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321.
Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention
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Laura R. Shannonhouse Nikki Elston Yung‐Wei Dennis Lin Mary Chase Mize Amanda Rumsey Robert Rice Reema Wanna Michael J. Porter 《Counselor Education & Supervision》2018,57(3):194-210
The authors used a quasi‐experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self‐reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered. 相似文献
322.
Parent and student perceptions of classroom learning environment and its association with student outcomes 总被引:2,自引:2,他引:2
This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating
science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class?
(WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents.
Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between
the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment
than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than
for students. Associations were found between some learning environment dimensions (especially task orientation) and student
outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the
classroom environment, but that students would prefer more investigation while parents would prefer more teacher support.
The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way
for further learning environment studies involving both parents and students. 相似文献
323.
Sabrina Vandevelde Hilde Van Keer Emmelien Merchie 《The Journal of educational research》2017,110(2):113-139
The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pretest, posttest, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pretest to posttest for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students’ SRL. However, differential effects depending on students’ motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socioeconomic or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programs promoting SRL. 相似文献
324.
I-Wah Pang 《Educational Research for Policy and Practice》2008,7(1):17-33
This paper examined the debate on a reform of school-based management in Hong Kong, which was to set up the Incorporated Management
Committee (IMC) to manage the subsidized school. The nature of the debate during legislation and the characteristics of the
reform were examined. The advantages, disadvantages and the implications of the reform were discussed. The major concerns
of various actors were found to include the control of schools, the mode of participation and the barriers to implementation.
It was suggested that via the legislated reform, the control of subsidized schools in Hong Kong will be shifted from “a specific
type of community control” to “equal control.” In contrast to some reforms of School Based Management overseas, there has
been no decentralizing of power on the part of Government in this exercise. In the opposite, it was argued that by requiring
the school sponsoring body to set up the independent IMC and to divide its power of among various stakeholders, the Government
would assume increased control in school education. 相似文献
325.
The purpose of this article is to help teachers become more responsive to the changing needs and contexts of families in their
efforts to establish relationships and encourage family participation. Through this article, the authors describe the changing
landscape of parenting and the stressors experienced by contemporary families. The authors then provide a review of research
that describes strategies that have been successfully employed by teachers of young children to foster increased communication
and family involvement. The article concludes with suggestions to help early childhood professionals change their paradigm
of parent involvement from a school-centric perspective to one that is more family-centric. 相似文献
326.
刘子金 《乐山师范学院学报》2015,(6)
高校开展亲职教育,针对数以千万、进入备婚年龄的在校大学生,既是提升人才培养质量的新的增长点,也是高校引领文明、履行服务社会职责的重要途径,在转型发展的改革大潮中,也为高校提供了方向。开展亲职教育,顺应了社会需要和市场需求,有利于打造鲜明办学特色和学校品牌形象,增强学校核心竞争力。 相似文献
327.
随着社会的发展,社会制度的健全,学习困难学生的问题成为教育界关注的重点和难点。近年来各国学者就这一问题进行了大量的研究,研究包括学习困难学生的概念、成因、干预策略等,并取得了一定的成果。此研究探讨了小学学习困难学生的主要成因,进而提出心理教育干预、综合干预和医教结合干预三种策略,从而改善小学学习困难学生的教育现状。 相似文献
328.
There is a large body of cross-sectional and longitudinal research that demonstrates the link between high-quality teacher-student relationships and numerous beneficial student outcomes such as reduced problem behavior, increased academic achievement, enhanced school engagement, and improved social standing among peers. Much less is known, however, about specific interventions that target teacher-student relationship quality. This article provides a comprehensive and integrative review of the literature on school-based interventions that included an outcome measure of teacher-student relationship quality. Our synthesis of 24 studies revealed four approaches targeting teacher-student relationship quality by (a) increasing closeness; (b) decreasing conflict; (c) promoting social-emotional learning; and (d) emphasizing relationship-driven classroom management. For each approach we describe the relationship building mechanisms, intervention components, effects, and conclusions. A final discussion includes common elements across intervention approaches, limitations and suggestions for future research, and implications for teacher training. 相似文献