Effects of professional group membership,intervention type,and diagnostic label on treatment acceptability     

Larry D. Fairbanks  Terry A. Stinnett 《Psychology in the schools》1997,34(4):329-335

Differences in ratings of treatment acceptability among groups of individuals who are often involved in the recommendation, selection, implementation, and evaluation of behavioral interventions in educational settings were examined. Teachers, school psychologists, and school social workers were presented with a vignette of a 3rd grade student exhibiting a pattern of disruptive problem behavior. The vignette was held constant but diagnostic labels (LD, BD, ADD) and interventions (verbal praise and token economy program versus time out from reinforcement program and verbal praise) for the child in the vignette were varied. After examining the vignette, participants rated the acceptability of the interventions. There was a significant interaction for professional group membership by intervention type on ratings of treatment acceptability. No significant effects of diagnostic label occurred. Implications of the present study and future research directions are discussed. © 1997 John Wiley & Sons, Inc.  相似文献   

Art Museum Educators: Art Historians,Curators, or Educators? A Question of Professional Identity     

Terry Zeller 《Curator: The Museum Journal》1984,27(2):105-123

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A critique of the expectancy formula approach: Beating a dead horse?     

Lonny R. Wilson  Thomas E. Cone  Robert Busch  Terry Allee 《Psychology in the schools》1983,20(2):241-249

The expectancy and severe discrepancy formulas, like those originally considered by the US. Office of Education (1976), provide the oldest but least defensible method of quantifying academic discrepancy. A logical and mathematical analysis reveals that all variations of this approach have several major weaknesses. First, the expectancy formulas themselves are predicated upon the very questionable assumption that achievement follows a straight line growth pattern, which raises questions about the accuracy of the resulting severe discrepancy values. Second, when discrepancy values are obtained by multiplying the expected values by a fractional constant, the approach is necessarily biased in the direction of applying a more stringent underachievement criterion for older and brighter children. Third, the formulas employ a grade equivalent scale that results in inconsistencies, one being that fewer arithmetic problems are identified. Finally, the expectancy approach does not consider errors in measurement or regression effects, and consequently produces serious identification errors. A variation of the expectancy approach involving a discrepancy ratio between obtained and expected achievement has the previously mentioned limitations, except the bias, and it produces scores that cannot be easily interpreted.  相似文献   

From the Literature     

Terry Henner 《Medical reference services quarterly》2017,36(4):423-429

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From the Literature     

Terry Henner 《Medical reference services quarterly》2017,36(3):299-306

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Assessment: Learning by Doing          下载免费PDF全文

Patricia Terry 《Assessment Update》2015,27(4):1-16

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What Others Say     

Laura Terry Tyler 《Clearing house (Menasha, Wis.)》2013,86(2):108-109

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Heart rates of elementary physical education students during the dancing classrooms program     

Nelson L  Evans M  Guess W  Morris M  Olson T  Buckwalter J 《Research quarterly for exercise and sport》2011,82(2):256-263

We examined how different types of dance activities, along with their duration, influenced heart rate responses among fifth-grade physical education students (N = 96) who participated in the Dancing Classrooms program. Results indicated that the overall Dancing Classrooms program elicits a moderate cardiovascular heart rate response (M = 124.4 bpm), in which 47% of class time was spent above a 60% maximal heart rate threshold. The swing dance in particular (M = 143.4 bpm) stimulated a much higher heart rate level than all other dances in the program, with a mean heart rate change of 52.6 bpm. Girls (127.3 bpm) achieved marginally higher heart rates (p = .059) than boys (121.1 bpm).  相似文献   

对数字时代来源原则的反思     

特里·库克  李音 《档案学研究》2011,(1):82-85

本文是作者在第42届国际档案圆桌会议上的发言,探讨了如何对来源原则进行反思、更新和发展,从而使这个最重要的档案原则在数字时代继续发挥有力作用.作者从数字文件、现代管理和组织方式以及后现代主义视角,解析了影响和挑战来源原则传统定义的若干因素,提出了考察和解释来源的新焦点,并重新定义了数字时代的来源原则.作者强调,来源实质...  相似文献   

Teaching to trust: How a virtual archives and preservation curriculum laboratory creates a global education community?     

Karen Anderson  Jeannette Bastian  Ross Harvey  Terry Plum  G?ran Samuelsson 《Archival Science》2011,11(3-4):349-372

Building virtual archives and preservation curriculum laboratories centered around born-digital and digitized records is a collaborative project currently underway between Simmons College (US) and Mid-Sweden University. In this virtual environment, issues of trust are central to the process, in terms of the both archival curriculum and the collaborative education process itself. The article describes the project, the collaboration, and offers a range of scenarios that demonstrate how the laboratories work within curriculum.  相似文献