Special thematic issue on game-based learning     

J. Michael Spector  Stephen M. Ross 《Educational technology research and development : ETR & D》2008,56(5-6):509-510

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Convention special     

Steven M. Ross  Gary R. Morrlson 《TechTrends》1991,36(1):66-68

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Do allegations of emotional maltreatment predict developmental outcomes beyond that of other forms of maltreatment?     

Schneider MW  Ross A  Graham JC  Zielinski A 《Child abuse & neglect》2005,29(5):513-532

OBJECTIVES: To understand the features of child abuse/neglect (CA/N) allegations in cases with emotional maltreatment (EMT) allegations, as well as the features of the EMT allegations themselves, and to describe any associations of EMT with distinct impairments of children's behavior, emotion and functioning. METHOD: The sample consisted of 806 high-risk children, 545 with one or more maltreatment reports to CPS. The Maltreatment Classification System was used to record the number and severity levels of maltreatment allegations, which compared cases with and without EMT. Multiple regression analyses were conducted using 10 outcome scales from the Child Behavior Checklist, Vineland Screener, and Trauma Symptom Checklist. Successive blocks of predictor variables included demographics, maltreatment classification variables, maternal and family characteristics, and study site. RESULTS: When there were allegations of EMT as well as CA/N in a CPS case-record (by age 8), the CA/N allegations tended to be either more frequent or less severe than those kinds of allegations in cases without EMT. When neglect was alleged to occur with EMT, neglect allegations outnumbered allegations of EMT. However, when sexual abuse allegations were accompanied by EMT allegations, there were more EMT allegations than sexual abuse allegations in the cases. Higher severity ratings for EMT allegations than for physical abuse occurred when cases included any abuse. Distinctive effects of EMT subtypes were found between problems of safety/restriction and self-reported anger symptoms, and between problems of self-esteem/autonomy and posttraumatic stress. CONCLUSION: Differences exist between the CA/N allegations in cases with and without EMT. Having few cases containing only EMT allegations made it difficult to assess distinctive harm associated with EMT. Certain types of EMT allegations were associated with increases in children's anger and posttraumatic stress.  相似文献   

Book reviews     

John Nisbet  Alec M. Ross  Philip G. Altbach 《Higher Education》1994,28(2):283-289

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CLINIC IN TRANSITION     

Ramon Royal Ross 《International Journal of Disability, Development & Education》1970,17(1):8-15

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How arts education makes a difference: research examining successful classroom practice and pedagogy,edited by Josephine Fleming,Robyn Gibson and Michael Anderson     

Ross W. Prior 《Pedagogies: An International Journal》2016,11(4):354-355

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Book reviews     

Alec M. Ross  Orlando Albornoz  Geoffrey Squires  Burton R. Clark  Lynn Davies  Mark Bray 《Higher Education》1990,20(3):339-354

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Book reviews     

Ian Lister  Donald J. McCarty  Arthur Levine  Roy Niblett  Philip G. Altbach  Alec Ross  Brace Williams  V. N. Balasubramanyam  W. W. Sweet 《Higher Education》1983,12(3):359-372

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Reciprocal Negative Affect in Parent-Child Interactions and Children's Peer Competency   总被引：6，自引：0，他引：6  

James L. Carson  Ross D. Parke 《Child development》1996,67(5):2217-2226

The relationship between preschool children's peer competency and the exchange of reciprocal negative affect displays during physical play with parents was examined. Teacher ratings of children's peer competency were obtained from children's preschools. Parents and children (41 families) were observed during a physical play paradigm called "the hand game" which permitted physically stimulating play, yet which also permitted clear recording of participants' facial expressions. Interactions were coded second by second for 8 min using a system of 12 mutually exclusive and exhaustive codes to categorize the affect displayed by participants. Fathers who typically responded to their children's negative affect displays with negative affect of their own had children who shared less, were more aggressive, and avoided others. Implications of the findings for theories of family-peer relationships are discussed.  相似文献   

Text density level as a design variable in instructional displays     

Gary R. Morrison  Steven M. Ross  Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115

Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise) narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement. Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts. Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed.  相似文献