Warm sun,cold wind: The novels of Helen Cresswell     

Margaret Greaves 《Children‘s Literature in Education》1971,2(2):51-59

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What We Know When We Know A Game     

Margaret Steel 《体育哲学杂志》2013,40(1):96-103

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Helping Teacher Education Students Develop Positive Attitudes Toward Ethnic Minorities     

Rose Mary Scott 《Equity & Excellence in Education》2013,46(2):69-73

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Refocusing the Lens: Enhancing Elementary Special Education Reading Instruction Through Video Self‐Reflection     

Anna Osipova  Brooke Prichard  Alison Gould Boardman  Mary Theresa Kiely  Patricia E. Carroll 《Learning disabilities research & practice》2011,26(3):158-171

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Examination of Faculty Self-efficacy Related to Online Teaching     

Brian S. Horvitz  Andrea L. Beach  Mary L. Anderson  Jiangang Xia 《Innovative Higher Education》2015,40(4):305-316

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Promoting Student Learning in Criminal Justice,STEM, and Forensic Science: Aggie Sleuth Initiative (AggieSI)-Guided Inquiry Learning Experience     

Sayo O. Fakayode  James P. Mayes  Margaret I. Kanipes  David Johnson  Ernest L. Cuthbertson 《Journal of Criminal Justice Education》2017,28(2):192-206

This study reported the first interdisciplinary Aggie Sleuth Initiative (AggieSI) conducted between the Departments of Political Science and Criminal Justice, Sociology and Social Work and Chemistry in order to interest underrepresented minority students in the field of forensic science at North Carolina Agricultural and Technical State University (NCA&T). The AggieSI project involved a “simulated crime scene” and a “hypothetical narrative” that provided the “simulated circumstances” for the AggieSI exercise. The students worked in groups on their AggieSI projects in a guided inquiry laboratory experiment format. The students found their AggieSI project motivating, promoting the students’ critical thinking, problem-solving and teamwork skills with students from other departments. This project also promoted mutually beneficial collaborations and partnerships between NCA&T and the local Police Department to further promote forensic studies and to ensure justice and public safety in our community.  相似文献   

Moving an Evidence‐Based Parenting Program Into the Community          下载免费PDF全文

Caroline K.P. Roben  Mary Dozier  EB Caron  Kristin Bernard 《Child development》2017,88(5):1447-1452

Attachment and Biobehavioral Catch‐up (ABC) is a parenting program developed to enhance sensitivity among parents of infants who experience early adversity. In several randomized clinical trials, the intervention's efficacy has been demonstrated. Moving interventions into the community with adequate fidelity is challenging, though, and intervention effects are often much smaller than when tested in randomized clinical trials. To enhance the likelihood that ABC is delivered with high fidelity, a microanalytic fidelity assessment was developed. Using this fidelity tool as a central component of training, supervision, and certification, changes in parent sensitivity for 108 families with children ages 6 months to 2 years were as large as those seen in laboratory settings. These findings are discussed with regard to implications for moving other evidence‐based interventions into the community.  相似文献   

PRESCHOOL TEACHERS’ USE OF PRAISE IN GENERAL,AT‐RISK,AND SPECIAL EDUCATION CLASSROOMS          下载免费PDF全文

Margaret T. Floress  Jessica R. Berlinghof  Rebecca A. Rader  Emma K. Riedesel 《Psychology in the schools》2017,54(5):519-531

Teacher praise is an effective strategy that decreases preschool students’ disruptive behavior. It is well established that school‐aged students with behavior problems receive fewer teacher praises than their peers; however, it is unclear whether these findings are consistent among preschool students. The purpose of this study was to collect praise frequency data in general, at‐risk, and special education classrooms. Over 10 hours of direct observation data were used to examine six preschool teachers’ natural use of praise. Teachers’ use of praise was not statistically different based on classroom type; however, special education teachers used twice as many praises compared to general education and at‐risk teachers. Teachers used more general praise compared to behavior‐specific praise, which was statistically significant. Finally, teachers delivered more praise to individual and large groups of students compared to small groups of students, which was also statistically significant. Future directions and implications for using praise to prevent behavior problems among preschool students are offered.  相似文献   

Team modes and power: supervision of doctoral students     

Margaret J. Robertson 《高等教育研究与发展》2017,36(2):358-371

Currently, team supervision in doctoral studies is widely practised across Australian universities. The interpretation of ‘team’ is broad and there is evidence of experimentation with supervisory models. This paper elaborates upon a taxonomy of team modes and power forms based on a recent qualitative study across universities in a number of states and territories in Australia. Team modes, described as de facto dyad, segmented and collaborative are defined, explained and presented in diagrammatic forms. Team modes are understood as being fluid, oscillating along a continuum according to particular contextual factors such as thesis stage and personal/professional circumstances of team members. Operating parallel to team modes are forms of power, defined as ‘power to’, ‘power over’ and ‘power with’. The article concludes that to maximise collaborative knowledge making within team supervision it is necessary to background social status. As the performance of social status is diminished the focus of the team endeavour is the creative exchange of ideas, creating ‘power with’. The intention of this article is to provide more information to supervisors and doctoral students on team structure so that the needs of all parties might be met more reliably and productively during the intense and sustained period of thesis production.  相似文献   

Examining the validity of office discipline referrals as an indicator of student behavior problems     

Elise T. Pas  Catherine P. Bradshaw  Mary M. Mitchell 《Psychology in the schools》2011,48(6):541-555

Office discipline referral (ODR) data are increasingly used to monitor student behavior problems and the impact of interventions, but there has been limited research examining their validity. The current study examined the concordance of ODRs with teacher ratings of student behavior using data on 8,645 children in 335 classrooms at 21 elementary schools. The results of a variety of analyses (e.g., correlations, multivariate analysis of variance, receiver operating characteristics) suggested that ODRs are moderately valid and reliable. Multilevel analyses revealed that teacher ratings of disruptive behaviors were significantly associated with ODRs, even after controlling for other student‐, classroom‐, and school‐level factors. These findings suggest that ODRs are moderately valid indicators of student behavior problems and may be an efficient source of information for use in school‐based research and data‐based decision‐making. © 2011 Wiley Periodicals, Inc.  相似文献