Democratizing school authority: Brazilian teachers’ perceptions of the election of principals     

John P. Myers 《Teaching and Teacher Education》2008

The idea of collective decision making in schools has been a popular democratic educational reform model. One of its claims is that participation in school decision making empowers teachers and improves teaching. This research investigates this claim by exploring seven teachers’ experiences with a unique democratic school reform in Porto Alegre, Brazil, the election of principals by teachers, students, parents, and staff. Results showed that the elections reshaped the school authority relations, resulting in greater freedom for teachers to introduce democratic teaching methods, while articulating the school as a democratic institution and teachers as citizens.  相似文献   

The DAVID system: the development of an interactive video system at the National Technical Institute for the Deaf. A pilot experiment in computer assisted speechreading instruction utilizing the data analysis video interactive device (DAVID).     

B Cronin  D Sims  J VonFeldt  F Dowaliby  K Hutchinson  T Myers 《American annals of the deaf》1979,124(5):616-623

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Analysis of patterns in time for evaluating effectiveness of first principles of instruction     

Frick  Theodore W.  Myers  Rodney D.  Dagli  Cesur 《Educational technology research and development : ETR & D》2022,70(1):1-29

Educational technology research and development - In this naturalistic design-research study, we tracked 172,417 learning journeys of students who were interacting with an online resource, the...  相似文献   

Reducing Bullying: Application of Social Cognitive Theory     

Susan M. Swearer  Cixin Wang  Brandi Berry  Zachary R. Myers 《理论付诸实践》2014,53(4):271-277

Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used to help guide the development of an individualized intervention for bully perpetrators, which will be described in this article. Intervening directly with those who bully others helps understand individual variation in bullying, as well as teaches bully perpetrators alternative, prosocial ways of interacting with others. Students who bully others exhibit a complex array of psychological, cognitive, and social characteristics. In this article, we argue that to truly reduce bullying, interventions must address these psychological, cognitive, and social contributing factors. Only when interventions target these constructs will individuals be able to transform their bullying behaviors into prosocial interactions.  相似文献   

An investigation of nonresponse bias in medical student assessment of instruction     

Myers  Christopher J.  Rubeck  Robert F.  Meredith  Keith 《Research in higher education》1983,19(4):461-467

Research in Higher Education - Nonresponse bias in medical students' ratings of basic science instructors was studied by comparing the responses of initial respondents with those obtained...  相似文献   

The Relationship Between Objectified Body Consciousness and Wellness in a Group of College Women     

Stacey L. Sinclair  Jane E. Myers 《Journal of College Counseling》2004,7(2):150-161

Objectified body consciousness theory provides a framework for understanding young women's negative body experiences and their impact on well‐being. This study examined the impact of body surveillance, body shame, and appearance control beliefs, the 3 components of objectified body consciousness, on wellness in college women. Data indicated a negative relationship between body surveillance and body shame and several components of wellness and a positive relationship between appearance control beliefs and aspects of wellness. Implications are examined.  相似文献   

Treatment of child abuse: common ground for mental health, medical, and legal practitioners: Edited by Robert M. Reece; The Johns Hopkins University Press, Baltimore, MD, 2000, 378 pages, $67.00 hardcover.     

John E. B. Myers JD 《Child abuse & neglect》2001,25(12):1661

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A comparison of types of attorney representation for children in California juvenile court dependency cases     

Goodman GS  Edelstein RS  Mitchell EB  Myers JE 《Child abuse & neglect》2008,32(4):497-501

OBJECTIVE: The present study concerns types of attorney representation for maltreated children involved in juvenile court actions in the state of California. The aims of the research were to document the different types of representation used in dependency cases in 2000 (e.g., public defender, District Attorney, private firms) and to evaluate these types of representation with respect to children's experiences in foster care. METHODS: Every county in California was surveyed about the predominant type of legal representation used in their dependency court system. In addition, data on children's experiences in foster care were obtained from the Child Welfare System/Child Management System (CWS/CMS). RESULTS: Findings indicate that, in the majority of counties in California, children were represented by the public defender's office or by a panel of court-appointed attorneys. Approximately equal numbers of counties employed county-affiliated (i.e., District Attorney, public defender, county counsel) and independent (i.e., private firm, panel of court-appointed attorneys) types of representation (47% and 52%, respectively). Further analyses suggested that children in counties employing independent types of representation tended to experience fewer foster-care placements than did children in counties employing county-affiliated types of representation. This relation remained significant when potentially confounding variables were statistically controlled. CONCLUSION: Results indicated that some types of representation, specifically, private firms and court-appointed attorneys, were associated with one better outcome for children.  相似文献   

Developmental milestones in abused children, and their improvement with a family-oriented approach to the treatment of child abuse     

R A Parish  P A Myers  A Brandner  K H Templin 《Child abuse & neglect》1985,9(2):245-250

Few objective measures of the efficacy of intervention programs in the treatment of child abuse exist. One such measure may be improvement in the developmental delays often seen in abused children. Using the Learning Assessment Profile, we tested 53 abused children, ages 2.5-5 years, just before and after involvement in our Family Development Center Program (FDC). The FDC emphasizes therapy-group-interaction for parents, where alternative ways of expressing anger are explored. Children attend daily preschool classes, and take occasional outside field trips. Of the 53 children tested 42 (79%) showed greater than expected developmental skills gains. Six children demonstrated no improvement in developmental skills, four of whom had severe developmental delays in one or two areas. Fine motor and language skills were significantly delayed for the group as a whole; these areas showed the greatest improvement after FDC. There did not appear to be an overall association between increased improvement in developmental skills and length of time in the FDC program, although certain subgroups of children appeared to improve with time while others appeared to lose ground. A five-year follow-up study of these children is presently underway. We conclude that a program which involves both parent and child, and focuses on their interaction, appears to be effective in dealing with abusive families; monitoring developmental levels in the abused children is one means of assessing their progress in such a program. Further controlled prospective trials are needed in this area.  相似文献   

Effortful Control,Behavior Problems,and Peer Relations: What Predicts Academic Adjustment in Kindergartners from Low-Income Families?     

Amanda Sheffield Morris  Aesha John  Amy L. Halliburton  Michael D. S. Morris  Lara R. Robinson  Sonya S. Myers 《Early education and development》2013,24(6):813-828

This study used a short-term longitudinal design to examine the role of effortful control, behavior problems, and peer relations in the academic adjustment of 74 kindergarten children from primarily low-income families. Teachers completed standardized measures of children's effortful control, internalizing and externalizing problems, school readiness, and academic skills. Children participated in a sociometric interview to assess peer relations. Research Findings: Correlational analyses indicate that children's effortful control, behavior problems in school, and peer relations are associated with academic adjustment variables at the end of the school year, including school readiness, reading skills, and math skills. Results of regression analyses indicate that household income and children's effortful control primarily account for variation in children's academic adjustment. The associations between children's effortful control and academic adjustment do not vary across the sex of the child or ethnicity. Mediational analyses indicate an indirect effect of effortful control on school readiness through children's internalizing problems. Practice or Policy: Effortful control emerged as a strong predictor of academic adjustment among kindergarten children from low-income families. Strategies for enhancing effortful control and school readiness among low-income children are discussed.  相似文献