Antecedent Control of Behaviour in Educational Contexts     

Ted Glynn 《教育心理学》1982,2(3-4):215-229

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The Differential Effects of Sequence of Training in Counselor-Responsive and Counselor-Initiated Conditions     

Robert R. Carkhuff  Ted Friel  Dan Kratochvil 《Counselor Education & Supervision》1970,9(2):106-109

In counterbalanced order trainees of two groups were trained on dimensions as follows: Group A: (a) counselor-responsive dimensions, (b) counselor-initiated dimensions; Group B: (a) counselor-initiated dimensions, (b) counselor-responsive dimensions. Pre-, mid-, and post-testing indicated that both programs were effective in demonstrating changes in communication and discrimination of both counselor-responsive and counselor-initiated dimensions. The counselor-responsive—counselor-initiated (R-I) sequence effected the greatest changes in the counselor-responsive dimensions in the briefest period of time while not being significantly different from the level of functioning of the counselor-initiated—counselor-responsive (I-R) group on the counselor-initiated dimensions.  相似文献   

Engagement with online self-tests as a predictor of student success     

Judith A. Thomas  Dan Wadsworth  Ying Jin  Jim Clarke  Rachel Page  Michelle Thunders 《高等教育研究与发展》2017,36(5):1061-1071

Online self-testing as part of the online learning environment (OLE) provides practice questions on key concepts with immediate feedback – in a ‘no-risk’ environment. OLE activity was analysed for 471 on-site and distance students enrolled in health science courses to determine total activity on the OLE and usage of online self-tests. The study also aimed to determine whether utilisation of self-tests differed by final grade, particularly between students who just pass (C grades and Restricted pass) and those who fail (D and E grades). Results indicated that on-site students were significantly more active on the OLE compared to distance students. However, these groups engaged similarly with self-tests and achieved a similar distribution of grades. A significant positive relationship was found between final grade achieved and percentage of self-tests attempted. This relationship was significant regardless of study status (on-site or distance), course studied or total activity logged. A more targeted analysis of C?+?R vs. D?+?E students showed that although these two groups were similar on overall usage of the OLE, C?+?R students utilised self-tests to a significantly greater extent. Recommendations from this study are that students (particularly those struggling to achieve academic success) should be directed towards online self-tests.  相似文献   

Colorado longitudinal twin study of reading disability     

Wadsworth SJ  DeFries JC  Olson RK  Willcutt EG 《Annals of dyslexia》2007,57(2):139-160

The primary objectives of the present study are to introduce the Colorado Longitudinal Twin Study of Reading Disability, the first longitudinal twin study in which subjects have been specifically selected for having a history of reading difficulties, and to present some initial assessments of the stability of reading performance and cognitive abilities in this sample. Preliminary examination of the test scores of 124 twins with a history of reading difficulties and 154 twins with no history of reading difficulties indicates that over the 5- to 6-year interval between assessments, cognitive and reading performance are highly stable. As a group, those subjects with a history of reading difficulties had substantial deficits relative to control subjects on all measures at initial assessment, and significant deficits remained at follow-up. The stability noted for all cognitive and achievement measures was highest for a composite measure of reading, whose average stability correlation across groups was 0.80. Results of preliminary behavior genetic analyses for this measure indicated that shared genetic influences accounted for 86% and 49% of the phenotypic correlations between the two assessments for twin pairs with and without reading difficulties, respectively. In addition, genetic correlations reached unity for both groups, suggesting that the same genetic influences are manifested at both time points.  相似文献   

Religiosity and the Impact of Religious Secondary Schooling     

Allyssa A. Wadsworth 《Journal of School Choice》2017,11(1):131-147

Using a nationally representative longitudinal survey and incorporating propensity score matching methods, we follow secondary school students post-graduation to determine how Catholic and private religious schooling impacts religiosity. There is an established literature examining the Catholic school impact on collegiate and labor market outcomes, although many families may choose Catholic or private religious schooling in efforts to instill religiosity. Our results show that Catholic and private religious secondary schooling exhibits relationships related to increasing religious participation shortly after high school graduation, although as time progresses these effects are less consistent. The largest and most robust finding is for male Catholic school attendees.  相似文献   

Supervising research in Māori cultural contexts: a decolonizing,relational response     

Mere Berryman  Ted Glynn 《高等教育研究与发展》2017,36(7):1355-1368

We have collaborated for 25 years as indigenous Māori and non-Māori researchers undertaking research with Māori families, their schools and communities. We have endeavored to meet our responsibilities to the Māori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and responsibilities of our academic institutions. In this paper, we reflect on the implications of these responsibilities for our work as supervisors of master’s and doctoral students (Māori and non-Māori) who seek to draw on decolonizing methodologies as they undertake research in Māori cultural contexts. We draw on the experiences and interactions we have had with four different postgraduate students whose research on improving educational outcomes for Māori students has required them to engage and participate in Māori cultural contexts.  相似文献   

Sharing Our Library Facility: Prescott Valley Arizona Public Library     

Ted Johnson  Casey Van Haren  Michele Hjorting 《Public Library Quarterly》2017,36(2):154-166

The present Prescott Valley Public Library facility was created in 2009 as a space that was meant to be shared. The building was designed to be aesthetically unique and people friendly. Key elements include an auditorium for Town Council, a multifunctional meeting room with a kitchen and multimedia projection capabilities, a roof top terrace, outside patios, PC lab, Digital Media Lab, and a variety of smaller gathering spaces. Additionally, we share our facility with a satellite campus of Northern Arizona University, which affords frequent opportunities to collaborate in novel ways to connect with our community. Sharing is a value we learn early in life and it is the hallmark of professional librarianship. It is challenging, sometimes frustrating work. But the rewards far outweigh the risks. Those rewards extend to every citizen in our shared, county network—Yavapai Library Network. Throughout this article, we present a variety of practical aspects related to our experience, which may guide and inspire others to share their library space within their community.  相似文献   

On Simulation and the Teaching of Statistics     

Ted Hodgson  Maurice Burke 《Teaching Statistics》2000,22(3):91-96

The use of simulation as an instructional tool can promote a deep conceptual understanding of statistics and lead to misunderstandings. Teachers need to be aware of the misconceptions that can arise as a result of simulation and carefully structure classroom activities so as to derive the benefits of this powerful instructional tool.  相似文献   

FRSAD,Semiotics, and FRBR-LRM     

Ted Gemberling 《Cataloging & classification quarterly》2016,54(2):136-144

Philosophy grapples with the deepest and most difficult questions in human life. In a 2012 article, Jonathan Furner raises questions about the “Functional Requirements for Subject Authority Data” (FRSAD) model. Can the FRSAD framers really avoid tackling philosophical questions as they attempt to do—the long-running dispute between nominalists and realists, in particular? This article attempts to flesh out a realist position while showing some implications for the new Functional Requirements for Bibliographic Records-Library Reference Model. It is not clear that FRSAD really takes a realist view, as Furner claims, and a position on the nominalist–realist debate is not necessary for information professionals.  相似文献   

Longitudinal Study of Reading Disability and Attention-Deficit/Hyperactivity Disorder: Implications for Education     

Erik G. Willcutt  Rebecca S. Betjemann  Bruce F. Pennington  Richard K. Olson  John C. DeFries  Sally J. Wadsworth 《Mind, Brain, and Education》2007,1(4):181-192

ABSTRACT— The majority of children who receive special education services meet criteria for reading disability (RD) or attention-deficit/hyperactivity disorder (ADHD), but additional research is needed to understand the long-term academic outcome of children in these groups. Individuals with RD only ( N = 71), ADHD only ( N = 66), both RD and ADHD ( N = 51), or neither disorder ( N = 118) were identified through the ongoing Colorado Learning Disabilities Research Center twin study and retested 5 years later. Results of the follow-up testing indicated that, in addition to ongoing reading difficulties, individuals with RD exhibited higher rates of academic difficulties, depression, and adolescent-onset conduct disorder. Initial ADHD status was associated with academic and social difficulties and elevated rates of nearly all comorbid disorders 5 years later. The group with comorbid RD and ADHD had more stable reading deficits than the group with RD without ADHD and exhibited greater impairment than groups with either disorder alone on outcome measures of academic functioning and social difficulties. These results suggest that individuals with both RD and ADHD are at increased risk for negative outcomes as adolescents and young adults and that when RD and ADHD co-occur, interventions should be provided for both disorders.  相似文献