Correlates of the concept assessment kit-conservation for educable mentally retarded children     

A. B. Silverstein  Linda Brownlee Pearson  Greg Legutki 《Psychology in the schools》1987,24(4):325-328

The relations of the CAK-C to the Stanford-Binet and the WRAT were explored for a sample of 155 educable mentally retarded children. Correlational analyses indicated that: (a) The CAK-C is more closely related to MA than to either CA or IQ. (b) Both Reading and Arithmetic are more closely related to MA than to the CAK-C. The results support the position that Piagetian intelligence is somewhat distinct from psychometric intelligence, but suggest that the latter is the better predictor of academic achievement.  相似文献   

Enhancing self-efficacy in minority youth: A group technique     

Koressa Kutsick  Linda Jackson 《Psychology in the schools》1988,25(2):183-186

This article presents a two-phase group process that can be utilized to develop self-efficacy in minority youth. The process involves helping minority students to develop realistic educational and precareer goals through group supported analysis of individual strengths, weaknesses, resources, and roadblocks to success. Modeling, role playing, and outside activities are the major components of the group process.  相似文献   

A grounded theory of positive youth development through sport based on results from a qualitative meta-study     

Nicholas L. Holt  Kacey C. Neely  Linda G. Slater  Martin Camiré  Jean Côté  Jessica Fraser-Thomas 《International review of sport and exercise psychology》2017,10(1):1-49

The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.  相似文献   

Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children     

Bruce A. Bracken  Linda A. Cato 《Psychology in the schools》1986,23(1):95-99

Seventeen deaf children and a matched group of 17 nonhearing impaired children were assessed to compare rate of basic concept development. The results indicate that deaf children scored approximately two standard deviations below their matched nonhearing impaired peers. Additionally, the deaf children exhibited a relatively flat subtest proffle, suggesting that basic concepts that have not been specifically taught remain uniformly delayed for deaf children.  相似文献   

Prediction of academic achievement with the McCarthy screening test and metropolitan readiness test     

Dominic F. Gullo  Douglas H. Clements  Linda Robertson 《Psychology in the schools》1984,21(2):264-269

There is a need for accurate, efficient assessment of children's readiness, to provide information concerning strengths and weaknesses of children and to identify those children who may be at risk for school failure. This necessitates determining the relative usefulness of instruments in predicting later school achievement. This study examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness at the end of kindergarten and achievement at the end of first grade. Eighty-eight children were screened upon entering kindergarten, using the MST. As a measurement of academic readiness, the MRT was administered at the end of kindergarten, and the Scott and Foresman Achievement Test (SFAT) was administered at the end of first grade as a measure of achievement. Regression analyses indicated that the MST significantly predicted children's scores on the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT.  相似文献   

Serving the Underserved     

Linda Frederiksen 《Public Services Quarterly》2016,12(2):146-151

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The robust woman and the muscular christian: Catharine Beecher,Thomas Higginson,and their vision of American society,health and physical activities     

Linda J. Borish 《国际体育史杂志》2013,30(2):139-154

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Promoting a self-sustaining learning community: investigating an internal model for teacher development     

Etta R. Hollins  Linda R. McIntyre  Charles DeBose  Arthurlene Towner 《International journal of qualitative studies in education》2013,26(2):247-264

The authors report an investigation of a five-step structured study-group approach to promoting a?self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a two-year time period the conversations among the teachers at the study-group meetings changed to be more positive about the children, to make linkages between themselves and the culture the children bring to school, to enthusiasm for sharing their own strategies and engaging in public reflection, and collaborating in developing new instructional approaches.  相似文献   

The school-based work experiences of student teachers     

Linda Rolfe 《Education 3-13》2013,41(2):29-33

The increased responsibility now given to schools for initial teacher training (ITT) in partnership with training institutions has led to questions about how prepared and confident teachers are to assume their new role, and the support they provide for students to teach the arts. This research enquires into the situation and found the development of students' subject knowledge in the arts to be a matter of concern. As time on ITT courses is cut and teachers acknowledge the need to enhance their own knowledge-base in the arts, there is uncertainty about the quality and adequacy of training for student teachers in the arts.  相似文献   

How children learn at home     

Linda Hargreaves 《Early Years: An International Journal of Research and Development》2010,30(1):100-101

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