DESCRIBE IT: A Strategy for Teacher Candidates Implementing Behavior Interventions     

Brooks R. Vostal  Alicia A. Mrachko 《Clearing house (Menasha, Wis.)》2013,86(3):78-84

Teachers with years of experience in the classroom rely on that experience to help them develop behavior intervention plans for students with behavioral challenges. New teachers, however, may struggle with the complex steps needed to develop successful plans as they address other aspects of their professional work for the first time. DESCRIBE IT is a strategy that novice teachers can use to help generalize the process of behavior intervention planning they learned in university courses to their practice in the field. The purpose of this article is to demonstrate how DESCRIBE IT guided one special education teacher through the process for behavior intervention planning and implementation. Use of DESCRIBE IT may help new teachers plan and monitor behavior interventions as they start their careers.  相似文献   

Adult recognition of school bullying situations     

Richard J. Hazler  Dina L. Miller  Jolynn V. Carney  Suzy Green 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):133-146

Bullying and harassment by school peers has received increasing attention as their relation to personal problems and more extreme forms of violence has become better recognized. Emphases of empirical studies have focused on characteristics and behaviours of both school bullies and their victims. There is a need to place these traits and actions into the context of the situation in which they occur, in order to expand the research and allow for the development of more sophisticated and comprehensive educational, prevention and intervention programmes. A total 251 professionals (teachers and counsellors) participated in this empirical study on the ability of professionals to differentiate between bullying and other forms of conflict. Participants were asked to judge the severity of 21 scenarios depicting different combinations of situational characteristics and also whether they constituted bullying situations or not. Results indicated that physical threat or abuse was seen as more severe than verbal or social/emotional abuse, and professionals more often rated physical conflicts as bullying even when they did not fit the definition. The repeated nature of an abusive relationship and an unfair match between participants were bullying situation characteristics found to be related to the responses of more and less effective situation evaluators. Implications for pre- and in-service training of educators were considered based on study results and previous research.  相似文献   

Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers     

Dina Tirosh  Pessia Tsamir  Esther Levenson  Michal Tabach  Ruthi Barkai 《Educational Studies in Mathematics》2013,83(2):309-322

This article reports on young children’s self-efficacy beliefs and their corresponding performance of mathematical and nonmathematical tasks typically encountered in kindergarten. Participants included 132 kindergarten children aged 5–6 years old. Among the participants, 69 children were identified by the social welfare department as being abused and/or neglected. Individual interviews were conducted where children were asked to assess their self-efficacy regarding sorting tasks, mathematics tasks, and reciting the alphabet. Children were then requested to perform each of the tasks. Results revealed that no significant differences were found between the abused and neglected children and their peers regarding their self-efficacy beliefs and performances for any of the tasks. For some of the tasks, children were able to correctly assess their performance, while for other tasks, children overestimated their performance. Possible reasons for these outcomes are discussed.  相似文献   

Advice from Rural Elders: What it Takes to Age in Place     

Cheryl J. Dye  Deborah F. Willoughby  Dina G. Battisto 《Educational gerontology》2013,39(1):74-93

Older adults prefer to age in place (AIP), and there are psychological, physiological, and economic benefits in doing so. However, it is especially challenging to AIP in rural communities. AIP models have been tested in urban settings and age-segregated communities, but they are not appropriate for rural communities. This paper presents rural AIP variables identified in the literature as well as those described by 39 older adults in five focus groups.  相似文献   

Randomised controlled trial of incentives to improve attendance at adult literacy classes   总被引：1，自引：1，他引：0  

Greg Brooks  Maxine Burton  Pam Cole  Jeremy Miles  David Torgerson 《牛津教育评论》2013,39(5):493-504

Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners.

Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores.

Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33).

Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers.  相似文献   

Social aspects of social networking     

Melissa Cole  Laurence Brooks 《International Journal of Information Management》2009

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The One-Man Band by the Quick Lunch Stand: Modeling Audience Response to Street Performance     

Roland J. Kushner  Arthur C. Brooks 《Journal of Cultural Economics》2000,24(1):65-77

This paper considers street performance, or busking,focusing on differences between performance in thisenvironment compared with the standard concertsetting. First, in contrast with a set, known ticketprice, the price of street performance isendogenously determined. Second, busking generallyinvolves a joint product: music and charity, wherecharity is produced internally by the audience andhas as its principal input the price paid for music.We show that these facts call into question somegeneral conclusions of conventional public financemodels, which suggest that the major efficiency problemwith busking is its inability to preventfreeriding behavior, and that freeriding, while efficient at the individuallevel, is inefficient at the societal level. In contrast, we argue in thispaper that busking, with freeriding and all, is not unambiguously inferior toconcert hall performance in terms of efficiency.  相似文献   

Effects of the label “hyperactive”     

Dina Vivian  K. Daniel O'Leary 《Psychology in the schools》1984,21(3):356-359

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The metric system of weights and measures     

Jas C. Brooks 《Journal of The Franklin Institute》1902,154(3):171-173

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Lightning and lightning rods     

David Brooks 《Journal of The Franklin Institute》1872,94(2):132-144

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