Concerns of some semiprofessionals working in professionally directed programs     

M J Fitch  R V Cadol  G Martinez  B Montgomery  L Lottie  B Smith 《Exceptional children》1971,37(8):587-591

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Assessing the special education professional development needs of northern Malawian schoolteachers     

Elizabeth Hughes  Morgan Chitiyo  Ambumulire Itimu‐Phiri  Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.  相似文献   

Successful STEM mentoring initiatives for underrepresented students: A research-based guide for faculty and administrators     

Beronda L. Montgomery 《Mentoring & Tutoring: Partnership in Learning》2016,24(5):471-476

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A critical view of urban literacy: A case study of successful high school english teachers     

Theresa Rogers  Mari M. McLean 《The Urban Review》1994,26(3):173-185

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Factors which comprise salary     

Gerald W. McLaughlin  John C. Smart  James R. Montgomery 《Research in higher education》1978,8(1):67-82

A linear causal model is postulated and path analysis procedures are used to examine the direct, indirect, and total influence of 39 variables (grouped into eight general measures) on the salaries of 24.461 faculty members associated with virtually every discipline and type of postsecondary institution in the academic community. The results show wide variation in the relative influence of characteristics of postsecondary institutions and the personal and professional characteristics of faculty members on faculty salaries. The implications of these findings are discussed and specific guidelines are provided to assist those interested in examining the external and internal consistency of the faculty salary structures of their respective institutions.  相似文献   

Choice behavior in transition: Development of preference in a free-operant procedure     

James E. Mazur  Theresa A. Ratti 《Learning & behavior》1991,19(3):241-248

Twenty acquisition curves were obtained from each of 8 pigeons in a free-operant choice procedure. Every condition began with a phase in which two response keys had equal probabilities of reinforcement, and, as a result, subjects’ responses were divided fairly evenly between the two keys. This was followed by a phase in which one key had a higher probability of reinforcement than the other, and the development of preference was observed. In all but a few cases, response proportions increased for the key with the higher probability of reinforcement. In most conditions, the two probabilities differed by .06, but the actual probabilities varied (from .16 and .10 in one condition to .07 and .01 in another). Development of preference for the key with the higher probability of reinforcement was slower when the ratio of the two reinforcement probabilities was small (.16/.10) than when it was large (.07/.01). This finding is inconsistent with the predictions of several different quantitative models of acquisition, including the kinetic model (Myerson & Miezin, 1980) and the ratio-invariance model (Horner & Staddon, 1987). However, the finding is consistent with a hypothesis based on Weber’s law, which states that the two alternatives are more discriminable when the ratio of their reinforcement probabilities is larger, and, as a result, the acquisition of preference is faster.  相似文献   

Caregiving as refusal in the academy*     

Theresa Ambo 《International journal of qualitative studies in education》2018,31(3):215-222

Abstract

Literature on American Indian student support in postsecondary education illustrates the importance of relationality in creating a positive college experience for Native students. That said, much of the literature examining ‘care relationships’ in Indian education focuses on student outcomes, with less attention given to the experiences of practitioners. Thus, the purpose of this paper is twofold. First, the author examines where and how American Indian higher education practitioners learned principles of communal care for supporting Indigenous students in non-Native postsecondary institutions. Second, she explores how these principles act as homesteads of mutuality to love, transform, resist, and enact refusal within the academy. She draws upon the literature on American Indian student support in postsecondary education, which illustrates the importance of relationality in creating a positive college experience for Native students.  相似文献   

A meta-analytic investigation of therapy modality outcomes for sexually abused children and adolescents: an exploratory study   总被引：1，自引：0，他引：1  

Hetzel-Riggin MD  Brausch AM  Montgomery BS 《Child abuse & neglect》2007,31(2):125-141

OBJECTIVE: The purpose of the current study was to investigate the independent effects of different treatment elements on a number of secondary problems related to childhood and adolescent sexual abuse, as well as investigate a number of different moderators of treatment effectiveness. METHOD: Twenty-eight studies that provided treatment outcome results for children and adolescents who had been sexually abused were included in the meta-analysis. Different aspects of psychological treatment, such as specific treatment modalities (individual, cognitive-behavioral, etc.) or secondary problems (behavior problems, psychological distress, etc.) were investigated. RESULTS: The overall mean weighted effect size for the meta-analysis was d=.72 (SE=.02). The results indicate that psychological treatment after childhood or adolescent sexual abuse tended to result in better outcomes than no treatment. There was significant heterogeneity in the effectiveness of the various psychological treatment elements. Play therapy seemed to be the most effective treatment for social functioning, whereas cognitive-behavioral, abuse-specific, and supportive therapy in either group or individual formats was most effective for behavior problems. Cognitive-behavioral, family, and individual therapy seemed to be the most effective for psychological distress, and abuse-specific, cognitive-behavioral, and group therapy appeared to be the most effective for low self-concept. CONCLUSIONS: The choice of therapy modality should depend on the child's main presenting secondary problem. Further research should be conducted investigating other possible moderators and secondary problem outcomes.  相似文献   

Predictors of psychological distress and positive resources among Palestinian adolescents: trauma, child, and mothering characteristics   总被引：1，自引：0，他引：1  

Qouta S  Punamäki RL  Montgomery E  El Sarraj E 《Child abuse & neglect》2007,31(7):699-717

OBJECTIVE: The aim was to examine how traumatic and stressful events, responses to violence, child characteristics, and mothering quality, as measured in middle childhood predict psychological distress and positive resources in adolescence. METHOD: The participants were 65 Palestinian adolescents (17+/-.85 years; 52% girls), who had been studied during the First Intifada (T1), during the Palestinian Authority rule (T2) and before the Second Al Aqsa Intifada (T3) in Gaza. Psychological distress was indicated by PTSD, and depressive symptoms and positive resources by resilient attitudes and satisfaction with quality of life, all measured at T3. The predictors that were measured at T1 were exposure to military violence, active coping with violence and children's intelligence, cognitive capacity, and neuroticism. Mothering quality and stressful life-events were measured at T2, the former reported by both the mother and the child, and the latter by the mother. RESULTS: Adolescents' PTSD symptoms were most likely if they had been exposed to high levels of traumatic and stressful experiences and had poor cognitive capacity and high neuroticism in middle childhood. Only high levels of childhood military violence and stressful life-events predicted high depressive symptoms and low satisfaction with quality of life in adolescence. CONCLUSIONS: Military violence in childhood forms risks for both increased psychological distress and decreased positive resources. However, child characteristics such as cognitive capacity and personality are important determinants of psychological vulnerability in military trauma.  相似文献   

Selection of Outstanding Teachers     

Gerald H. Whitlock  James R. Montgomery 《College Teaching》2013,61(3):197-199

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