Concepts of school mental health programming     

Edward D. Greenwood 《Psychology in the schools》1968,5(1):26-35

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The development of an interventionist role in elementary counseling     

Donald Ellis  Daniel Kelleher  Eva Seidel  James Baker 《Psychology in the schools》1968,5(2):125-133

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The Challenge of the Future of History Museums     

Daniel B Reibel 《Curator: The Museum Journal》1967,10(3):253-260

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Wechsler short forms: A brief status report     

Lynda A. King  Daniel W. King 《Psychology in the schools》1982,19(4):433-438

Numerous attempts to develop short forms of Wechsler scales of measurement have been proposed in the psychological literature over the last three decades. In this paper, the three major strategies for development of short forms are described, and an overview of the available validity data is presented. Cautions for the clinical use of short forms and related recommendations for future validity research are offered. It is concluded that while Wechsler short forms may be useful as research instruments, their clinical applications are extremely limited at this time.  相似文献   

Self-concept,school self-image,satisfaction, and involvement in an alternative high school     

W. Brendan Reddy  Daniel Langmeyer  Paule A. Steichen Asch 《Psychology in the schools》1978,15(1):66-71

Alternative education emphasizes students' psychological development and academic achievement. The present paper reports a case study of the psychological correlates of students' adjustment to a small urban free school. It was expected that: (a) students would have high general self-concept, school selfimage, satisfaction, and involvement; (b) self-concept would discriminate between those high and low in school adjustment: and (c) there would be a positive relationship between school self-image, satisfaction, and involvement. Forty male and thirty female students voluntarily answered the New Morning Student Questionnaire (1972) and the Tennessee Self-Concept Scale (Fitts, 1965). Results showed that students were psychologically well adjusted; they had a somewhat higher self-concept than the norm for high school students; self-concept was a good predictor of school self-image and satisfaction; and there was a positive relationship between school self-image, satisfaction, and involvement.  相似文献   

Long-term effects of a token economy on target and off-task behaviors     

Theodore H. Wasserman  Daniel J. Vogrin 《Psychology in the schools》1979,16(4):551-557

The present study examined the effects of a token economy on off-task (nontarget) behavior occurring concurrently with the reinforcement of target behavior. The ability of a token economy to maintain its effectiveness for a long time period when utilized in a class for emotionally disturbed and learning disabled children was also investigated. Results indicated that while the token economy maintained its effectiveness in terms of increasing the frequency of target behaviors, the frequency of offtask or inappropriate behaviors also increased as the year progressed. Implications for using token economies with a special population are discussed.  相似文献   

Increasing academic performance through contingent access to tutoring     

Jeffrey Levenkron  David A. Santogrossi  Daniel O'Leary 《Psychology in the schools》1974,11(2):201-207

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Poe Evermore: The Legacy in Film,Music and Television David Huckvale Jefferson,NC: McFarland, 2014.          下载免费PDF全文

Daniel P. Murphy 《Journal of American culture (Malden, Mass. : 2003)》2016,39(2):260-261

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Empire of Vines: Wine Culture in America Erica Hannickel. Philadelphia: University of Pennsylvania Press, 2013.          下载免费PDF全文

Daniel J. Fuller 《Journal of American culture (Malden, Mass. : 2003)》2016,39(2):250-251

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Putting Measurement First: Understanding ‘Grit’ in Educational Policy and Practice          下载免费PDF全文

Daniel Peterson 《Journal of Philosophy of Education》2015,49(4):571-589

Non‐cognitive dispositions have recently become psychological constructs of interest in the education, economics, philosophy, sociology, and psychology literature. In this article, I draw the distinction between property‐first and measurement‐first approaches to understanding the meaning of a particular non‐cognitive disposition theoretical term, ‘grit’, as well as the relationship between this term and its corresponding measurement procedure. I argue that, depending on which approach one takes, one is confronted with different norms for judging the success of any disposition‐measurement procedure pair, meaning that the difference in philosophical approaches may have practical import. I argue that the measurement‐first approach is the one educators and educational policy‐makers ought to adopt towards grit as it is less likely to lead to over‐valuing grit in situations where a gritty disposition may be harmful, better respects scientific virtues and values, and provides a clearer understanding of grit than the property‐first approach.  相似文献