Rejiggering the moral code     

Barton L. Ingraham 《Academic Questions》2003,17(1):6

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NARST Equity and Ethics Committee: A call to action     

Angela Calabrese Barton  Okhee Lee 《科学教学研究杂志》2006,43(9):875-878

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Effects of Parent Implemented Visual Schedule Routines for African American Children with ASD in Low-Income Home Settings     

Samantha E. Goldman  Carrie A. Glover  Blair P. Lloyd  Erin E. Barton  Maria P. Mello 《Exceptionality》2018,26(3):162-175

Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed.  相似文献   

Guidelines for the protection and treatment of the abused child     

Claudia A. Carroll  Barton D. Schmitt 《Child abuse & neglect》1978,2(2):109-116

The purpose of this paper is to review ten actions that can be taken by multi- disciplinary child protection teams or individuals in this field to assure that the interests of the abused child are consistently addressed.  相似文献   

Improving quantitative volumetric analysis skills in first year university chemistry courses     

Ms Carmel McNaught  Ms Heather Grant  Mr Paul Fritze  Dr Peter McTigue  Ms Janet Barton  Dr Robert Prosser 《Research in Science Education》1993,23(1):189-198

This paper describes a project in the School of Chemistry at The University of Melbourne. During 1992 thirty hours of videotapes were taken of students doing quantitative volumetric work in first year laboratories. These were viewed to find out what problems students encountered and what interactions they had with other students and with demonstrators. The data were logged on a Hypercard stack and novel visual images were produced to map student activity, both qualitatively and quantitatively. These data contributed to the design of a multimedia learning package which students worked through at the beginning of 1993. Video data of their laboratory performance after this intervention provides evidence of improved performance. Specializations: academic development in the sciences, evaluation of computer-based learning materials. Specializations: physical chemistry, chemical education at tertiary level. Specializations: design and development of computer-based learning materials. Specializations: electrochemistry, general physical chemistry at secondary and tertiary level. Specializations: chemical education at secondary and tertiary level, theoretical chemistry.  相似文献   

Forum: A Conversation on ‘Sense of Place’ in Science Learning   总被引：1，自引：0，他引：1  

Joe L. Kincheloe  Elizabeth McKinley  Miyoun Lim  Angela Calabrese Barton 《Cultural Studies of Science Education》2006,1(1):143-160

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The Evaluation of Student Fitness Levels in Exercise Science and Physical Education Teacher Education Programs     

Tara B. Blackshear  Andrea T. Barton  Jennifer Moxley 《Quest (Human Kinetics)》2019,71(1):21-41

The debate on whether kinesiology students should undergo fitness testing is controversial. Some are strong proponents of fitness testing, while others are in strong opposition. As advocates for fitness testing among kinesiology majors, we aimed to assess the fitness levels of Exercise Science and Physical Education Teacher Education majors and evaluate current physical education teacher education (PETE) fitness criterion. One hundred and sixteen participants (males N = 49; females N = 67) underwent health-related fitness assessments. 37% of males and 51% of females met PETE’s fitness criteria. Both groups performed significantly better in body fat percentage and upper body strength than PETE’s acceptable (average) standards; however, most were significantly lower than target (above average) standards. Presented are fitness passing criteria for PETE majors and fitness reporting that aids in improved fitness tracking and accountability. We also highlight the need for NASPE and SHAPE America to clearly define fitness expectations for PETE majors and encourage other kinesiology faculty to consider implementing fitness testing in their programs.  相似文献   

A follow-up study of dyslexic boys     

Joan M. Finucci  Linda S. Gottfredson  Barton Childs 《Annals of dyslexia》1985,35(1):117-136

Over 500 men who attended the Gow School, an independent school for boys with developmental dyslexia, were given a follow-up questionnaire from 1 to 38 years after they left the school. More than half had graduated from college; business was the most frequently chosen major in college; most were employed in managerial or related business positions; and their adult reading habits and attitudes did not compare well with those of other men of similar socioeconomic backgrounds. Socioeconomic status and IQ were not predictive of adult outcome among these men in contrast to their effect in the general population. An important result was that severity of the reading problem upon entrance to Gow and the academic and remedial progress of the men while at the school were highly predictive of adult educational, occupational, and attitudinal status. This work was supported by funds from NIH grant HD00486, the Gow School, and the John F. Kennedy Institute.  相似文献   

Cognitive and affective effects of audio-programed electronic feedback and oral teacher feedback     

James E. Morrell  Charles R. Walker  Charles Loughery  Joyce Funk  Glen Ruoff  Barton B. Proger 《Educational technology research and development : ETR & D》1974,22(3):303-315

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A Cultural Perspective on Professional Beliefs of Childcare Teachers     

Yeh?HsuehEmail author  Benjamin?K.?Barton 《Early Childhood Education Journal》2005,33(3):179-186

Preschool is an institution for cultural preservation, which responds to social change. Guided by this assumption, this study used a recent video of Chinese preschool in conjunction with the questionnaire from Preschool in Three Cultures, a study by Joseph Tobin and his colleagues in the 1980s, to examine the cultural and professional beliefs of three groups of U.S. early childhood educators (preservice, inservice non-Head Start, and inservice Head Start). We examined participants’ cultural beliefs, critical comments on the preschool, and group differences in their comments. Results show that participants’ beliefs about necessary qualities for a teacher remained stable from the 1980s in the U.S. But a shift occurred in beliefs about why society needs preschools. More education and longer employment were linked significantly to more critical comments of Chinese practice. There was a marked difference in professional and cultural beliefs by educators’ group affiliations.

Yeh HsuehEmail:

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