“Activities of Older Adults” Survey: Tapping into Student Views of the Elderly     

Sandy K. Wurtele 《Educational gerontology》2013,39(11):1026-1031

This article describes an exercise used in a life span developmental psychology course to tap into undergraduates' perceptions of activities of the elderly. Students were asked to generate items to be included in a hypothetical Activities of Older Adults survey (to be administered to people 65 years and older). Responses from 1,340 students over a 10-year period show a fairly passive and negative view of life after age 65. Suggestions for utilizing this exercise to stimulate discussions about theories of aging and age stereotypes (including ageism) are offered.  相似文献   

Generational differences in online safety perceptions,knowledge, and practices     

Mengtian Jiang  Hsin-yi Sandy Tsai  Shelia R. Cotten  Nora J. Rifon  Robert LaRose  Saleem Alhabash 《Educational gerontology》2013,39(9):621-634

ABSTRACT

As Internet usage has proliferated in recent years so have online security threats. Internet users are increasingly susceptible to online security threats. Using a qualitative approach, this study conducted 18 focus groups to examine how three different generations perceive online safety, use coping strategies, and protect themselves online: Silent and GI generation (SGI) (born 1945 or earlier), older Baby Boomers (1946–1954), and Millennials (1977–1992). Results show that although each generation shares a variety of online safety concerns, SGIs and Boomers are more suspicious about online security, have less confidence in their abilities, are uncertain about the effectiveness of protection resources, perform fewer protection behaviors, and are more likely to rely on others’ assistance compared to the Millennial group. Our findings indicate online safety training is needed for all three generations, but especially for older adults. Tailored approaches are suggested to reach different generations.  相似文献   

Averting Role Confusion Between Doctoral Students and Major Advisers: Adviser Disclosure Statements     

Varunee Faii Sangganjanavanich  Sandy Magnuson 《Counselor Education & Supervision》2009,48(3):194-203

Doctoral students in counselor education programs and their major academic advisers may unfortunately encounter role confusion in their relationships, affecting both parties personally and professionally. To mitigate misunderstandings, the authors recommend the use of adviser disclosure statements. Advantages for faculty members and students are discussed, and an example of an adviser disclosure statement is presented.  相似文献   

Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching     

Amanda Jansen  Sandy M. Spitzer 《Journal of Mathematics Teacher Education》2009,12(2):133-151

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Developing and managing school human capital for information and communication technology integration: a case study of a school-based e-learning project in Hong Kong     

Vicky C. Tam  Jackie W. W. Chan  Sandy C. Li  Jacky Pow 《International Journal of Leadership in Education》2018,21(4):447-461

The application of information and communication technology (ICT) in education has been gaining attention worldwide. Educators and school administrators are interested in the myriad possibilities offered by new technologies to enrich teaching materials and to provide ubiquitous learning environments to enhance students’ learning. This case study examined the implementation of a school-based e-learning initiative in a primary school in Hong Kong by focusing on the development and management of forms of school human capital. The findings drew from interviews with 25 staff members in the case school and elucidated how school reform and transformation were effected through the development and management of intellectual, social, and organisational capitals. The interplay between these three forms of school human capitals highlighted the significance of shared vision, differentiated leadership as well as a culture of learning community in advancing towards ICT integration. Suggestions are made for establishing practices of distributed leadership and professional learning communities in the case school and other settings undertaking ICT integration.  相似文献   

Subtest scatter and Kaufman regroupings on the WISC-R in non-learning-disabled and learning-disabled children     

Teresa Smith  Billy Smith  Nancy Matthews  Sandy Kennedy 《Psychology in the schools》1993,30(1):24-28

The present study was undertaken to examine scatter analysis and Kaufman regroupings of WISC-R scores. Thirty-one non-learning-disabled children (NLD) and 29 learning-disabled children (LD) determined by individual IQ and achievement scores served as subjects. Scatter indices were computed within the Verbal and Performance subtests as well as between the Verbal and Performance IQ scales. Also, the regrouping categories proposed by Kaufman (1979) were examined. A significant difference in Verbal and Performance IQs was found between the LD and NLD group. Significantly more students in the LD group exhibited the Kaufman regrouping pattern than in the NLD group (p < .01). These results suggest that Kaufman regroupings and Verbal-Performance scatter analysis may be used to assist in diagnosing LD children.  相似文献   

Program evaluation of a school consultation program     

Donald J. Dickinson  Sandy Adcox 《Psychology in the schools》1984,21(3):336-342

The results of a school psychological and social work program are presented on children referred for behavioral and learning problems. Through the consultation service, the average student objective for learning problems was achieved to 85% of criterion, and the average objective for behavioral problems was achieved to 82% of criterion during a 10-week period. An analysis of the consultation activities was made in relation to the accomplishment of the objectives for both learning and behavioral problems. No clear evidence was found for any single activity being related to success. Also analyzed was the time spent on each consultation activity and the accomplishment of the student objectives. There was a positive relationship between total consultation time and student outcomes on learning problems, but there was no significant relationship between total consultation time and the accomplishment of objectives for behavioral problems. General findings show that consultation activities can be conducted with small investments of time and with a high degree of student accomplishment of objectives. A case is presented for the merits of program improvement by monitoring psychological and social work services.  相似文献   

MHWLG Annual Conference,University of Kent at Canterbury, 4th–7th September 1992.     

Sandy Tarbox 《Health information and libraries journal》1993,10(3):126-127

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Erratum to: Two teacher quality measures and the role of context: evidence from Chile     

Maria Veronica Santelices  Edgar Valencia  Jorge Gonzalez  Sandy Taut 《Educational Assessment, Evaluation and Accountability》2017,29(2):147-153

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Guiding children's behavior: The issue of compliance     

Sandy Bailey  Sandy Osborne 《Early Childhood Education Journal》1993,21(2):4-8

Parents and teachers need to be aware of the principles of development in order to guide children appropriately. The process of guidance begins with attempts to baby-proof the environment, such as arranging the nursery in anticipation of the arrival of the infant. During the infant-toddler stage, adults may view their acts of altering the child's physical environment as their responsibility, not connecting such actions to the development of a discipline plan. In fact, the adults are beginning to develop a positive atmosphere so that the child has a healthy environment in which to grow. Sandy Bailey is Program Coordinator for the Montana Resource and Referral Netword, a statewide program based  相似文献