A program for teaching statistical process control to workers with limited mathematical skills: An intervention perspective     

R. Dean Davis  Donald R. Latham  Robert E. Pitts 《Performance Improvement》1985,24(2):22-24

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Decision-making performance in a production environment. The effect of academic discipline     

Donald L. Davis  Donna F. Davis 《Performance Improvement》1985,24(9):18-21

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Convict Voices: Women,Class, and Writing About Prisons in Nineteenth-Century England     

Alyson Brown 《Cultural and Social History》2016,13(3):432-433

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Jessie,a Girl with Two Moms     

Danné E. Davis 《Multicultural Perspectives》2016,18(3):159-166

The Jessie Books are a seven-book series complete with a dedicated website. Each book features a 5-year-old girl named Jessie who happens to live in a city with her two moms. Each book features Jessie as an ordinary young girl engaging in familiar, life-enriching activities. Across The Jessie Books, the community of caregivers, extended relatives, and intergenerational friends convey the notion of a caring and loving family. This concept of family is relevant to elementary education in light of the expanding diversity in and around schoolchildren. Increasing numbers of school-age children have lesbian mothers and caregivers, or live in dual mom-headed households. For adults who deem The Jessie Books' narrative beyond the scope of young readers, links are made between the storylines and the English Language Arts Common Core State Standards. Ideally, upon discovery of these texts, their content and integration will be called for and embraced in the elementary curriculum.  相似文献   

The digit naming speed test: Its power and incremental validity in identifying children with specific reading disabilities     

John M. Davis  Carl Spring 《Psychology in the schools》1990,27(1):15-22

This paper presents two studies, both of which address the question of whether a test that measures the automaticity with which digits can be named could be useful as part of a diagnostic battery to assess reading disabilities. In the first study, the Digit Naming Speed Test significantly differentiated elementary-school boys who were disabled readers from age-matched boys reading at appropriate grade levels, correctly classifying 83.3% of the children. In the second study, the Digit Naming Speed Test accounted for a significant portion of the word recognition variance of nondisabled readers over and above that portion accounted for by general intelligence as measured by the WISC-R. Taken together, these studies indicate that the Digit Naming Speed Test has the potential to contribute significantly to the diagnostic process.  相似文献   

Role and function of school psychologists, 1992–93: A comparative study     

Alyson H. Roberts  James O. Rust 《Psychology in the schools》1994,31(2):113-119

The roles and functions of 52 school psychologists from Iowa and Tennessee were examined. A multivariate analysis of variance (MANOVA) was used to test differences between reported time spent on prereferral, assessment, intervention, consultation, and curriculum-based assessment. Significant differences were found for the time spent in all areas. A second one-way MANOVA was used to test the differences between the two groups in reported actual time spent and desired time spent. A significant difference was found for consultation. A third MANOVA was utilized to test the differences between the two groups' desired time spent on the five variables. A significant difference was found for curriculum-based assessment. The results suggest that school psychologists in Tennessee and Iowa occupy different roles. School psychologists in Tennessee reported spending the majority of their time on assessment activities, whereas the Iowa sample balances their time between the five functions. The Iowa role exemplifies alternative functions for school psychologists. The Tennessee role is oriented more toward the refer, test, place model.  相似文献   

Juvenile sex offenders: development and correction     

G Ryan  S Lane  J Davis  C Isaac 《Child abuse & neglect》1987,11(3):385-395

This paper addresses the developmental nature of sexually abusive behaviors as they apply to juvenile male sexual offenders. Socialization and sexual victimization are discussed. Three case histories elucidate and support the discussion of the development of victim offending. Significant treatment issues of juvenile male sexual offenders center around the sexual assault cycle which provides a framework for sexual offenders to conceptualize and understand the cognitive, behavioral, psychological, and situational factors which have resulted in their offense(s). Although sexual offenders and sexual offenses are each unique, the sexual assault cycle offers a means of addressing essential commonalities in the treatment of juvenile sexual offenders. Sexual offender specific treatment is viewed as essential for decreasing the risk of further sexual offenses, and thus decreasing the incidence of sexual victimization.  相似文献   

Multicultural classrooms and cultural communities of teachers   总被引：1，自引：0，他引：1  

Kathryn A. Davis 《Teaching and Teacher Education》1995,11(6)

This paper addresses issues of teacher adoption of culturally responsive pedagogy through reporting data from a 2-year ethnographic study of a teacher education program located in the U.S.A. The research findings reveal that preservice teachers experience and ultimately adopt a meritocratic and hegemonic system of schooling in which academic performance is viewed in terms of individual abilities and based on mainstream norms. The study suggests that, for substantive changes to take place in multicultural classrooms, teacher educators need to engage in the kind of critical examination which will lead to curricular reform intended to foster alternatives to hegemonic experiences and beliefs.  相似文献   

Drawing Parallels in Search of Educational Equity: A Multicultural Education Delegation to China Looks Outside to See Within     

Jioanna Carjuzaa  J. Kay Fenimore-Smith  Ethlyn Davis Fuller  William A. Howe  Eileen Kugler  Arcenia P. London 《Multicultural Perspectives》2013,15(1):35-40

In 2004, a professional delegation of multicultural educators visited the People's Republic of China to explore how diversity issues are addressed and how students are prepared for entry into the international workforce. The delegation, sponsored by the People to People Ambassador Programs, observed numerous parallels to the American system of education, including the challenge of providing equity for students of minority cultures, especially those in poor rural areas, and the conflict between modernization and preservation of cultural heritage.  相似文献   

The Nicaragua canal     

Geo.W. Davis 《Journal of The Franklin Institute》1892,134(2):109-131

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