Careers in Operation: Industry as a Laboratory for Counselor Development     

Lewis E. Patterson  Robert W. Hayes  Paul R. McIntire 《Counselor Education & Supervision》1974,14(1):64-70

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Decision making for library management: Michael R,W. Bommer and Ronald W. Chorba. Knowledge Industry Publications,White Plains,New York (1982). $27.50 (Pb), iv + 178 pp. ISBN 0-86729-000-5     

Robert M. Hayes 《Information processing & management》1983,19(5):342-343

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The neglect of children in long-stay hospitals     

Maureen Oswin 《Child abuse & neglect》1979,3(1):89-92

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PARTY IDENTIFICATION AND ATTITUDES TOWARDS HOMOSEXUALS IN GREAT BRITAIN     

Hayes  Bernadette C.; Moran-Ellis  Jo 《Int. Journal of Public Opinion Research》1995,7(1):23-39

Legislative activity and controversy concerning the issue ofhomosexual rights and practices has intensified in Britain overthe last decade. Despite this increase in intensity, however,the question of mass public opinion in relation to homosexualrights and practices has received little empirical investigation.In an effort to remedy this situation, this paper focuses onthe influence of party identification in determining publicattitudes towards homosexuals. Using data from the British SocialAttitudes Surveys, the results suggest that although party identificationexerts an independent and statistically significant effect onattitudes towards homosexuals, in all cases, however, theseeffects are both secondary and variable. Other equally, if notmore salient, determinants include: gender, education, age,occupation, and type of homosexual relationship. Of these varioussocio–demographic variables, both age and education standout as having the strongest and most consistent effect. In otherwords, at least as far as current British society is concerned,anti-homosexual views are most prevalent among both older individualsas well as the lesser educated.  相似文献   

Supported reflective practice: a programme of peer observation and feedback for academic teaching development   总被引：3，自引：0，他引：3  

Maureen Bell 《International Journal for Academic Development》2013,18(1):29-39

The outcomes of the evaluation of a structured, peer-supported teaching development programme for academic staff are reported. Supported reflective practice forms the conceptual framework for the programme, which includes feedback on observed teaching and feedback on reflection. Key themes identified are the effectiveness of the supported reflective practice process, improvements to teaching practice, developing confidence and congruent espoused theory and theory-in-use, ongoing professional development and developing collegiality. Factors that facilitate the programme are explored, including the support triangle, the role of the educational developer in providing feedback and monitoring, and the role of the support colleague. Suggestions for implementation of similar programmes are offered.  相似文献   

The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool     

Matt Allwood  Kate Allen  Anna Price  Rachel Hayes  Vanessa Edwards  Susan Ball 《Emotional and Behavioural Difficulties》2013,18(4):361-371

ABSTRACT

This paper assesses the reliability and validity of the teacher-completed Pupil Behaviour Questionnaire (PBQ), by comparing it to the already extensively validated teacher-completed Strengths and Difficulties Questionnaire (SDQ). Participants included 2074 primary school children participating in a universal school-based trial and 41 vulnerable children who were taking part in a study exploring the impact of exclusion from school. Exploratory factor analysis results (first factor accounts for 80.8% of the variation in the items) and the high Cronbach’s alpha value of 0.85 indicate that the PBQ consists of one substantive factor/dimension. Strong correlations between the total PBQ score and the conduct sub-scale (Spearman’s correlation coefficient (r_s) = 0.67) and total difficulties score (r_s = 0.59) of the SDQ indicate convergent validity. This study suggests that the PBQ is a reliable measure, and provides some evidence of validity. Further work is needed to test the PBQ in an older, more diverse populations and to measure sensitivity to change.  相似文献   

The Growth of Phonological Awareness by Children With Reading Disabilities: A Result of Semantic Knowledge or Knowledge of Grapheme-Phoneme Correspondences?     

Justin C. Wise  Rose A. Sevcik  Robin D. Morris  Maureen W. Lovett  Maryanne Wolf 《Scientific Studies of Reading》2013,17(2):151-164

According to the Lexical Restructuring Model (Metsala & Walley, 1998 Metsala, J. L. and Walley, A. C. 1998. “Spoken vocabulary growth and the segmental restructuring of lexical representation: Precursors to phonemic awareness and early reading ability”. In Word recognition in beginning literacy, Edited by: Metsala, J. L. and Ehri, L. C. 89–120. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.  [Google Scholar]), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) Ziegler, J. C. and Goswami, U. 2005. Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory.. Psychological Bulletin, 131: 3–29. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar] suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a reading intervention. Hierarchical Linear Modeling techniques were used to model individual growth curves of word-blending skills. Overall, findings support the psycholinguistic grain size theory of reading and suggest that instruction in the relationship between orthographic patterns and their corresponding sounds is necessary for the development of phonological awareness.  相似文献   

The problematic relationship between child development theory and teacher preparation     

Nancy Perry  Maureen Gerard 《Journal of Early Childhood Teacher Education》2013,34(4):343-348

Abstract

This article addresses questions raised in the past decade regarding the role of child development knowledge for teaching and teacher preparation. Missing from the dialogue on this issue have been the voices of the students enrolled in teacher preparation programs. Accordingly, 77 preservice teachers were surveyed at the conclusion of a child development theory course. The results were examined for themes regarding how preservice teachers come to understand the changing nature of child development, the strengths and limitations of generalized theories of development, and the applicability of child development theory to their future practice.  相似文献   

Effective Counseling for Racial/Ethnic Minority Clients: Examining Changes Using a Practice Research Network     

Allison J. Lockard  Jeffrey A. Hayes  James M. Graceffo  Benjamin D. Locke 《Journal of College Counseling》2013,16(3):243-257

Studies have shown that counseling decreases students' academic distress. These findings, however, are based primarily on European American students. This study explored the impact of counseling on academic distress for treatment‐seeking racial/ethnic minority college students using the Counseling Center Assessment of Psychological Symptoms–34 ( Locke et al., 2012 ) Academic Distress subscale. Results indicated that there are significant differences in academic distress at intake based on race/ethnicity. Furthermore, findings revealed that change in academic distress over the course of treatment varies by race/ethnicity.  相似文献   

Student teachers’ perceptions of their mentors as internal triggers for learning     

Maureen Rajuan  Douwe Beijaard  Nico Verloop 《Teaching Education》2013,24(4):279-292

This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching knowledge and skills and were further categorized as providing either support or challenge to student teachers’ perceptions of learning to teach. The student teachers identified support and challenge in each one of the categories of teaching knowledge and skills, thereby supplying evidence for different kinds of emotional and cognitive triggers for learning. Based on the findings, we make some recommendations for supervision of mentoring relationships.  相似文献