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641.
The purpose of this study was to assess the predictive value of kindergarten teachers' ratings of pupils for later first-grade academic achievement. Kindergarten students were rated by their teachers on a variety of variables, including math and reading performance, teacher concerns, and amount of learning relative to peers. These variables were then analyzed with respect to outcome measures for math and reading ability administered in the first grade. The teachers' ratings of academic performance were significantly correlated with scores on the outcome measures. Analyses were also carried out to determine sensitivity, specificity, and predictive values of the different teacher ratings. The results indicated high overall accuracy, sensitivity, specificity, and negative predictive value for the ratings. Positive predictive value tended to be lower. A recommendation to follow from these results is that teacher ratings of this sort be used to determine which children should receive cognitive screening measures to further enhance identification of children at risk for learning disability. However, this recommendation is limited by the lack of empirically supported screening measures for math disability versus well-supported screening tools for reading disability. 相似文献
642.
Aaron Kindsvatter Darcy Haag Granello Jill Duba 《Counselor Education & Supervision》2008,47(3):179-192
During periods of uncertainty or psychological distress, a supervisee may encounter or develop rigid or unhelpful thinking patterns that could delay development by promoting discouraging realities and experiences. Such cognitive experiences often are so subtle that they occur outside of the supervisee's immediate awareness. This article explores how the cognitive model of counseling could be used in supervision as a guide to help the supervisor and supervisee discover and modify negative thought processes. 相似文献
643.
Disclosure and secrecy in adolescent-parent relationships 总被引:3,自引:0,他引:3
Beliefs about parents' legitimate authority and adolescents' obligations to disclose to parents and actual disclosure and secrecy in different domains were examined in 276 ethnically diverse, lower middle-class 9th and 12th graders (Ms=14.62 and 17.40 years) and their parents (n=249). Adolescents were seen as more obligated to disclose prudential issues and less obligated to disclose personal than moral, conventional, and multifaceted issues; parents viewed adolescents as more obligated to disclose to parents than adolescents perceived themselves to be. Adolescents disclosed more to mothers than to fathers, particularly regarding personal issues, but mothers overestimated girls' disclosure. Greater trust, perceived obligations to disclose, and, for personal issues, more parental acceptance and psychological control predicted more disclosure and less secrecy. 相似文献
644.
OBJECTIVE: The purpose of this longitudinal study was to determine whether there were differences in child abuse potential among mothers who were nonusers, drug users who accepted treatment, and drug users who rejected offers of treatment, over the first 2 years of their children's lives. METHOD: Participants were mothers of 140 infants, classified into Nonuser (n = 48), Treatment (n = 72), or Refuser (n = 20) groups. The Child Abuse Potential (CAP) Inventory [Milner, J. S. 1980. The Child Abuse Potential Inventory: Manual. Webster, NC: Psytec Corporation] was administered when infants were 4, 9, 12, 18, and 24 months. RESULTS: Results of mixed-model analyses of variances showed no group differences on CAP Inventory abuse scale scores. There were significant group differences in lie scale scores on the CAP Inventory, such that lie scale scores for the Nonuser group were significantly higher than lie scale scores for the Treatment group. CONCLUSIONS: Overall, results support the position that low-income women with many risk factors in their lives are at high risk for potential child abuse, but that their drug use status and drug treatment status does not differentiate them from their nonuser peers from a similar social and demographic background. 相似文献
645.
The aim of this study was to determine the incidence of subject drop-out on a multi-stage shuttle run test and a modified incremental shuttle run test in which speed was increased by 0.014 m x s(-1) every 20-m shuttle to avoid the need for verbal speed cues. Analysis of the multi-stage shuttle run test with 208 elite female netball players and 381 elite male lacrosse players found that 13 (+/-3) players stopped after the first shuttle of each new level, in comparison with 5 (+/-2) players on any other shuttle. No obvious drop-out pattern was observed on the incremental shuttle run test with 273 male and 79 female undergraduate students. The mean difference between a test-retest condition (n = 20) for peak shuttle running speed (-0.03+/-0.01 m x s(-1)) and maximal heart rate (0.4+/-0.1 beats x min(-1)) on the incremental test showed no bias (P > 0.05). The 95% absolute confidence limits of agreement were+/-0.11 m x s(-1) for peak shuttle running speed and+/-5 beats min(-1) for maximal heart rate. The relationship (n = 27) between peak shuttle running speed on the incremental shuttle run test (4.22+/-0.14 m x s(-1)) and VO2max (59.0+/-1.7 ml kg(-1) x min(-1)) was r= 0.91 (P< 0.01), with a standard error of prediction of +/-2.6 ml x kg(-1) x min(-1). These results suggest verbal cues during the multi-stage shuttle run test may influence subject drop-out. The incremental shuttle run test shows no obvious drop-out patten and provides a valid estimate of VO2max. 相似文献
646.
Pamela A. Moss Aaron M. Schutz Kathleen M. Collins 《Journal of Personnel Evaluation in Education》1998,12(2):139-161
The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice. 相似文献
647.
Myers N 《Isis; an international review devoted to the history of science and its cultural influences》2010,101(4):817-828
A recently released documentary on life in a protein crystallography laboratory offers an exemplary opportunity to examine how a popular account of scientific training models narrowly defined norms of masculinity and mentorship and simultaneously sets these as the tacit conditions for success in science. Rather than treating this documentary as a good or bad representation of what life in the lab is actually like, this analysis draws attention to how the scientists featured in the film perform for the camera and how the filmmakers splice together the action to animate an engaging story. This essay shows how this popular and widely circulating documentary frames science as a game to be won and stages scientific success on an agonistic playing field. Those who can "make it" are those who are tough enough and those who are willing and able to get entangled in the taunting, jesting, and jostling relationships that appear to be required for mentorship in this lab. The essay argues that this documentary tethers this model of success in science to restrictive norms of masculinity and in so doing promotes a pedagogical culture that fosters competition, rivalry, and ritualized shame. Feminist theories of performativity are engaged to consider the iterative processes through which narrowly circumscribed masculinities and styles of pedagogy are sedimented and naturalized. This essay aims to spur renewed attention to the care historians and anthropologists might take to examine the often hidden tropes that are lurking inside the stories about science that we find so salient. 相似文献
648.
Aaron C.T. Smith Bob Stewart Sunny Oliver-Bennetts Sharyn McDonald Lynley Ingerson Alastair Anderson Geoff Dickson Paul Emery Fiona Graetz 《Sport Management Review》2010,13(3):181-197
This article reports on 11 narrative-based case histories which sought to: (1) uncover the attitudes of players and athletes to drugs in sport, and (2) explore contextual factors influencing the formation of those attitudes as informed by social ecology theory. Overall, participants viewed the use of banned performance-enhancing substances as cheating, ‘hard’ non-performance-enhancing recreational or illicit substances as unwise, legal non-performance-enhancing substances as acceptable, and legal performance-enhancing substances as essential. In short, attitudes were sometimes quite libertarian, and contingent upon first, the legality of the substance, and second, its performance impact. Results also indicated that athletes’ attitudes about drugs were fundamentally shaped by sport's culture. Other significant factors included its commercial scale, closely identifiable others, early experiences and critical incidents of players and athletes, and their level of performance. 相似文献
649.
The recent global outbreak of the COVID-19 pandemic created significant challenges for society, not least for education. England went into lockdown in March 2020; following this, A Level exams were cancelled and the Department for Education announced that results were to be determined by teacher-assessed grades. This paper draws upon research conducted during this time with A Level students. It is based on a total of 53 Skype interviews with students who had their A Level exams cancelled, most of whom had ambitions to start university in September 2020. A number of striking findings emerged from the study. Students were well-informed about the changes to the A Level exam assessment and the impact structural inequalities were likely to have on assessed grades. White students and those from independent fee-paying schools were consistently more satisfied with the measures put in place to assess their grades compared to students from Black and minority ethnic backgrounds. However, all students—regardless of their background—identified patterns of unfairness which were based on structural inequalities. We conclude that these findings point to students adopting some of the attributes of the ‘student as consumer’, not by concentrating on choices associated with free market economies such as ‘good value’, but rather by identifying more ethical ‘values’ within education. 相似文献