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The Survey of Reading Attitudes was administered to 167 intermediate and high school students who were enrolled in three private schools for LD children in the Southeast. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions were as follows: Expressed Reading Difficulty, alpha = .82; Reading as Direct Reinforcement, alpha = .72; Reading as Enjoyment, alpha = .87; Alternative Learning Modes, alpha = .72; Reading Group, alpha = .74; Reading Anxiety, alpha = .71; Silent vs. Oral Reading, alpha = .78; and Comics, alpha = .75. The current results viewed in conjunction with the results of the three previous normative studies seem to support the psychometric soundness of The Survey of Reading Attitudes across differing samples. 相似文献
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The usefulness of terminology in psychoeducational reports is examined. Students, teachers, and psychology interns rated the usefulness of 25 terms frequently found in reports. Psychology interns also rated each term on the frequency with which they used it in their own reports. Significant differences were found in the usefulness ratings of the terms, depending on major, category, and whether or not the rater had taken a special education course. Special education majors were found to be more comfortable with technical terms than were students who had prepared to be regular classroom teachers or students in other majors. Findings suggest that it is necessary to use clear, unambiguous terms in reports, and to explain more technical terms in context. 相似文献
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Catherine Dille 《Cultural and Social History》2018,15(3):361-377
Montem, a triennial customary march by Eton scholars, consolidated into a public expression of patrician social identity under the patronage of the monarchy in the late eighteenth century. This analysis of Montem’s history traces its development from a boy-led pageant of misrule to a public performance of elite patriotism. The custom, which attracted national attention, sheds new light on boy governance and self-fashioning in the period’s elite schools. This article argues that a study of Montem disrupts the standard historiographical narrative of anarchy and violence in the great schools and suggests that boy culture was more complex than previously acknowledged. 相似文献
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The hypothesis that young adolescents in vocational education programs would differ from young adolescents in a regular program along several affective dimensions was examined. The Today Form of the Multiple Affect Adjective Check List (MAACL) was administered twice during the school year to 111 students in a vocational program and to 50 students in regular classrooms. Dimensions of Anxiety, Depression, and Hostility were examined. Significant main effects for all three dimensions were noted for school program (regular vs. CVAE) and for grade (seventh vs. eighth). Students in the vocational program and those in seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, with the exception of Depression, for which there was a significant interaction between time (pretest vs. posttest) and school program (regular vs. CVAE), with regular students reporting increased depression at the second testing. 相似文献
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