Book reviews     

N. V. Joshi  Lt. General Baljit Singh  S. K. Sikdar 《Resonance》2001,6(10):92-100

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The relationship among students' reading performance,their classroom behavior,and teacher skills     

Saskia K. Brokamp  Antonia A. M. Houtveen  Willem J. C. M. van de Grift 《The Journal of educational research》2019,112(1):1-11

The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all significantly interrelated. Better reading performance at the beginning of the school year goes with better behavior at the end of the school year. In turn, better behavior at the beginning of the school year goes with better reading performance at the end of the school year. The teacher can improve the behavior of the students by providing high-quality reading instruction. Some teacher skills have differential effects, however, on the various behavioral aspects. The implications for the educational practice as well as for future research are discussed.  相似文献   

Some aspects of the United Nations University     

K. Nishida 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,2(4):94-95

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A content analysis of school anti-bullying policies in Northern Ireland     

Noel Purdy  Peter K. Smith 《Educational Psychology in Practice》2016,32(3):281-295

This original study presents a content analysis of 100 primary and post-primary school anti-bullying policies in Northern Ireland using a 36-item scoring scheme. Overall schools had 52% of the items in their policies. Most schools included reference to physical, verbal, relational, material and cyberbullying but a minority mentioned racist, homophobic, sexual, adult/teacher–pupil bullying or bullying related to disability or religion. There was considerable variation in the source and quality of the definitions of bullying. Overall the policy scores compared favourably with earlier studies carried out in England, however a low percentage of Northern Ireland policies gave detailed information about how incidents of bullying would be recorded, who would coordinate this, and how the data would be used to evaluate the effectiveness of the policy. Findings are discussed in relation to the proposed new anti-bullying legislation currently being brought before the Northern Ireland Assembly.  相似文献   

Retrieval Practice Benefits Deductive Inference     

Luke G. Eglington  Sean H. K. Kang 《Educational Psychology Review》2018,30(1):215-228

Retrieval practice has been shown to benefit learning. However, the benefit has sometimes been attenuated with more complex materials that require integrating multiple units of information. Critically, Tran et al. Psychonomic Bulletin & Review, 22, 135–140 (2015) found that retrieval practice improves sentence memory but not the drawing of inferences from the same sentences. In three experiments, we investigated whether this lack of benefit of retrieval practice for inferential ability was due to the presentation format of the material. Participants studied four sets of seven to nine related sentences by practicing retrieval for two sets and rereading the other two sets. A final test was given 2 days later. When sentences were presented one at a time during study/practice as in Tran et al., we found no effect of retrieval practice on a test requiring inferential reasoning. When sentences in a set were presented simultaneously during study/practice, retrieval practice in the form of fill-in-the-blank testing (experiments 1 and 2) and free recall (experiment 3) aided later deductive inference more than rereading. Our findings suggest that retrieval practice can improve deductive inference, but in order to optimize its utility, the format in which the material is presented during practice must not hinder relational processing of the individual sentences.  相似文献   

Differences in transitional needs of high school students with and without learning disabilities     

C A Dowdy  J K Carter  T E Smith 《Journal of learning disabilities》1990,23(6):343-348

Studies investigating the post-high-school vocational status of individuals with disabilities have frequently found that these individuals are more likely to be unemployed, underemployed, or employed part-time, when compared to nondisabled peers. Transition programs are needed for adolescents with disabilities to facilitate their vocational success. The current study surveyed 80 high school students with learning disabilities (LD) and 80 nondisabled (NLD) peers to determine their transitional needs. Results indicated that (a) more students with LD than NLD students are involved in transition programs; (b) career goals were established by the majority of both groups; (c) parents provided most of the assistance in making career decisions; and (d) twice as many NLD students as students with LD wanted to go to college, while twice as many students with LD as NLD students wanted to enter the job market. More students with LD than NLD students were aware of vocational rehabilitation (VR) services, but the number was still below 50%. The majority of the information about VR services came from the school.  相似文献   

Teacher's first words     

Dr. Mary K. Weir  Dr. Patricia J. Eggelston 《Early Childhood Education Journal》1975,3(2):17-21

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Biting Behaviors Among Preschoolers: A Review of the Literature and Survey of Practitioners     

Julia T. Reguero de Atiles  Dolores A. Stegelin  Janie K. Long 《Early Childhood Education Journal》1997,25(2):101-105

Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities?  相似文献   

A study of an adapted social–emotional learning: Small group curriculum in a school setting     

Jennifer H. Green  Rebecca E. Passarelli  Mills K. Smith‐Millman  Keshia Wagers  Anne E. Kalomiris  Madeline N. Scott 《Psychology in the schools》2019,56(1):109-125

Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research.  相似文献   

Writing flexibility in argumentative essays: a multidimensional analysis     

Allen  Laura K.  Likens  Aaron D.  McNamara  Danielle S. 《Reading and writing》2019,32(6):1607-1634

Reading and Writing - The assessment of argumentative writing generally includes analyses of the specific linguistic and rhetorical features contained in the individual essays produced by students....  相似文献