摘要:

AbstractThe authors argue that the usefulness and legitimacy of measuring student growth depend upon the purpose for which the scores will be used. The investigator or instructor should not attempt to discriminate among individual students on the basis of gain scores because of the unreliability of such scores. The ranking of students in terms of gains is almost always too unreliable to be useful or defensible. On the other hand, the problem of unreliability creates much less difficulty when one is interested in measuring overall treatment effectiveness or in discriminating among situations rather than individuals. The authors conclude that there are many situations in education in which the measurement of student growth is possible, justifiable, and informative.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<62::AID-PITS2310150112>3.0.CO;2-X

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractAlternative education emphasizes students' psychological development and academic achievement. The present paper reports a case study of the psychological correlates of students' adjustment to a small urban free school. It was expected that: (a) students would have high general self‐concept, school selfimage, satisfaction, and involvement; (b) self‐concept would discriminate between those high and low in school adjustment: and (c) there would be a positive relationship between school self‐image, satisfaction, and involvement. Forty male and thirty female students voluntarily answered theNew Morning Student Questionnaire(1972) and theTennessee Self‐Concept Scale(Fitts, 1965). Results showed that students were psychologically well adjusted; they had a somewhat higher self‐concept than the norm for high school students; self‐concept was a good predictor of school self‐image and satisfaction; and there was a positive relationship between school self‐image, satisfaction,

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<66::AID-PITS2310150113>3.0.CO;2-I

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractMany writers have suggested that professionals dealing with psychological problems in school settings need to consider procedures for consulting on a system level, rather than on an individual or a group level. In this report, a token economy system was implemented for all 459 students in a K‐6 elementary school. Managing an intervention program at the system level required comprehensive procedures for staff training and program modification. The results showed a major decrease in classroom disruptions and a decrease in negative teacher interactions during the token economy system compared with baseline data. Data analysis the following summer on system‐wide variables demonstrated that the number of suspended students and number of days of suspension decreased, that the rate of gain on achievement tests in reading and mathematics increased compared with the yearly rates suggested by test scores the previous year, and that the teacher turnover rate decreased. Several variables considered necessary for the effective implementation of the program were discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<72::AID-PITS2310150114>3.0.CO;2-Q

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractReality therapy methods in the classroom were examined via a four‐group experimental design. The groups were as follows: (a) pretested reality therapy, (b) unpretested reality therapy, (c) pretested placebo, and (d) unpretested placebo. Piers‐Harris Children's Self‐Concept Scale scores and observations of on‐task behavior constituted the outcome criteria. No significant differences were obtained for self‐concept and on‐task behavior. The findings were interpreted as not supportive of reality therapy methods as applied in th

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<79::AID-PITS2310150115>3.0.CO;2-2

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractFirst‐grade students were administered the Boehm Test of Basic Concepts (BTBC), then given 15 weeks of instruction relevant to the concepts for which corresponding BTBC items were most frequently missed. Improvements in mid‐year and end‐of‐year BTBC performance did not occur as a function of instruction, but a significant treatment effect did occur on a transfer measure, the Stanford Achievement Test. Results are discussed in terms of the sensitivity of the BTBC, possible nonlinguistic effects of the instructional program, and the practical significance of the treatment

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<84::AID-PITS2310150116>3.0.CO;2-D

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThis study illustrates the use of self‐control procedures to modify teacher instructional behavior. A teacher wanted to increase the frequency of approval statements and decrease the frequency of disapproval statements. She followed a plan that included self‐assessment, self‐observation and recording, self‐determination of cues, self‐determination of performance criteria, self‐selection of consequences, and self‐administration of consequences. Specifically, the plan included a card self‐recording system, cues, and overt rewards. A functional relationship between teacher behavior and student behavior also is suggested by the corresponding reduction in the frequency of inappropriate talk‐outs by a target student in relation to the teacher's

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<87::AID-PITS2310150117>3.0.CO;2-1

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractTraining designed to enhance facilitative communication between teachers and students is becoming an increasingly important element of teacher training programs. The purpose of this investigation was to examine the effect of facilitative communication training on the quality of teacher response to various student problems and to the accompanying emotional states of anger, joy, or depression. The subjects consisted of 64 undergraduate teacher education majors who responded in writing to 15 audiotaped stimulus vignettes. A 5×3×2 repeated measures analysis of variance was used to measure the effects of problem situation, emotional state, and training on empathic understanding. The results indicated significant differences between trained and untrained groups, as well as differences in quality of response due to emotion, with joy eliciting greater empathy than depression or anger. Significant interactions among the variables also were obtained. Implications are discussed in terms of human relations training for teacher

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<95::AID-PITS2310150118>3.0.CO;2-3

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThis study was designed to obtain the perceptions of regular class teachers who taught children who had been in EMR programs, but had been decertified (D) and returned to regular classes in response to court cases and recent legislation. A cohort of regular class (RC) students were selected for comparative purposes. It was found that D students were placed into low ability classes; yet, teachers perceived D subjects to be significantly lower than RC students in both academic achievement and social acceptance. Only a small proportion of teachers indicated that the enrollment of D students had much impact on the regular class instructional program. However, the teachers were rather critical of the services received under the auspices of a transitional program, indicating in large part that the services were either not apparent or ineffective.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<99::AID-PITS2310150119>3.0.CO;2-P

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe purpose of this paper is to examine the implications of research on locus of control and achievement motivation for the practicing educational psychologist. The relation to learning and the implications for psychological evaluation of each construct are discussed. It is suggested that locus of control and achievement motivation influence the ways in which a child approaches school‐related tasks, interprets the outcome of tasks, selects tasks, and persists in activitie

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<104::AID-PITS2310150120>3.0.CO;2-T

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe role of affective and associative meaningfulness in the learning styles of Chicanos and Anglos was examined in the present study. Sixty‐four Chicano and Anglo undergraduates were compared on their learning of affectively and associatively assessed consonant‐vowel‐consonant trigrams. Chicanos did not differ from Anglos in their reliance on the affective relative to the associative dimension of meaningfulness in their learning style. However, Chicanos differed significantly from Anglos in affective learning style, manifesting a greater propensity to learn their liked materials more readily than their disliked materials. It was further found that while the performance of the two ethnic groups was comparable in the disliked condition, the Chicano subjects performed significantly better than the Anglo subjects in the liked condition. It is suggested that the intensified Chicano sensitivity to affective meaningfulness is consistent with their cultural con

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<111::AID-PITS2310150121>3.0.CO;2-Y

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY