的决策规则信息库表的决策支持方法,是在基于决策规则信息库表的决策支持方法的基础上提出来的.该方法不仅能够充分挖掘决策表的决策支持能力,提供强有力的决策支持,弥补多数决策规则对于决策表的部分决策支持能力的损失问题,还可以进一步提高获得决策规则信息的响应时间.     

Longitudinal disciplinary and achievement outcomes associated with school‐wide PBIS implementation level

Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between changes in school‐wide (i.e., Tier I) PBIS implementation level and changes in disciplinary and achievement outcomes over a 2‐year period. Participants included 85 Ohio schools with data on PBIS implementation fidelity (from the tiered fidelity inventory, or TFI), out‐of‐school suspensions (OSSs), and statewide achievement tests for the 2015–2016 and 2016–2017 school years. Linear regressions were conducted to examine the degree to which changes in TFI Tier I scores predicted changes in OSS and achievement scores when controlling for school‐level demographic variables that also were related to the outcome variables. Changes in TFI Tier I scores was found to significantly predict changes in OSS per 100 students but not changes in achievement scores.     

School phobia: understanding a complex behavioural response

School phobia affects about 5% of the school-age population. If left untreated, school phobia can have devastating long-term consequences in children challenged by this condition. Various treatment approaches have been used to explore this complex behavioural response, major among them being the psychoanalytic, psychodynamic, pharmacological and behavioural approaches. Different therapeutic interventions have developed as outgrowths of these approaches; however, the utility of most of these approaches is still controversial. This paper explores current research on school phobia in a North American context and these writers propose extending research on the application of positive behaviour supports (PBS) as a treatment modality for addressing the behavioural support needs of children affected by school phobia.     

远程网络环境下的自我调节学习

自我调节学习作为终身学习的核心概念,是教育心理学、学习心理学研究的热点问题。现代远程开放教育创设的丰富的计算机网络信息学习环境,为实现自我调节学习提供了支撑。在计算机网络信息构成的高效学习环境中,自我调节学习成为提高学习质量和效率的关键因素。