The effects of dependent and interdependent group contingencies on socially appropriate responses in classes for emotionally handicapped children     

Arlene Gamble  Phillip S. Strain 《Psychology in the schools》1979,16(2):253-260

The effects of group dependent and group interdependent reinforcement contingencies on the level of socially appropriate behaviors emitted by emotionally handicapped elementary school students were examined. The investigation employed an ABAC design with a systematic replication (ACAB) across a second classroom. The findings suggested that: (a) Both group dependent and group interdependent reinforcement contingencies were effective in incieasing the level of socially appropriate behaviors. (b) For Classroom II, group interdependent reinforcement contingencies more often resulted in higher rates of responding for individual subjects than did group dependent reinforcement contingencies. (c) Group interdependent contingencies were shown to set the occasion for cooperative behavior among class members designed to help each other achieve individual but interdependent goals.  相似文献   

A management program for elective mutism     

Robert T. Nash  Harold W. Thorpe  Marlene Merrill Andrews  Kristi Davis 《Psychology in the schools》1979,16(2):246-253

Behavior modification procedures are described for establishing compliant behavior in elective mutes. The results are discussed for three children to whom the procedure was applied. The length of the training period was two weeks for the first child, twelve days for the second, and six weeks for the third. Two of the three subjects generalized responsive and spontaneous language from the experimental to everyday settings.  相似文献   

The AVOM: A model-derived,age-limited,and modality-related test of intellectual functioning     

Robert W. Wildman  Luciano L'Abate 《Psychology in the schools》1979,16(3):408-413

The current status of intellectual assessment is reviewed. Traditional psychometric techniques are criticized for yielding only a single score that purports to measure the individual's intellectual ability. Such a unified score gives no indication of what specific deficit is present, nor does it suggest a strategy for remediation. The AVOM Test is presented as a potentially useful device. This experimental test measures performance in two input channels, auditory and visual, and two output channels, oral and manual. AVOM was administered to over 200 elementary school students. Scores increased with age, and the other results were supportive of the potential utility of the device.  相似文献   

A response to David Ainsworth     

Frederick W. Nickols 《Performance Improvement》1979,18(4):16-18

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Chapter news     

Kay S. White 《Performance Improvement》1979,18(9):17-17

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Social and Cognitive Outcomes: A Comparison of Contexts of Learning     

Roelande H. Hofman  W.H. Adriaan Hofman  Henk Guldemond 《School Effectiveness & School Improvement》2013,24(3):352-366

This study determines effects of social learning contexts (classroom, school and boards) on social and cognitive outcomes of primary school pupils. Central to this research are the differential effects of attending private and public schools for pupils' math achievement and sense of well-being at school. The relationship between pupil backgrounds, sector, characteristics of classrooms, schools and governing bodies on the one hand and pupil outcomes, on the other, have been analyzed using multilevel analysis (VARCL). The sample consisted of 103 schools and 2023 pupils (grade 8, age 11). After controlling for socioeconomic backgrounds, the results show that indicators of cognitive and social effectiveness are mainly climate factors. Basic elements of cognitive school effectiveness (math) seem counter-productive with respect to pupils' sense of well-being at school.  相似文献   

I.S. 201 PARENT‐COMMUNITY COMMENTARY     

Parent/Community Negotiating Committee for I.S. 《Equity & Excellence in Education》2013,46(1):50-52

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Class‐size and Learning: the Tennessee experiment — what follows?     

S. J. Prais 《牛津教育评论》2013,39(4):399-414

Abstract

The exceptionally large ‘Tennessee experiment’ — involving 7000 pupils — to elucidate the effects of class‐size on primary school pupils’ rate of learning has been widely interpreted as showing convincingly that classes of 15 pupils learn more rapidly, in an important sense, than classes of 24 pupils. The present re‐analysis in terms of value‐added in learning — the annual increase in SAT scores (rather than the absolute levels of those scores) — indicates that the benefits to average children resulting simply from a lowering of class‐size, while positive, are negligible in magnitude and not justifiable in relation to the additional economic resources required. The paper suggests that benefits are more likely to result from targeting additional resources to improved teaching styles, improved teaching materials and providing small classes for pupils with recognised learning difficulties; further research on class‐size needs to concentrate on the correct proportion of low‐attaining pupils that would benefit from attending small classes, the optimal size of such classes, and the fractions of the day which pupils with varying difficulties should attend small and normal‐sized classes.  相似文献   

Investigating the role of the HLTA in supporting learning in English schools     

S. Graves  K. Williams 《Cambridge Journal of Education》2017,47(2):265-276

The development of support staff was a key aspect of the Labour government’s reform of the school workforce in England. As part of this strategy approximately 25,000 Teaching Assistants (TAs) gained Higher Level Teaching Assistant (HLTA) status and were deployed in schools in a variety of roles, often operating in a quasi-teaching role. The research re-visits individuals who had acquired HLTA status between 2006 and 2009 and had participated in a questionnaire survey regarding their role at that time. A duplicate questionnaire was distributed in 2013 to 305 of these HLTAs and was followed up in 2014 by focus groups with self-selecting individuals from the original sample. To date there has been little research relating to the development of the HLTA role and the implications this has for both teachers and pupils, particularly in terms of provision for the most vulnerable learners.  相似文献   

Against “Diversity”     

Roger Clegg  John S. Rosenberg 《Academic Questions》2012,25(3):377-388

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