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1.
The factor structure of the Woodcock Reading Mastery Tests–Revised (WRMT‐R) was analyzed using data from a sample of 140 special education students with learning disabilities, mild mental retardation, and serious emotional disturbance. Woodcock asserted that the WRMT‐R measured two important aspects of reading ability: Basic Skills and Reading Comprehension. According to Woodcock, the Word Identification and Word Attack Tests measure two elements of Basic Skills, and the Word Comprehension and Passage Comprehension Tests measure two elements of Reading Comprehension. Together, Basic Skills and Reading Comprehension produce the Total Reading Full‐Scale score. Principal axis factor analysis with a promax rotation and confirmatory factor analysis were used to evaluate evidence that the four tests of the WRMT‐R combine to form the two factors: Basic Skills and Reading Comprehension. The results of the analyses indicated a robust single factor (Total Reading Full‐Scale), and provided little support for Woodcock's hypothesized two‐factor structure. © 2001 John Wiley & Sons, Inc. 相似文献
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Adam B. Lockwood Thomas J. Gross Ryan L. Farmer Stephen W. Loke 《Psychology in the schools》2019,56(6):992-1003
The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self‐Efficacy (HITS), a measure of school psychology trainee self‐efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were examined for model fit and factor loadings. Of the four models, a bifactor model with a single latent general self‐efficacy (GSE) and latent domain‐specific factors (i.e., Multidimensional Assessment Skills, Counseling Skills, Professional Interpersonal Skills, and Research Skills) was the most parsimonious. However, standardized loadings indicated that all practice‐related items loaded more significantly onto GSE than their domain‐specific factors, indicating the utility of GSE for practice‐related skills. Of note, the Research Skills factor displayed greater domain‐specific loadings than general loadings. These findings suggest that GSE may be the best indicator of trainee self‐efficacy, though a two‐factor model that represents practical skills versus research skills may also be appropriate. Additionally, reliability scores indicate that subscale interpretation may also be reasonable. Limitations, implications for trainers of school psychologists, and for future research directions are discussed. 相似文献
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Counselor educators need to be able to demonstrate their effectiveness in training new counselors; however, currently few valid or reliable measures exist for assessing educators' impact. The authors describe the development of such an instrument, the Counseling Skills Scale. They began by revising an existing scale and then they solicited feedback from experts and a focus group. They used the instrument to compare beginning counselors‐in‐training with those who had completed a counseling skills course. Finally, they conducted an item analysis. A paired t test showed significant improvements in counseling skills (t = 4.51, p < .000) from pretest to posttest. Cronbach's alpha showed internal consistency to be .90. 相似文献
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Erin E. Reid James C. Diperna Kristen Missall Robert J. Volpe 《Psychology in the schools》2014,51(6):535-553
Currently, there are few strengths‐based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at‐risk preschool populations. The Teacher Rating Scales of Early Academic Competence (TRS‐EAC) includes two broad scales (Early Academic Skills and Early Academic Enablers) and was completed by 60 teachers for 440 children enrolled in Head Start and public preschool classrooms. Evidence from two exploratory factor analyses supported a five‐factor solution for the Early Academic Skills Scale (Creative Thinking, Critical Thinking Skills, Numeracy, Early Literacy, and Comprehension) and a five‐factor solution for the Early Academic Enablers Scale (Approaches to Learning, Social and Emotional Competence, Fine Motor Skills, Gross Motor Skills, and Communication). TRS‐EAC scores also demonstrated good to excellent reliability and were related to children's performance on direct measures of early academic skills. 相似文献
6.
Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention 
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下载免费PDF全文 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
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Cognitive clusters from the Woodcock‐Johnson III (WJ III) Tests of Cognitive Abilities that measure select Cattell‐Horn‐Carroll broad and narrow cognitive abilities were shown to be significantly related to mathematics achievement in a large, nationally representative sample of children and adolescents. Multiple regression analyses were used to predict performance on the Math Calculation Skills and Math Reasoning clusters from the WJ III Tests of Achievement for 14 age groups ranging in age from 6 to 19 years. Comprehension‐Knowledge (Gc) demonstrated moderate relations with Math Calculation Skills after the early school‐age years and moderate to strong relations with Math Reasoning. Fluid Reasoning (Gf), Short‐term Memory (Gsm), and Working Memory generally demonstrated moderate relations with the mathematics clusters. Processing Speed (Gs) demonstrated moderate relations with Math Reasoning during the elementary school years and moderate to strong relations with Math Calculation Skills. During the earliest ages of the analysis, Long‐term Retrieval (Glr) demonstrated moderate relations with the mathematics clusters, and Auditory Processing (Ga) demonstrated moderate relations with Math Calculation Skills. Visual‐Spatial Thinking (Gv) generally demonstrated nonsignificant relations with the mathematics clusters. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 155–171, 2003. 相似文献
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Karen Wotton 《高等教育研究与发展》1998,17(2):239-249
Skills in clinical decision‐making are integral to the efficiency and effectiveness of health‐care delivery. This article describes the use of case‐study method in order to develop skills in clinical decision‐making in students of nursing. A model of topic development is described. Aspects of topic development included: the selection of appropriate cases; the use of guidelines for analysis of cases and the development of interrelated formats for teaching. Data from student surveys on topic and lecturer evaluation indicated that, generally, students were satisfied with the teaching methodology. Student responses to a pre‐ and post‐test showed that they developed skills in clinical decision‐making. 相似文献
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《Journal of Vocational Education & Training》2012,64(2):189-195
Abstract The Employability Skills Profile (ESP) was developed in 1992 by the Conference Board of Canada in conjunction with leading business people and educators from across the country. Critical abilities that employers are looking for in Canada fall under Academic, Personal Management and Team Work Skills. There is widespread belief that having these skills increases the probability of career success. One rural and one suburban secondary school in eastern Ontario participated in a pre/post‐research study. Twenty‐four teachers completed questionnaires ranking the ESP on (1) their personal belief in the importance of the skills; and (2) the degree to which the skills were incorporated into their teaching practice. A training intervention on the ESP was conducted prior to the post measure and focus group interviews were held on each site. Results indicated that Personal Management Skills were ranked most important, followed by Academic Skills and Team Work Skills. Application to actual teaching indicated informal teaching of the skills when students ‘absorbed’ the skills through classroom policies and management practices. Recommendations deal with the need for more school and business collaboration. 相似文献
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Marlowe H. Smaby Cleborne D. Maddux Aaron S. Richmond William J. Lepkowski Jill Packman 《Counselor Education & Supervision》2005,45(1):43-57
The authors investigated whether undergraduates' scores on the Verbal and Quantitative tests of the Graduate Record Examinations and their undergraduate grade point average can be used to predict knowledge, personal development, and skills of graduates of counseling programs. Multiple regression analysis produced significant models predicting total Skilled Counselor Scale (S. Urbani et al., 2002) scores and total Counselor Preparation Comprehensive Examination (Center for Credentialing and Education, 2005) scores. No significant prediction model was found for the Counselor Skills and Personal Development Rating Form (M. P. Wilbur, 1991) Personal Factors scores. It is concluded that educators should recognize the limitations of these admission criteria and assign a weight to them on the basis of what they can and cannot predict. 相似文献
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Stephen P. Kilgus Katie Eklund Nathaniel P. von der Embse 《Psychology in the schools》2019,56(4):526-538
The purpose of the current study was to examine the validity and diagnostic accuracy of the Intervention Selection Profile—Social Skills (ISP‐SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified through universal screening as at risk for behavioral concerns. Teacher participants ( n = 71) rated each of these students using both the ISP‐SS and the Social Skills Improvement System—Rating Scales (SSiS‐RS), with the latter measure serving as the criterion within validity and diagnostic accuracy analyses. Confirmatory factor analysis supported ISP‐SS structural validity, indicating ISP‐SS items broadly conformed to a single “Social Skills” factor. Follow‐up analyses suggested ISP‐SS broad scale scores demonstrated adequate internal consistency reliability, with hierarchical omega coefficient equal to 0.86. Correlational analyses supported the concurrent validity of ISP‐SS items, finding each ISP‐SS item to be moderately or highly related to its corresponding SSiS‐RS subscale. Finally, analyses indicated three of the seven ISP‐SS items that demonstrated sufficient diagnostic accuracy; however, findings suggest additional revisions are needed if the ISP‐SS is to be appropriate for use in schools. Implications for practice and future research are discussed. 相似文献
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Liz Beastall 《British Journal of Sociology of Education》2006,27(1):97-110
The Department for Education and Skills currently shows a high regard for the potential of technology transforming the British education system. Government White papers demonstrate e‐learning‐based unification strategies that reinforce the message that introducing Information and Communication Technology (ICT) will raise standards in schools. This paper examines the effect of these developments on teachers and pupils, and questions the government’s motivation for change. The introduction of ICT has not been complemented by increased levels of effective professional development for teaching staff in the pedagogy of ICT across the curriculum and may have merely served to reinforce the generational digital divide. In attempting to enchant the pupils, the government may have alienated the teachers. This paper suggests that the Department for Education and Skills should place more emphasis on developing strategies and providing funding for solutions to gaps in the professional development of teachers in their pedagogical understanding of ICT across the curriculum. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(3):147-154
Abstract This study explored use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) subtests in an Australian context, as part of a larger study of reading accuracy achievement. Subjects were 398 Queensland (Qld) students in Years 1, 2, and 3, who were tested on DIBELS reading accuracy subtests at mid‐year and end‐year test points in 2005. Alignment with DIBELS USA benchmark cutpoints was poor, probably due to schooling differences, as Qld starts formal reading instruction a year later than the USA. In discussion with the DIBELS authors, it was decided to develop interim local Qld benchmarks from the data, to be used by schools and researchers until longitudinal research establishes more valid benchmark cutpoints. The characteristics and advantages of DIBELS are discussed. 相似文献
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This study examined the relative contributions of measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities in explaining writing achievement. Drawing from samples that covered the age range of 7 to 18 years, simultaneous multiple regression was used to regress scores from the Woodcock‐Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) that represent CHC broad and narrow abilities onto the WJ III Basic Writing Skills and Written Expression cluster scores. At most age levels, Comprehension‐Knowledge demonstrated moderate to strong effects on both writing clusters, Processing Speed demonstrated moderate effects on Basic Writing Skills and moderate to strong effects on Written Expression, and Short‐Term Memory demonstrated moderate effects. At the youngest age levels, Long‐Term Retrieval demonstrated moderate to strong effects on Basic Writing Skills and moderate effects on Written Expression. Auditory Processing, and Phonemic Awareness demonstrated moderate effects on only Written Expression at the youngest age levels and at some of the oldest age levels. Fluid Reasoning demonstrated moderate effects on both writing clusters only during some of the oldest age levels. Visual‐Spatial Thinking primarily demonstrated negligible effects. The results provide insights into the cognitive abilities most important for understanding the writing skills of children during the school‐age years. © 2008 Wiley Periodicals, Inc. 相似文献
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Frank Coffield Sheila Edward Ian Finlay Ann Hodgson Ken Spours Richard Steer Maggie Gregson 《British Educational Research Journal》2007,33(5):723-741
The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐based learning and younger learners on Level 1 and Level 2 courses in further education. They focus next upon how professionals in these three settings struggle to cope with two sets of pressures upon them: those exerted by government and a broader set of professional, institutional and local factors. They describe in particular how managers and tutors mediate national policy and translate it (and sometimes mistranslate it) into local plans and practices. Finally, the authors criticise the new government model of public service reform for failing to harness the knowledge, good will and energy of staff working in the sector, and for ignoring what constitutes the main finding of the research: the central importance of the relationship between tutor and students. 相似文献
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This study extends previous research examining the relations between Cattell‐Horn‐Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average‐achieving peers. The cognitive profile of the low Math Calculation Skills group (n = 68) was similar to that of their average‐achieving peers. The low Math Reasoning group (n = 52) scored lower than their average‐achieving peers on the cognitive abilities as a set and on Fluid Reasoning and Comprehension–Knowledge. When individual profiles were considered, approximately half of the children with normative math weaknesses demonstrated commensurate weaknesses in one or more cognitive abilities, which may inform diagnostic models of learning disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 1–12, 2005. 相似文献
18.
Joan M. Ryder Richard E. Redding 《Educational technology research and development : ETR & D》1993,41(2):75-96
Traditional methods for task analysis and training design, such as those embodied in Instructional Systems Development (ISD),
decompose jobs into discrete tasks composed of specific action sequences and identify prerequisite knowledge and skills for
each task. Although these methods have been effective for designing training for simple procedural skills, they offer little
insight for analysis or training of jobs involving complex cognitive skills, which increasingly require training today. Because
of this, cognitive considerations need to be incorporated into ISD, particularly in the task analysis phase. Recently, cognitive
methods have begun to be used to conduct task analysis for training program development and human-computer system development.
In this article, recent developments in cognitive task analysis are reviewed, and The Integrated Task Analysis Model (ITAM),
a framework for integrating cognitive and behavioral task analysis methods within the ISD model, is presented. Discussed in
detail are ITAM's three analysis stages—progressive cycles of data collection, analysis, and decision making—in three components
of expertise: skills, knowledge, and mental models.
This research was supported in part by the U.S. Air Force Armstrong Laboratory, Human Resources Directorate, Operational Training
Division. The views contained herein are solely those of the authors and do not necessarily reflect the views of the U.S.
Air Force or the Department of Defense.
Both authors contributed equally to this article. Joan M. Ryder is with CHI Systems, Inc. Richard E. Redding is with Human
Technology, Inc. Drs. Bernell Edwards and Thomas Killion were the technical monitors and provided valuable guidance. The authors
thank John Cannon, Sharon Fisher, Wayne Zachary, and the participants of an AL/HR Workshop on Cognitive Skills Acquisition
for helpful comments. 相似文献
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Ayelet Baram‐Tsabari 《International Journal of Science Education》2013,35(15):2097-2100
Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice‐exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total of 86 children from eight primary schools in an urban area in Japan, 50% of whom had Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and/or High‐functioning Autism (HA), were observed using the checklist. Factor analysis revealed three factors. A cluster analysis with the subscale points of each factor identified three “gifted styles” in science. These were: (1) Spontaneous Style; (2) Expert Style; and (3) Solid Style. LD/ADHD/HA children characteristically displayed a Spontaneous Style while the non‐ LD/ADHD/HA children were characterized by the Solid Style. In both subject groups, the number of Expert Style children was the lowest with no significant difference in their numbers. Based on the results of this research, this paper discusses the implications of the findings for teaching science to twice‐exceptional children and argues the benefits of inclusive science education for children with and without mild developmental disorders. 相似文献
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The primary aim of this study, funded by the Department for Education and Skills, was to identify the nature and influence of school‐based factors in the choices of young people about their post‐16 education, training and career pathways. The study also contributes to the wider understanding of ‘choice’, and identifies implications for the development of careers education and guidance and decision‐making awareness amongst pupils and students in schools. It also further enhances the modelling of pupil decision making in education and training markets, and in labour markets. The research is based on a series of qualitative interviews in 24 schools across nine local education authorities. Focus groups were undertaken with young people in years 10, 11 and 12. Interviews were also conducted with head teachers, heads of year and heads of careers. A postal survey of parents was also undertaken. Four key school‐based factors were found to have a very strong influence in the choices and decisions of young people about their post‐16 education, training and career pathways. These were: whether the school had a sixth form or not; the characteristics of school leadership, ethos and values; the socio‐economic status (SES) of the schools' catchment; and the organisation and delivery of careers education and guidance at the school level. In the main, high SES schools see themselves as developing pupils for academic university careers, while low SES schools maintain a rather stronger commitment to vocational pathways. The academic ethos of schools offers a very powerful influence on post‐16 choices and decisions of pupils. The usual interventions put in place to influence choices and decisions appear to have greater impact in schools with a less robust academic vision. 相似文献