The effect of imaginative play actions on language development in five-year-old children     

Ellen S. Marbach  Thomas Daniels Yawkey 《Psychology in the schools》1980,17(2):257-263

The study, using 60 five-year-olds, investigated forms of play: (a) self-action, (b) puppet-action, and (c) control treatments and differences between the sexes on aural language recall scores using semantic, absolute, and syntactic criteria. The results of the preliminary analyses between treatment groups and sex differences on the Peabody Picture Vocabulary Test and the Harris-Goodenough Draw-A-Man Test indicated no significant main or interaction effects. The subjects in treatment groups and boys and girls were relatively homogeneous on receptive language IQ and motor coordination, respectively. With 3 × 2 factorial analysis of variance experiments run on aural language recall for each of the three criteria, several significant results were noted: (a) Using the semantic criteria for scoring aural language recall, self-action play yielded significantly higher mean scores than either puppet-action or control groups. (b) Using the semantic criteria to score aural language recall, girls yielded significantly higher scores than boys. (c) Using either the absolute or syntactic scoring criteria, the results of the analysis indicated no significant main or interaction effects on aural language recall.  相似文献   

Perceptions of job satisfaction,job stability,and quality of professional life among rural and urban school psychologists     

Stewart Ehly  Thomas M. Reimers 《Psychology in the schools》1986,23(2):164-170

A survey was conducted of 231 psychologists from a midwestern state. Investigators surveyed perceptions of job satisfaction, job stability, and quality of professional life. Responses of rural and urban professionals were compared. While resembling urban colleagues in most regards, rural psychologists appear more satisfied with working environments and job policies. Discussion is presented on differences between the two groups on a number of variables influencing perceptions.  相似文献   

Concurrent and predictive validity of the WISC-R,McCarthy Scales,Woodcock-Johnson,and academic achievement     

Thomas P. Reilly  Owen W. Drudge  James C. Rosen  Dorene E. Loew  Mariellen Fischer 《Psychology in the schools》1985,22(4):380-382

Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children.  相似文献   

阁楼上的研究所     

托马斯·比尔克  孙承晟  方在庆 《科学文化评论》2006,3(1):22-31

威廉皇帝物理研究所(Kaiser Wilhelm Institut für Physik)正式成立于1917年10月,爱因斯坦是它的首任所长。研究所并没有一栋宏伟宽敞的建筑,其办公地点就设在这位著名所长的私人住房里。正如柏林的马普科学史研究所所长雷恩  相似文献   

TIMELINE: A New Journal of the Ohio Historical Society     

Thomas D. Nicholson 《Curator: The Museum Journal》1985,28(3):231-232

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Science Learning in Special Education: The Case for Constructed Versus Instructed Learning     

Thomas E. Scruggs  Margo A. Mastropieri 《Exceptionality》2013,21(2):57-74

Throughout the history of education, debate has existed between the relative merits of instructed versus constructed knowledge. In this article, we review our program of research in science education for students with disabilities in order to reveal some insights into this debate. We review research in science curriculum, mnemonic strategies, text-processing strategies, hands-on approaches, coached elaborations, “discovery” learning, correlates of effective inclusive science classrooms, and class-wide peer tutoring with differentiated curriculum enhancements. Overall, both instructed and constructed knowledge are important and can be facilitated with appropriate instructional strategies. Implications for practice and future research are provided.  相似文献   

Surveying unstructured time of adults with mental retardation living in two community settings: A search for normalization     

Thomas B. Pierce Jr.  Ruth Luckasson  Deborah D. Smith 《Exceptionality》2013,21(2):123-134

Abstract

We designed a survey to assess whether 40 randomly selected individuals, equally divided across two settings (ICF/MR, minigroup home), differed in the amounts of time spent in the community, the people with whom unstructured activities were performed, and the choice maker of unstructured activities performed in the community or in homes. Time spent in unstructured activities was divided into four subsets: performed by self, with a peer, with staff, and with family. An analysis of variance (ANOVA) indicated that individuals living in ICF/MR homes spent more time in the community with staff and made fewer choices of their unstructured activities than those living in minigroup homes. The analyses also indicated that for those retaining their own legal guardianship and living in ICF/MR homes continued to spend less time in activities they chose themselves. Of those variables reaching statistical significance, we questioned meaningful interpretations based on alternative interpretations of the raw data.  相似文献   

Two halves of unity     

Thomas Uebel 《Metascience》2013,22(2):481-484

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Reviews     

Vivienne Gross  Louise O'Connor  Sue Smedley  David Thomas 《Pastoral Care in Education》2013,31(3):40-42

Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00

Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99

Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99

David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p.  相似文献   

The impact of participation in sports on educational attainment—New evidence from Germany     

Christian Pfeifer  Thomas Cornelißen 《Economics of Education Review》2010,29(1):94-103

We analyze the impact of exercising sports during childhood and adolescence on educational attainment. The theoretical framework is based on models of allocation of time and educational productivity. Using the rich information from the German Socio-Economic Panel (GSOEP), we apply generalized ordered probit models to estimate the effect of participation in sport activities on secondary school degrees and professional degrees. Even after controlling for important variables and selection into sport, we find strong evidence that the effect of sport on educational attainment is statistically significant and positive.  相似文献