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1.
The Consistency and Concomitants of Inhibition: Some of the Children, All of the Time 总被引:6,自引:1,他引:6
Kenneth H. Rubin Paul D. Hastings Shannon L. Stewart Heather A. Henderson Xinyin Chen 《Child development》1997,68(3):467-483
Toddlers displaying extremely inhibited behavior may be at risk for becoming socially withdrawn. However, behavioral inhibition may be a multifaceted characteristic, and its concurrent relation to toddler wariness with peers has not been examined. In this study, 108 toddlers (54 females) and their mothers were observed in novel situations involving unfamiliar settings, adults, and peers. Vagal tone, temperament, separation-reunion behavior, and maternal oversolicitousness also were assessed. There was little consistency of inhibited behavior across the 3 situations. Consistently inhibited toddlers had fearful temperaments, showed distress following maternal separation, and had mothers who were warm and controlling but unresponsive to children's cues during interaction. Toddlers with highly fearful temperaments and highly oversolicitous mothers were the most inhibited across contexts. 相似文献
2.
Donald L. Rubin 《Innovative Higher Education》1993,17(3):183-193
ITAs often experience particular difficulty balancing their roles as teachers with their roles as students. Student communication skills training is warranted for ITAs because it may be more motivating than instructional skills training, because it captures an otherwise elusive segment of the clientele, and because learning can transfer to ITAs' own teaching repertoires. Such a program can begin with a focus on naming and social identity. The bulk of the program focuses on communication practices for participative learning such as small group problem solving and whole-group responding. A typical workshop concludes with a forum for student concerns, often focusing upon how to interact with one's academic advisor.He obtained his Ph.D. in 1978 at the University of Minnesota. Among the courses he teaches are offerings in intercultural communication, applied linguistics, and composition research. He has also conducted research pertaining to perceptions of international instructors. 相似文献
3.
文章通过走访面谈、问卷调查法和文献资料分析相结合的研究方法,并且在全面审视济莱协作区体育产业的现状和问题的情况下,提出了济莱协作区体育产业发展路径的对策与措施。 相似文献
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Sarah W. Harry Kayla E. Bates-Brantley Breya L. Whitefield Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill. 相似文献
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Rachel B. Rubin 《Research in higher education》2011,52(7):675-692
In this study, I capitalize on a natural experiment to examine the effect of federal Pell Grant eligibility on college enrollment
for students who graduated from high school in spring 2004 and who completed the Free Application for Federal Student Aid (FAFSA). Data from the Education Longitudinal Study of 2002 are used to array students on the continuous Expected Family Contribution (EFC) variable, attained from the FAFSA, and divide them into two categories—those with an EFC at or below the federally
designated amount for Pell eligibility, and those above. This regression-discontinuity approach allows me to measure whether
students who vary regarding their Pell Grant eligibility, but who have essentially identical family incomes, differ in their
college enrollment rates. I find no effect. While confirming prior studies examining the impact of the Pell Grant on college
enrollment for traditional students, this finding remains inconsistent with findings on other need-based grants. This result
suggests that the minimum Pell Grant amount, currently less than 10% of an average college’s tuition and fees, may be insufficient. 相似文献
9.
目的:探讨切开复位锁定钢板内固定治疗跟骨骨折的临床疗效。方法:分析2008年9月至2011年9月,行切开复位植骨锁定钢板内固定治疗跟骨骨折100例(共103足)。男性76例,女性24例,其中单侧97例,双侧3例。年龄18-64岁,平均(33.19±5.97)岁。按Sanders分型Ⅱ型28例,Ⅲ型62例,IV型10例。均采用跟骨外侧L型切口,切开复位锁定钢板内固定。结果:92例获得随访,随访时间6-30个月,平均18个月。应用Maryland评分系统进行疗效评定。优46例、良40例、中4例(1例双侧跟骨骨折),优良率93.4%。其中1例出现骨不愈合,再次行距下关节融合术,1例出现皮肤坏死经换药后治愈,1例出现腓肠神经症状。结论:切开复位植骨锁定钢板内固定是治疗跟骨骨折的有效方法。 相似文献
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