Working on What Works: enhancing relationships in the classroom and improving teacher confidence     

Claire Lloyd  Sandra Bruce 《Educational Psychology in Practice》2012,28(3):241-256

Working on What Works (WOWW) is a solution-oriented classroom management intervention. Following an outline of Berg and Shilts’ WOWW programme in the United States, this paper reviews and evaluates WOWW, which has been implemented as a classroom intervention strategy in a Scottish local authority since 2007. Qualitative analysis of the comments of children and teachers from 12 classes suggests that WOWW may be an effective classroom management intervention that helps teachers to feel more confident and also produces tangible improvements in the way children work and behave. Children also report positive differences in how they perceive their class and teacher.  相似文献   

Exploring Secondary Students' Knowledge and Misconceptions about Influenza: Development,validation, and implementation of a multiple-choice influenza knowledge scale     

William L. Romine  Lloyd H. Barrow  William R. Folk 《International Journal of Science Education》2013,35(11):1874-1901

Understanding infectious diseases such as influenza is an important element of health literacy. We present a fully validated knowledge instrument called the Assessment of Knowledge of Influenza (AKI) and use it to evaluate knowledge of influenza, with a focus on misconceptions, in Midwestern United States high-school students. A two-phase validation process was used. In phase 1, an initial factor structure was calculated based on 205 students of grades 9–12 at a rural school. In phase 2, one- and two-dimensional factor structures were analyzed from the perspectives of classical test theory and the Rasch model using structural equation modeling and principal components analysis (PCA) on Rasch residuals, respectively. Rasch knowledge measures were calculated for 410 students from 6 school districts in the Midwest, and misconceptions were verified through the χ ² test. Eight items measured knowledge of flu transmission, and seven measured knowledge of flu management. While alpha reliability measures for the subscales were acceptable, Rasch person reliability measures and PCA on residuals advocated for a single-factor scale. Four misconceptions were found, which have not been previously documented in high-school students. The AKI is the first validated influenza knowledge assessment, and can be used by schools and health agencies to provide a quantitative measure of impact of interventions aimed at increasing understanding of influenza. This study also adds significantly to the literature on misconceptions about influenza in high-school students, a necessary step toward strategic development of educational interventions for these students.  相似文献   

Helping counts: predicting children's intentions to disclose being bullied to teachers from prior social support experiences     

Michael J. Boulton  Debborah Murphy  Julie Lloyd  Sabine Besling  Jennifer Coote  Jennifer Lewis  Roxanne Perrin  Linda Walsh 《British Educational Research Journal》2013,39(2):209-221

Despite possible negative effects, many children do not tell their teachers when they have been bullied. This study examined junior school pupils' (N = 294) reports of instrumental, emotional and validation social support received after disclosing being bullied to teachers, and associations with intentions to disclose in the future. Overall, participants reported receiving modest to high levels of social support. The three social support variables accounted for a significant proportion (16.3%) of the variance in intentions to disclose. Each of them also emerged as significant non unique predictors (i.e. not controlling for their shared variance), and validation social support did so even after controlling for the influence of the other two types. These effects were stronger for boys than for girls, and some varied by age. Findings are discussed in terms of outcome‐ expectancy theory and practical implications.  相似文献   

Assumption of the burden: Science or criticism?   总被引：1，自引：0，他引：1  

H. Lloyd Goodall Jr.  Gerald M. Phillips 《Communication quarterly》2013,61(4):283-296

This article adjudicates the claim to science made by current researchers in speech communication. It argues the point that contemporary research is best characterized as criticism, and that the cause of research in the field would be best advanced if scholars engaged in the enterprise of discourse analysis and conversation analysis regarded themselves as critics and made themselves subject to criticism as such.  相似文献   

Kindergarten school readiness and fourth‐grade literacy and numeracy outcomes of children with special needs: a population‐based study     

Jennifer E.V. Lloyd  Lori G. Irwin  Clyde Hertzman 《教育心理学》2009,29(5):583-602

In British Columbia, Canada, two population‐based databases have been linked at the level of the individual child: the Early Development Instrument, a Kindergarten school readiness measure; and the Foundation Skills Assessment, a Grade Four academic assessment. Utilising these linked data, we explored the early school readiness, literacy, and numeracy outcomes of a province‐wide study population of children with special needs (N = 3677) followed longitudinally from Kindergarten to Grade Four. In particular, we explored the categories of special needs among our study population. In addition, we investigated the Kindergarten school readiness and Grade Four literacy and numeracy outcomes of children with special needs. We also explored the Grade Four literacy and numeracy outcomes of children with special needs who were ‘not school ready’ at Kindergarten. Finally, we identified the categories of special needs of children who participated in the Kindergarten data collection, but were missing literacy and numeracy scores at Grade Four. Future directions are discussed.  相似文献   

Academic Role and Perceptions of Gatekeeping in Counselor Education          下载免费PDF全文

Hope Schuermann  Janeé R. Avent Harris  Jessica Lloyd‐Hazlett 《Counselor Education & Supervision》2018,57(1):51-65

Gatekeeping in counselor education is an ethical responsibility and professional best practice. The authors examined gatekeeping perceptions of 9 counselor educators, with equal representation of assistant professors, associate/full professors, and adjuncts/instructors/lecturers. The authors analyzed data using consensual qualitative research methodology (Hill, Thompson, & Williams, 1997 ). Findings include commonalities and differences between academic role groups.  相似文献   

Applying Goldratt's thinking process and the theory of constraints to the invoicing system of an oil and gas engineering consulting firm     

Lloyd J. Taylor  Erin E. Thomas 《Performance Improvement》2008,47(9):26-34

This article applies Goldratt's thinking process (TP) to problems associated with an engineering consulting firm's invoicing system and the need to increase productivity to maintain demand. The core problem found was the company was not maximizing the use of project management personnel. Results of the TP are an effect‐cause‐effect analysis that considers undesirable effects associated with increasing productivity. By identifying the core problem, we determined what to change, what to change to, and how to cause the change.  相似文献   

Prenatal drug exposure: Implications for teachers of young children     

Dr. Lloyd R. Kinnison  Dr. Linda C. Sluder  Dr. Dennis Cates 《Early Childhood Education Journal》1995,22(3):35-37

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Teaching by tape: Some benefits,problems, and solutions     

Lloyd Junor 《Distance Education》1992,13(1):93-107

An examination of the development of tape as a teaching medium illustrates both its attributes for distance education and some of its drawbacks. Attention is drawn to methods of preparing and presenting audiorecorded information to maximize the potential of the medium. In particular ‘reading by listening’ for print handicapped people is addressed, along with ways of reducing the difference in time required to access information which presently favours readers of print. Organization of cassette contents, cassette indexing, self‐pacing techniques, and time‐compressed speech presentations are techniques which improve the versatility of teaching by tape.  相似文献   

The issue at a glance     

Lloyd R. Cohen 《Academic Questions》1990,3(2):3-4

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