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1.
A Cornwall 《Journal of learning disabilities》1990,23(7):413-416
The present study obtained written feedback concerning psychoeducational reports about youngsters referred to a pediatric hospital for known or suspected learning difficulties. A total of 269 questionnaires, with reference to 80 reports, were sent to parents and professionals. The results indicated that the reports were rated favorably in terms of understandability, explanatory value, and usefulness. There was a trend for parents and physicians to rate the report as less understandable than did school professionals. Parents rated the recommendations as more useful and reported implementing more of the recommendations than did teachers. These results are discussed with reference to service delivery. 相似文献
2.
Jeffrey R. Stowell William E. Addison Jennifer L. Smith 《Assessment & Evaluation in Higher Education》2012,37(4):465-473
In recent years, colleges have been moving from traditional, classroom‐based student evaluations of instruction to online evaluations. Because of the importance of these evaluations in decisions regarding retention, promotion and tenure, instructors are justifiably concerned about how this trend might affect their ratings. We recruited faculty members who were teaching two or more sections of the same course in a single semester and assigned at least one section to receive online evaluations and the other section(s) to receive classroom evaluations. We hypothesised that the online evaluations would yield a lower response rate than the classroom administration. We also predicted that there would be no significant differences in the overall ratings, the number of written comments, and the valence (positive/neutral/negative) of students’ comments. A total of 32 instructors participated in the study over two semesters, providing evaluation data from 2057 students. As expected, online evaluations had a significantly lower response rate than classroom evaluations. Additionally, there were no differences in the mean ratings, the percentage of students who provided written comments or the proportion of comments in the three valence categories. Thus, even with the lower response rate for online evaluations, the two administration formats seemed to produce comparable data. 相似文献
3.
《The Internet and Higher Education》2007,10(2):89-101
The literature contains indications of a bias in student evaluations of teaching (SET) against online instruction compared to face-to-face instruction. The present case study consists of content analysis of anonymous student responses to open-ended SET questions submitted by 534 students enrolled in 82 class sections taught by 41 instructors, one online and one face-to-face class section for each instructor. There was no significant difference in the proportion of appraisal text segments by delivery method, suggesting no delivery method bias existed. However, there were significant differences in the proportion of text segments for topical themes and topical categories by delivery method. Implications of the findings for research and practice are presented. 相似文献
4.
The Relative Merits of Different Types of Overall Evaluations of Teaching Effectiveness 总被引：2，自引：1，他引：2
Harrison Paul D. Douglas Deanna K. Burdsal Charles A. 《Research in higher education》2004,45(3):311-323
An unresolved issue in student evaluations of teaching effectiveness (SETE) literature is what type of overall evaluation of teaching effectiveness should be used in personnel decisions. The objective of this study is to compare the merits of: (a) an overall evaluation made by students, (b) a weighted average overall evaluation with the weights determined by students, (c) a weighted average overall evaluation with the weights being determined by the individual instructors teaching their respective classes, (d) an unweighted average overall evaluation, and (e) a second-order factor that proxies for an overall evaluation. Our results indicate that: (a) all of these overall evaluations were very highly intercorrelated, (b) the unweighted and weighted average overall evaluations measured virtually the same thing, and (c) the second-order factor that served as an overall evaluation was most highly correlated with the other overall evaluations and had the advantage of being most understandable to the faculty. 相似文献
5.
A computer simulation program was developed for the purpose of studying the processes diagnostic personnel in the schools engage in when making psychoeducational decisions about students. Initially, the program collected demographic data on 159 participants and assessed their knowledge base in assessment. Bogus referral information for one of sixteen “cases” was then provided and subjects were instructed that they were to make eligibility and classification decisions for the child. They were told that scores and other information (e.g., observations) were available to them on a variety of tests from among seven domains. Although the referral data indicated the student might be evidencing academic or behavior problems, all assessment data indicated a normal or average performance. Fiftytwo percent of the subjects (i.e., 83) declared the “average” child eligible for special education services; their classification decisions were further analyzed. Decisions about the 16 different children were found to be more a function of referral information than child performance data. The outcomes are discussed with regard to implications for the practice of psychoeducational assessment. 相似文献
6.
Stephanie A. Rahill 《Psychology in the schools》2018,55(6):693-706
School psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions regarding the quality, understandability, and usefulness of school‐based psychological reports. Results of the surveys indicate that both parents and teachers perceive psychological reports as focusing more on tests and test scores as opposed to information that helps to understand the child or assists with intervention development. Strategies for upgrading reports to better meet the needs of parent and teacher readers are discussed. 相似文献
7.
The purpose of this article is to propose that a combined response to intervention (RTI)‐psychoeducational assessment model be used for expedited evaluations required during disciplinary proceedings [Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1415(k)(5)(D)(ii)]. An expedited evaluation would determine if the child had a disability requiring special education or related services prior to considering disciplinary sanctions. The usefulness of the academic and behavioral data generated by RTI in the expedited evaluation is demonstrated. The IDEA requirements for expedited evaluations are overviewed, and case study examples are presented. Guidelines to assist school psychologists and child study teams in converging both RTI and psychoeducational assessment data in the expedited evaluation are offered. © 2009 Wiley Periodicals, Inc. 相似文献
8.
9.
Research has indicated that the diagnoses and classification decisions made by professionals are often unreliable. People employ several heuristic strategies when making decisions under conditions of uncertainty. Use of these heuristics can have a detrimental effect on the decision-making process. This paper describes factors that may bias psychoeducational decision making and discusses three heuristic principles that affect decision making. The means by which school psychologists can be made aware of these heuristic principles and encouraged to consider them when making psychoeducational decisions are discussed. Other methods by which bias in the psychoeducational process can be reduced, including the use of statistical and actuarial-based assessment systems, the multitrait multimethod approach to multifactored assessment advanced by Gresham (1983), and direct instruction in reasoning and decision making are also discussed. 相似文献
10.
Roberta R. Weddig 《Psychology in the schools》1984,21(4):477-481
The intent of the present investigation was to determine the readability of psychoeducational reports and the effectiveness of manipulating selected report variables to facilitate parental interpretation. A sample of 50 reports was analyzed to determine the reading level at which reports were written. One report written at the median reading level was identified as a traditional report and was modified by lowering the reading level, replacing professional terminology, and removing information identified as unrelated to placement decisions. One objective test was developed to measure parents' abilities to interpret both the traditional and modified reports. One hundred fourteen parents were randomly assigned to read either the traditional or modified version of the report. Following treatment, subjects responded to the test instrument. The data indicate that traditional reports are written above the reading level of most parents. In addition, the data support the position that modification of selected report variables facilitates parental interpretation. Suggestions are made to report writers as to how specific modifications can enhance parental access to report contents. 相似文献
11.
Cynthia L. Schultz Noel C. Schultz Elizabeth J. Bruce Kosmas X. Smyrnios Lindsay B. Carey Christa L. Carey 《International Journal of Disability, Development & Education》1993,40(3):205-216
The pressures frequently encountered by the parents of children with chronic conditions and the concomitant impact on family life have been well‐documented. Family‐focussed interventions have been advocated to address parents’ difficulties. The present evaluation study was undertaken to ascertain long‐term outcomes of the psychoeducational support program, Caring for Parent Caregivers. The aim of the program is to empower the individual and thereby strengthen family resources. Quantitative and qualitative analytical procedures, which included the written evaluations of treatment subjects, were employed to examine program effectiveness. For the fathers and mothers of children with disabilities, psychological health and well‐being was assessed on the General Health Questionnaire, using a pretest and follow‐up control group design. Results showed a statistically significant difference between groups, 12 months after treatment, with program participants displaying less emotional distress than control group subjects. The positive direction of behavioural and attitudinal outcomes, which emerged from evaluation of the small group intervention, were similar for both mothers and fathers. Overall satisfaction with the program was very high, with useful recommendations for program development and for future research and practice being identified. 相似文献
12.
Penny Price 《International Journal of Disability, Development & Education》1994,41(3):223-230
Generalizations about the differences between more developed and less developed countries in terms of service provision for people with disabilities sometimes tend to obscure the differences that exist between and within countries. Intervention is a relatively new concern for many countries in the Pacific region but one of the most notable features is the variation in approaches taken to meet the needs of young children with a disability and their families. Diverse cultural patterns and geographical problems of isolated communities require a flexible approach to the delivery of services. Initiatives which arise out of existing frameworks require support with careful consideration being given to extending the services until they reach all sections of the population. Ensuring sustainability is a high priority where resources and Government involvement in service provision are limited. 相似文献
13.
Many college students display academic and social‐emotional needs that are not being addressed by extant university supports. School psychologists who work in postsecondary settings and have expertise in providing psychoeducational services may be uniquely positioned to help many of these students. However, few school psychologists currently work with or serve college students. To address unmet student needs and illustrate the fruitful role of school psychology in college communities, this article discusses ways university‐based or ‐affiliated school psychologists can expand their current roles. Additionally, a multitiered framework is included that encourages the provision of interventions at universal, selective, and targeted service delivery levels. Although many of the interventions and ideas discussed in this article are not yet widely implemented, they warrant consideration and further elaboration because of their potential to impact college students and the practice of school psychology. © 2012 Wiley Periodicals, Inc. 相似文献
14.
《Early childhood research quarterly》2000,15(1):41-59
The Comprehensive Child Development Program (CCDP) was a demonstration project designed to test a specific model of service delivery for young children and families in poverty. Following the evaluation’s failure to show strong impacts, early intervention has come under fire from opponents in the popular literature and in Congress. We conclude that shortcomings in both implementation and evaluation contributed to the failure to demonstrate effectiveness. Lessons learned from the CCDP are articulated, addressing the roles of demonstration projects and their evaluations, the problems associated with evaluating programs early in their implementation, the importance of assuring appropriate treatment quantity and quality, and the judicious use and interpretation of large-scale randomized evaluations. 相似文献
15.
This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school‐based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD‐specific instruments. Concerns are raised regarding the inconsistent inclusion of developmental questionnaires, parent/guardian interviews, and medical professionals in the ASD evaluation process. Implications for practice and the training of school psychologists are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
16.
Erin Dowdy Michael Furlong Tara C. Raines Bibliana Bovery Beth Kauffman Randy W. Kamphaus 《Journal of educational and psychological consultation》2015,25(2-3):178-197
Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide universal screening to identify behavioral and emotional distress as well as personal strengths. School psychologists, as part of a multidisciplinary team, coordinated the use of these screening data to engage in preventive consultation with administration to make decisions regarding the refinement and expansion of mental health service delivery options. Schoolwide and individual student prevention and intervention activities were tailored according to screening results. The roles of the school psychologist and multidisciplinary team members are discussed as critical components of this approach to service delivery change. Implications for future consultation research, practice, and training are provided. 相似文献
17.
Lauren McClain Angelika Gulbis Donald Hays 《Assessment & Evaluation in Higher Education》2018,43(3):369-385
Student evaluations of teaching (SETs) are an important point of assessment for faculty in curriculum development, tenure and promotion decisions, and merit raises. Faculty members utilise SETs to gain feedback on their classes and, hopefully, improve them. The question of the validity of student responses on SETs is a continuing debate in higher education. The current study uses data from two universities (n = 596) to determine whether and under what conditions students are honest on in-class and online SETs, while also assessing their knowledge and attitudes about SETs. Findings reveal that, while students report a high level of honesty on SETs, they are more likely to be honest when they believe that evaluations effectively measure the quality of the course, the results improve teaching and benefit students rather than the administration, and when they are given at the end of the term. Honesty on evaluations is not associated with socio-demographic characteristics. 相似文献
18.
Psychoeducational assessment is commonplace in America's public school systems. Important decisions for and about school children are made on the basis of assessment results; test scores and information derived from the administration of tests clearly contribute to these decisions. Current “best practice” is guided by the concept of multidisciplinary team decision making; parents, teachers, psychologists, and other professionals review assessment data when participating as team members. In this research, decision makers were allowed to review information from a variety of sources prior to making decisions about a case study child. Individuals who reviewed large amounts of information made decisions similar to those of individuals who reviewed little information. Approximately 49% of the participants made accurate decisions when judged against an a priori criterion. The results are discussed with regard to psychoeducational assessment practice. 相似文献
19.
Student Evaluation of Teaching Effectiveness: An assessment of student perception and motivation 总被引：2，自引：2，他引：2
Over the past century, student ratings have steadily continued to take precedence in faculty evaluation systems in North America and Australia, are increasingly reported in Asia and Europe and are attracting considerable attention in the Far East. Since student ratings are the most, if not the only, influential measure of teaching effectiveness, active participation by and meaningful input from students can be critical in the success of such teaching evaluation systems. Nevertheless, very few studies have looked into students' perception of the teaching evaluation system and their motivation to participate. This study employs expectancy theory to evaluate some key factors that motivate students to participate in the teaching evaluation process. The results show that students generally consider an improvement in teaching to be the most attractive outcome of a teaching evaluation system. The second most attractive outcome was using teaching evaluations to improve course content and format. Using teaching evaluations for a professor's tenure, promotion and salary rise decisions and making the results of evaluations available for students' decisions on course and instructor selection were less important from the students' standpoint. Students' motivation to participate in teaching evaluations is also impacted significantly by their expectation that they will be able to provide meaningful feedback. Since quality student input is an essential antecedent of meaningful student evaluations of teaching effectiveness, the results of this study should be considered thoughtfully as the evaluation system is designed, implemented and operated. 相似文献
20.
As increasing numbers of colleges and universities require a foreign language for graduation in at least one of their degree programs, reports of students with difficulties in learning a second language are multiplying. Until recently, little research has been conducted to identify the nature of this problem. Recent attempts by the authors have focused upon subtle but ongoing language difficulties in these individuals as the source of their struggle to learn a foreign language. The present paper attempts to expand upon this concept by outlining a theoretical framework based upon a linguistic coding model that hypothesizes deficits in the processing of phonological, syntactic, and/or semantic information. Traditional psychoeducational assessment batteries of standardized intelligence and achievement tests generally are not sensitive to these linguistic coding deficits unless closely analyzed or, more often, used in conjunction with a more comprehensive language assessment battery. Students who have been waived from a foreign language requirement and their proposed type(s) of linguistic coding deficits are profiled. Tentative conclusions about the nature of these foreign language learning deficits are presented along with specific suggestions for tests to be used in psychoeducational evaluations. 相似文献