Effect of short‐ and long‐term play therapy services on teacher–child relationship stress     

Dee C. Ray  Robin K. Henson  April A. Schottelkorb  April Garofano Brown  Joel Muro 《Psychology in the schools》2008,45(10):994-1009

The purpose of the present study was to explore the effect of both short‐ and long term Child‐Centered Play Therapy on teacher–student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short‐term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long‐term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher–student relationship stress from pre‐ to posttest. Post hoc analyses indicated that the short‐term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics. © 2008 Wiley Periodicals, Inc.  相似文献   

The golden thread: educator connectivity as a central pillar in the development of creativity through childhood education. An Irish life history study     

Dee O'Connor 《Education 3-13》2016,44(6):671-681

This paper presents the narratives of five creative Irish Adults who contributed to the study by sharing their childhood education experiences. The five participants are all of different ages and occupations. All identify themselves as highly creative people and all worked with me over the course of this study to identify how this creativity developed within their engagement with the Irish childhood education system. All excelled with higher education and they share a high degree of success within their careers. Between them, they express their creativity across five key genres. These are: Science, Engineering, The Arts, Entrepreneurship and Social Entrepreneurship. Well-developed themes were analysed to identify interrelationships which formed a theoretical framework of core concepts that demonstrate what holds great importance in the lives of these participants for the development of their creativity during childhood education in Ireland. A clear theme of this study was that of connectivity. Connections and relationships matter greatly. The creative journey is joyful and clear where children experience a positive connection with their educator. Conversely, the creative journey is stymied by a lack of connection or by a negative connection. These stand in the way of creative growth, like a big boulder on the child's developmental path. This paper showcases, through the stories of these five research participants, how creativity development is affected by the connection between the child and their educator.  相似文献   

CULTIVATING THE IMAGINATION IN MUSIC EDUCATION: JOHN DEWEY'S THEORY OF IMAGINATION AND ITS RELATION TO THE CHICAGO LABORATORY SCHOOL     

Dee Russell 《Educational theory》1998,48(2):193-210

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Single‐Case Design in Child Counseling Research: Implications for Counselor Education     

Dee C. Ray  Casey A. Barrio Minton  April A. Schottelkorb  April Garofano Brown 《Counselor Education & Supervision》2010,49(3):193-208

Counselor education programs are ethically bound to teach methods of research and evaluation so counselors may identify counseling methods that have a reasonable probability of success. Single‐case design represents rigorous research practice, is amenable to practice, and allows the practitioner the opportunity to explore interventions from quantitative and qualitative perspectives. Key elements of single‐case methodology are reviewed, including benefits, specific details, and pitfalls related to conducting single‐case research with children. A case study and suggestions for implementation in counselor education are provided.  相似文献   

Book reviews     

Dee Wood  Michael Mabe 《Learned Publishing》2001,14(3):237-238

Capturing the Mobile Internet Customer: the Convergence of Digital Content and Mobile Telecoms by Electronic Publishing Services Ltd and BRC Consultancy Ltd. 2000. £975 (£725 for clients). From EPS Ltd, 26 Rosebery Avenue, London EC1R 45X From Gutenberg to the Global Information Infrastructure: Access to Information in the Networked World by Christine L. Borgman MIT Press, 2000. Pp. 324. Hardback, £27.95. ISBN 0‐262‐02473‐X  相似文献   

从期刊论文分析台湾信息素养主题研究之概况与发展:1970—2008年   总被引：2，自引：0，他引：2  

于第 《中国图书馆学报》2011,37(1):87-101

为了探究台湾信息素养主题研究之概况与发展,由台湾期刊论文索引系统选取1970年至2008年问共224条有关信息素养相关研究主题的期刊论文书目数据,运用Excel软件作为工具进行量化统计分析,并针对每条数据内容进行较深入的分析.研究结果分别就台湾信息素养主题相关之研究人力、研究者专业背景、使用研究方法与对象、研究发展情况,以及研究议题与应用领域等方面进行探讨分析.图3.表5.参考文献16.  相似文献   

Project update: Electronic submission and peer review — an update on the ESPERE project     

Dee Wood 《Learned Publishing》1997,10(2):157-160

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Ethics From the Viewpoint of Organized Agencies: A Reaction     

Dee W. Edington 《Quest (Human Kinetics)》2013,65(1):139-141

A collection of information about kinesiology around the world is given in this article. Institutions, societies, and journals that have contributed to the emergence of the field are indicated to illustrate the richness of current places where research on movement is conducted. The particular case of kinesiology in the European Union is detailed.  相似文献   

Teaching technical communication on the pre‐college level: An annotated bibliography     

Celia Patterson  Dee Kanakis 《Technical Communication Quarterly》2013,22(4):395-406

Technical communication is being integrated into the pre‐college curriculum at an accelerating pace. However, few curriculum materials have been developed for the pre‐college level. This annotated bibliography is a partial attempt to address this lack. The entries have been divided into two categories: Pre‐College Level Material and Adaptable Post‐Secondary Material.  相似文献   

Teaching evolution: Narratives with a view from three southern biology teachers in the USA   总被引：1，自引：1，他引：0  

M. Jenice “Dee” Goldston  Peggy Kyzer 《科学教学研究杂志》2009,46(7):762-790

This case study explored sociocultural forces that influenced three 10th grade public high school biology teachers' instructional goals, instructional acts, and identity narratives related to the teaching of evolution. Primary data included field observations of classroom instruction and teacher interviews. Secondary data included informal conversations with students, interviews with department chairs, and interviews with a Southern minister. Data were coded and analyzed resulting in categories and themes which provided insights into the sociocultural influences that gave shape to the teaching of evolution for three teachers in this southeastern state. Findings included: (a) changes in teaching identities as the teachers sought legitimacy for teaching evolution through dependency on the textbook as the authoritative knowledge, (b) socioculturally embedded lived experiences and the perceived teaching identity of each teacher that created idiosyncratic positionings related to decisions about teaching evolution, and (c) the complicatory influence of the state standards, the graduation exit examination, and teacher autonomy on teachers' decisions related to the teaching of evolution. This study revealed practical relationships between what actual practices occur when teachers include or exclude evolution within the curriculum and the liabilities and benefits of teacher autonomy related to controversial topics such as evolutionary theory. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 762–790, 2009  相似文献