Concurrent validity of the Universal Nonverbal Intelligence Test and the Leiter International Performance Scale–Revised     

V. Scott Hooper  Sherry Mee Bell 《Psychology in the schools》2006,43(2):143-148

One hundred elementary‐ and middle‐school students were administered the Universal Nonverbal Intelligence Test (UNIT; B.A. Bracken & R.S. McCallum, 1998) and the Leiter International Performance Scale‐Revised (Leiter‐R; G.H. Roid & L.J. Miller, 1997). Correlations between UNIT and Leiter‐R scores were statistically significant ( p < .001), ranging from .33 to .74. The UNIT Full Scale score was 5 points higher than the Leiter‐R Full Scale score, t = 4.73, p < .001. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 143–148, 2006.  相似文献   

Relationships between childhood abuse and neglect experience and HIV risk behaviors among methadone treatment drop-outs     

Kang SY  Deren S  Goldstein MF 《Child abuse & neglect》2002,26(12):1275-1289

OBJECTIVE: The purpose of this study was to examine the relationships between childhood abuse/neglect experiences (sexual abuse, physical abuse, emotional abuse, and child neglect) and adult life functioning among Methadone Maintenance Treatment Program (MMTP) drop-outs. METHOD: 432 subjects who dropped out of MMTP were recruited in New York City in 1997-1999. Adult life functioning was measured by HIV drug and sex risk behaviors, Addiction Severity Index (ASI) composite scores, and depression. The chi(2) tests, t tests, correlation, and multiple logistic regressions were performed to examine the relationships between abuse experiences and adult life functioning. RESULTS: The prevalence of child abuse/neglect history was high among MMTP drop-outs: sexual abuse-36%; physical abuse-60%; emotional abuse-57%; child physical neglect-66%; all four experiences-25%. As assessed via ASI composite scores, those who had been abused in childhood had significantly more medical, legal, relationship, and psychological problems than those who had not. Overall, several significant associations were found between the abuse experiences and HIV risk behaviors. Those who had experienced child neglect were more likely to be HIV positive. In multivariate analyses, childhood physical abuse was a significant predictor of having multiple sex partners while depression was significantly related to injection drug use in adulthood (p<.05). There were trends for the relationships between childhood sexual abuse and HIV sex risk behavior (p<.10) and between gender and injection drug use (p<.10). CONCLUSIONS: The findings support a need for drug treatment programs that include specialized therapies for those who suffered childhood abuse and neglect experiences.  相似文献   

Social interaction interventions in an inclusive era: Attitudes of teachers in early childhood self‐contained and inclusive settings     

Theresa Arceneaux Rheams  Sherry K. Bain 《Psychology in the schools》2005,42(1):53-63

This study investigated the perceptions and attitudes of teachers in early childhood settings toward social interaction interventions appropriate for young children with disabilities. Participants were 137 teachers working in either self‐contained classroom settings (SC) or inclusive classroom settings (INC). Variables that might interfere with perceived acceptability, feasibility, and current use of interventions were explored. These included theoretical orientation, attitude toward inclusion, experience working with children with disabilities, and teacher efficacy. Results indicated that SC and INC teachers are strikingly similar in their perceptions of interventions despite literature‐based indications that philosophical and theoretical differences between the two groups might influence attitudes. Implications for consultation practices by school psychologists and related professionals are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 53–63, 2005.  相似文献   

`Emergency Education': The Missing Dimension in Education Policy     

Vijaya Sherry Chand  Samir Joshi  Ramji Dabhi 《Educational Research for Policy and Practice》2003,2(3):223-235

Large numbers of children regularly experience educational disruption because of natural disasters. Donor and rehabilitation agencies, using an ‘emergency education’ framework, have usually addressed the immediate needs of such children and longer-term educational reconstruction. However, the imperative of continuous educational access to all children, and the need for resource and curricular policies to deal with frequent disruption, call for the inclusion of an emergency education dimension in traditional educational policy. This article outlines the features of such a dimension by drawing on the experiences of an earthquake rehabilitation effort in India (2001-02). Policies that target an improved post-crisis educational system create an opportunity to redress past disadvantages. Helping local educational institutions build capacities in curriculum development and continuing education of emergency personnel is crucial. Some new features highlighted include tracking local demographic shifts with the help of local leaders and the use of innovative teachers to handle children’s immediate recreational needs. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

TEACHER CANDIDATES' ACCURACY OF BELIEFS REGARDING CHILDHOOD INTERVENTIONS     

Sherry K. Bain  Katherine Sager Brown  Kelli R. Jordan 《The Teacher Educator》2013,48(2):71-89

The authors examined the beliefs of 351 teacher candidates, from various levels of training, regarding the effectiveness of potential interventions for childhood disorders. They were primarily interested in participants' responses to three categories of interventions: (a) evidence-based, (b) controversial, and (c) primarily anecdotal. They found that the participants' endorsement levels across three types of disorders (autism, Attention Deficit Hyperactivity Disorder [ADHD], and dyslexia) varied but not in a consistent manner, with only a few noticeable trends across interventions. Furthermore, respondents tended to endorse interventions, whether evidence-based or not, without admitted prior exposure to information about them. The results suggest that more attention should be paid to teaching critical evaluation skills as a part of preliminary training of future educators. The potential for practicing teachers, who often serve as a readily available consultant for parents of children with disabilities, to pass on misinformation poses a potential dilemma that should be addressed in teacher training programs.  相似文献   

Development and validation of an assessment of adult educators' reading instructional knowledge     

Sherry Mee Bell  R. Steve McCallum  Mary Ziegler  C. A. Davis  MariBeth Coleman 《Annals of dyslexia》2013,63(3-4):187-200

The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.  相似文献   

Numbers are Just Not Enough: A Critical Analysis of Race,Gender, and Sexuality in Elementary and Middle School Health Textbooks     

Sherry L. Deckman  Ellie Fitts Fulmer  Keely Kirby  Katharine Hoover  Abena Subira Mackall 《Educational Studies A Journal of the American Educational Studies Association》2018,54(3):285-302

Textbooks are a multimillion dollar publishing business in the United States. Even as 21st-century classrooms become more multimodal, digital and hardcopy textbooks remain a key feature of American education. Consequently, classroom textbooks have been shown to control knowledge dissemination across the content areas. In particular, health texts have been uniquely shown to communicate values that validate or marginalize students and encourage healthy or harmful activity. Thus, what textbook makers choose to include as worthy of study, and how they portray various groups of people with regard to race, gender, and sexuality has societal implications. Employing quantitative and qualitative content analysis methods, we analyzed 1,468 images across elementary and middle school health textbooks to examine the portrayal of race, gender, and sexuality. We found that, although gender and racial diversity are well-represented in texts, women and people of color were frequently portrayed in stereotypical roles. For example, girls were depicted daydreaming about heterosexual marriage. Furthermore, this analysis revealed limited representations of sexuality. Findings suggest that focusing on the numerical representation of marginalized groups is not enough to address issues of equity and power in classroom curricula. Instead, we argue, educators must consider the ways in which people are positioned in curricular materials, and ask if portrayals perpetuate or challenge traditional stereotypes.  相似文献   

Ethics today     

Annette C. Sherry 《TechTrends》1998,43(3):17-18

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A Wider Social Role for Sport: Who&#x27;s Keeping the Score?, F. Coalter,Routledge, 2 Park Square,Milton Park,Abingdon, Oxon OX14 4RN (2007), 206 pp., RRP US$49.95, IBSN10: 0-415-36350-0     

Emma Sherry 《Sport Management Review》2009,12(4):273-274

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Supporting a networked community of learners     

Lorraine Sherry Ph.D. student at the University of Colorado 《TechTrends》1996,41(5):28-32

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