Unfolding Case‐Based Practicum Curriculum Infusing Crisis,Trauma, and Disaster Preparation     

Catie A. Greene  Amy E. Williams  Pamela N. Harris  Sterling P. Travis  Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232

The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy.  相似文献   

Preschoolers perceptions of the unfairness of maternal disciplinary practices   总被引：1，自引：0，他引：1  

Konstantareas MM  Desbois N 《Child abuse & neglect》2001,25(4):473-488

OBJECTIVE: The aim of this study was to examine preschoolers' perceptions of maternal discipline's unfairness. The participants' gender, age, SES, family intactness and sibship size were examined for their possible relevance to such perceptions. METHOD: Five vignettes, describing forms of discipline the literature suggests constitute psychological maltreatment, were presented to 57 preschoolers (27 boys and 30 girls). They included excessive withdrawal of privileges, withdrawal of entertainment, differential treatment of siblings, threatening power assertion, and public humiliation. The children had to decide on the fairness or unfairness of each vignette in which a child was disciplined in each of these ways by his/her mother. They were then asked to offer an explanation for each of their choices. RESULTS: Of the five forms of discipline employed in the vignettes, children judged differential treatment of siblings as more unfair than either power assertion (threatening spanking), or public humiliation. No differences were found for withdrawal of privileges or entertainment. Of the various predictor variables employed, preschoolers from smaller families were more likely to judge threatening to spank as unfair. As well, compared to boys, girls and children from larger families were more likely to judge differential treatment as unfair. Age, SES, and family intactness had no effect on discipline judgements likely because of their limited range. CONCLUSIONS: The findings suggest that preschoolers can offer views on the fairness or unfairness of parental disciplinary practices, and can differentiate among them. Further, not all forms of parental discipline were viewed by preschoolers as unfair. Yet it has to be appreciated that the vignettes employed here were adapted for younger children, hence they may not have appeared as negative as in studies involving older children and adults.  相似文献   

How infants use vision for grasping objects     

McCarty ME  Clifton RK  Ashmead DH  Lee P  Goubet N 《Child development》2001,72(4):973-987

The role of vision was examined as infants prepared to grasp horizontally and vertically oriented rods. Hand orientation was measured prior to contact to determine if infants differentially oriented their hands relative to the object's orientation. Infants reached for rods under different lighting conditions. Three experiments are reported in which (1) sight of the hand was removed (N = 12), (2) sight of the object was removed near the end of the reach (N = 40, including 10 adults), and (3) sight of the object was removed prior to reach onset (N = 9). Infants differentially oriented their hand to a similar extent regardless of lighting condition and similar to control conditions in which they could see the rod and hand throughout the reach. In preparation for reaching, infants may use the current sight of the object's orientation, or the memory of it, to orient the hand for grasping; sight of the hand had no effect on hand orientation.  相似文献   

Formal schooling and the attitude of Papua New Guineans towards natural phenomena—A replication and extension study     

M. N. Maddock 《Research in Science Education》1977,7(1):83-95

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A review of social interventions for students with learning disabilities   总被引：2，自引：0，他引：2  

R McIntosh  S Vaughn  N Zaragoza 《Journal of learning disabilities》1991,24(8):451-458

Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping, group size, intervention duration, intervention procedures, subject selection, and type of interventional model are examined to find patterns that reflect intervention success. Several intervention characteristics and components are associated with social intervention effectiveness: selecting subjects who had social skills difficulties or low peer acceptance, using cognitive-behavioral intervention procedures, providing individual or small group instruction, and applying long-term intervention and training. Discussion focuses on difficulties in comparing studies to determine intervention effectiveness through the examination of outcome measures, a call for revisions in future reporting of social interventions in the literature, and those intervention factors that relate to increases in peer acceptance.  相似文献   

Interface project II and Ontario's review of educational policy   总被引：1，自引：0，他引：1  

Ross E. Traub  Carla Wolfe  Richard G. Wolfe  Howard Russell 《Interchange》1976,7(4):24-31

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Intentionality as measured in the persistence and elaboration of communication by chimpanzees (Pan troglodytes)     

Leavens DA  Russell JL  Hopkins WD 《Child development》2005,76(1):291-306

In human infancy, 2 criteria for intentional communication are (a) persistence in and (b) elaboration of communication when initial attempts to communicate fail. Twenty-nine chimpanzees (Pan troglodytes) were presented with both desirable (a banana) and undesirable food (commercial primate chow). Three conditions were administered: (a) the banana was delivered (successful communication), (b) half of the banana was delivered (partially successful communication), and (c) the chow was delivered (failed communication). The chimpanzees exhibited persistence in and elaboration of their communication in every condition except when the banana was delivered. Thus, their communication was about a specific item, demonstrating that both intentionality and nonverbal reference are capacities shared by humans with our nearest living relatives, the great apes.  相似文献   

Sample design for international studies of educational achievement     

Kenneth N. Ross 《Prospects》1992,22(3):305-316

Author of numerous publications on the use of social indicators to guide decisions concerning resource allocation within education systems. Co-editor of Planning the Quality of Education (IIEP-UNESCO and Pergamon Press). His research interests are focused on indicators of the quality of basic education in developing countries.  相似文献   

Real education in non-real time: The use of electronic message systems for instruction     

Clark N. Quinn  Hugh Mehan  James A. Levin  Steven D. Black 《Instructional Science》1983,11(4):313-327

Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.  相似文献   

Investigating the Relations Among Pre-Service Teachers’ Teaching/Learning Beliefs and Educational Technology Integration Competencies: a Structural Equation Modeling Study     

Bahcivan  Eralp  Gurer  M. D.  Yavuzalp  N.  Akayoglu  S. 《Journal of Science Education and Technology》2019,28(5):579-588

Journal of Science Education and Technology - With the rapid developments in technology, training of pre-service teachers in terms of technology integration has become a crucial issue for all...  相似文献