Losen,S. M., & Diamentc,B. Parent conferences in the schools. Boston: Allyn & Bacon, 1978, 287 pp., $14.95     

Gilbert R. Gredler 《Psychology in the schools》1979,16(3):457-459

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Clinical criteria for mainstreaming mildly handicapped children     

Steven R. Forness 《Psychology in the schools》1979,16(4):508-514

Although integrating handicapped children into regular classrooms has become well established educational practice, the clinical decision to mainstream a given child should be based on systematic consideration of several factors. Among these are age, pervasiveness and degree of handicap, curriculum, social skills, class size, teacher competency, and family resources. These criteria are discussed, along with various approaches to, and the pertinent evidence for and against, mainstreaming.  相似文献   

Performance improvement in public health     

Seth N. Leibler  Susan F. Holly  Wayne G. Brown  Susan B. Toal 《Performance Improvement》1979,18(3):13-15

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A Holistic Perspective on the Compassionate Teacher     

Paul R. Lohnes 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):235-242

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What They Never Told Me About Being a Counseling Center Director     

John B. Bishop 《Journal of College Student Psychotherapy》2016,30(4):226-231

The author offers his perspectives about the experiences that are associated with being a college or university counseling center director.  相似文献   

Within‐High‐School Versus Across‐High‐School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects          下载免费PDF全文

Jack W. Kostal  Paul R. Sackett  Nathan R. Kuncel  Philip T. Walmsley  Melissa S. Stemig 《Educational Measurement》2017,36(1):39-46

Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power.  相似文献   

Introduction to Pathways to a Productive Adulthood: The Role of CTE in the American High School     

James R. Stone III 《Peabody Journal of Education》2017,92(2):155-165

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National Board for Higher Mathematics Mathematics Olympiad Associate Member Scheme     

B. Sury 《Resonance》2017,22(1):99-99

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Summary of Three Reviews of Culture and Pedagogy and World Class Schools     

Gilbert R. Austin 《School Effectiveness & School Improvement》2013,24(4)

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A New Strategy for Effecting Change in Schools?     

Joeseph B. Giacquinta 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):182-194

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