Literacy skills of welfare recipients     

Prof. George E. Marsh II  Carolyn Pollan  Anna C. McFadden  Barrie Jo Price 《The Urban Review》1990,22(4):299-304

Illiteracy is considered to be a significant barrier to employment. Programs are being established to require literacy education and work programs of welfare recipients. The purpose of this study was to determine the literacy skills of a random sample of welfare recipients. One-hundred and six welfare subjects were administered theWoodcock-Johnson Psycho-Educational Battery and a comprehensive interview form. Using common criteria to separate the sample into the literate and functionally illiterate, the groups were found to differ significantly on intellectual capabilities. It was concluded that illiteracy is associated with subaverage intellectual functioning among persons on welfare. A number of recommendations were made pertaining to policy.  相似文献   

Snow fun     

Carolyn Buhai Haas 《Early Childhood Education Journal》1985,13(2):43-45

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Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight     

Jeremy P. Shapiro  Joella D. Burgoon  Carolyn J. Welker  Joseph B. Clough 《Psychology in the schools》2002,39(1):87-100

This study evaluated the violence prevention effects of The Peacemakers Program, a school‐based intervention for students in grades four through eight. The program includes a primary prevention component delivered by teachers and a remedial component implemented by school psychologists and counselors with referred students. The teacher‐delivered component consists of a psychoeducational curriculum and procedures for infusing program content into the school environment. The study included almost 2,000 students in an urban public school system, with pre‐ and post‐program assessment and comparison to a control group. There were significant, positive program effects on six of the seven variables assessed, including knowledge of psychosocial skills, self‐reported aggression, and teacher‐reported aggression, with a 41% decrease in aggression‐related disciplinary incidents and a 67% reduction in suspensions for violent behavior. On some outcome variables, intervention effects were stronger for boys than girls and for middle school compared to upper elementary school students. © 2002 John Wiley & Sons, Inc.  相似文献   

Using the Millon College Counseling Inventory to Assess Student Mental Health Needs     

Theodore Millon  Stephen Strack  Carolyn M. Millon‐Niedbala  Seth D. Grossman 《Journal of College Counseling》2008,11(2):159-172

Students visiting college counseling centers experience a broad range of complex and sometimes severe concerns that are often not adequately addressed by existing clinical measures. In response, the Millon College Counseling Inventory (MCCI; T. Millon, S. N. Strack, C. Millon, & S. Grossman, 2006) was specifically designed for use with contemporary college populations. The authors introduce the MCCI, briefly explain its development, discuss its utility for everyday use in counseling centers, and offer a fictional case illustration.  相似文献   

The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance     

Charles E. Galyon  Kyle L. Voils  Carolyn A. Blondin  Robert L. Williams 《Innovative Higher Education》2015,40(1):63-77

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Monotones     

Carolyn Stowell Charles 《The Educational forum》2013,77(1)

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Using Constructivist Instructional Design Featured in Two Online Courses: Notes From the Field     

Vivian Rossner‐Merrill  Drew Parker  Carolyn Mamchur  Stephanie Chu 《Educational Media International》2013,50(4):282-288

Abstract

We thought that the close integration of theory and practice offered by constructivism promises unique opportunities to maximize learning in online courses using interactive software as the primary medium of communication. The purpose of this paper, therefore, is to examine the ‘goodness of fit’ between principles drawn from constructivist theories and the design and implementation of the interactive online course.  相似文献   

Thank you to Toby Egan     

Carolyn Clark  Jim Scheurich 《International journal of qualitative studies in education》2013,26(4)

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Deaf students’ metacognitive awareness during language comprehension     

Carolyn Morrison  Thomastine Sarchet  Carol M. Convertino  Georgianna Borgna  Richard Dirmyer 《欧洲特需教育杂志》2013,28(1):78-90

This study explored deaf and hearing university students’ metacognitive awareness with regard to comprehension difficulties during reading and classroom instruction. Utilising the Reading Awareness Inventory (Milholic, V. 1994. An inventory to pique students’ metacognitive awareness of reading strategies. Journal of Reading 38: 84–6), parallel inventories were created to tap metacognitive awareness during comprehension of sign language (deaf students) and spoken language (hearing students). Overall, both deaf and hearing students appeared to have greater metacognitive awareness of ongoing comprehension and repair strategies during reading than during instruction in the classroom, but deaf students scored lower than hearing students in both modalities. Deaf students were no more likely than hearing students to report adopting inappropriate strategies, but both groups indicated they were more likely to do so in classroom contexts than during reading.  相似文献   

Sustaining advocacy and action on women��s participation and gender equality in adult education     

Carolyn Medel-A?onuevo  Anna Bernhardt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):57-68

This article gives an overview of the development of gender equality and women??s participation in adult learning and education in the history of the International Conferences on Adult Education (CONFINTEA). Though the equality of rights was highlighted throughout the various conferences, the first Global Report on Adult Learning and Education (GRALE) observed that a gender gap in the participation in adult learning and education still persisted in 2009. This is especially remarkable with regard to the impact of CONFINTEA V in 1997, because it focused on the issue of women??s participation and gender equality. A review of the CONFINTEA VI programme elements and the national reports prepared by UNESCO Member States in 2008 reveals that gender issues have to some extent moved from the centre of attention to the periphery. This article therefore tries to explore how gender principles are acknowledged in CONFINTEA VI and its follow-up.  相似文献