摘要:

AbstractThe series of events involved in implementing an innovative educational project in a fairly conservative community are outlined with particular reference to parental dissemination procedures, the role of the media, and staff response strategies. Shortly after the project's inception, two challenges against the use of an affective curriculum were mounted by a couple of opposition parents. The attempts were considered unsuccessful and several operating assumptions for new programs were described.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<54::AID-PITS2310140112>3.0.CO;2-Z

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

年代:1977

数据来源: WILEY

摘要:

AbstractThis paper proposes a model of a process group conducted with elemetary learning disabled students. The school psychologist is proposed as leader of the group. Five goals are identified and the process of the group is discussed. Specific procedures are mentioned to enable the school psychologist to conduct a process group. The process group can be an effective addition to the various intervention strategies used with learning disabled children.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<62::AID-PITS2310140113>3.0.CO;2-0

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe development of a model for more effective usage of group administered standardized tests is developed. The primary assumption is that summary data from these instruments are not used in curricular decisions for groups larger than the classroom unit, and a method is illustrated which uses item groupings from subtests allowing a more effective use of the data for program and curricular decisions. Several cautions are presented with respect to data usage in the recommended fashion, i. e., item data usually have low reliability coefficients, and criterion levels which identify problems in the curriculum are difficult to establish.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<67::AID-PITS2310140114>3.0.CO;2-J

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe association between office referrals and the ethnicity and sex of 20 grade 1‐6 teachers and 567 (323 black, 130 white, and 114 Spanish surnamed) students was studied for two years. White teachers reported disproportionately more students and infractions, followed by Spanish surnamed and black teachers. The distribution and frequency of reported infractions were associated with teacher and student ingroup rates, rather than differential teacherxstudent cross‐group rates: (a) i. e., disproportionately more male, then black students were reported and with greater frequency by teachers of each sex and ethnicity, respectively; however, (b) teachers' referral frequencies were moderately higher for own‐ethnic and other‐sex s

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<72::AID-PITS2310140115>3.0.CO;2-U

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

年代:1977

数据来源: WILEY

摘要:

AbstractTeams‐Games‐Tournament (TGT), an instructional technique involving student teams and learning games, is proposed as an alternative classroom structure for children with special needs. TGT and individualized instruction were compared in a school for adolescents of normal intelligence experiencing problems with human relationships and academic tasks. Students were randomly assigned to treatments. A five‐category behavioral observation scale recorded student interaction and task behavior. In addition, students responded to a five‐item sociometric instrument. The results confirmed hypotheses that TGT would exceed individualized instruction on students' attraction to one another, frequency of peer tutoring, and percent of time on task. A five‐month followup showed former TGT students distributed among six new classes to be still interacting with their peers both on and off task more than control

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<77::AID-PITS2310140116>3.0.CO;2-C

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

年代:1977

数据来源: WILEY

摘要:

AbstractThree procedures to modify excessive absenteeism were implemented by an elementary school principal and assessed with an across‐subjects multiple baseline design. In one condition, the principal praised the child in the classroom for attending school. In a second and third condition, parents were contacted by telephone and either praised for their child's attendance or given disapproval for absences and prompts for future attendance. Results indicated that classroom intervention with the child produced a transitory increase in attendance. However, intervention with parents, both approval for attendance and disapproval for absences, produced sustained increases in attendance and parent‐initiated contacts with the school. The data suggest that intervention with parents of elementary school children is more effective and efficient than direct intervention with the child in the modification of excessive school absences. School‐based intervention strategies for early reduction of absenteeism may be important in the prevention of chronic truancy and of the necessity for extensive remedi

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<84::AID-PITS2310140117>3.0.CO;2-H

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

年代:1977

数据来源: WILEY

摘要:

AbstractMany classroom behavior modification procedures have failed to be adopted by practicing classroom teachers because the procedures are overly intrusive into the regular classroom routine. A strategy for teachers and consultants which moves from less to more intrusive interventions is described and demonstrated with a case example. Private feedback was ineffective in reducing a child's inappropriate behavior, but the introduction of public feedback resulted in a decrease in inappropriate behavior to below the class average. Attitudinal measures of the teacher's evaluation of the child and his selfevaluation were related to the child's behavior during the public feedback procedure.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<89::AID-PITS2310140118>3.0.CO;2-#

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe present study investigated the effects of candy, social, and token rewards on the IQ scores of children of above average intelligence. The results showed that IQ scores increased considerably as a function of token rewards. Social rewards produced only minor changes, and candy rewards produced none.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<95::AID-PITS2310140119>3.0.CO;2-7

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to examine the influence of family structure and school variables on behavior disorders of children. The sample consisted of 1,162 white elementary school children. General information was obtained from school records, and ratings on behavior disorders were obtained from teachers. Data were analyzed using multiple regression analyses of variance. Results indicated that grade in school, sex, social class, ordinal position in the family, and teacher were important variables in the determination of behavior disorders. Whether or not the children were living with both of their natural parents, number of children in the family, if the children were in special education classes, and whether the children were older than usual for their grade in school were less important or were unimportant. The results, especially those that were not expected, were discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<99::AID-PITS2310140120>3.0.CO;2-L

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

年代:1977

数据来源: WILEY

摘要:

AbstractLittle has been reported in the literature concerning children's others‐concepts, a term recently introduced to refer to a person's general expectancies about other people. This study investigated the effects of a low self‐and a low others‐concept, a high self‐ and a high others‐concept, a low self‐ and a high others‐concept, or a high self‐ and a low others‐concept on a child's level of personality adjustment. The subjects were 114 4th‐, 5th‐, and 6th‐grade children. Children who gave evidence of both high self‐and high others‐concepts showed a significantly better personality adjustment than the children in the other three groups. Regression analyses suggested that together the self‐ and others‐concepts appear to be a better predictor of personality adjustment than the self‐co

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<104::AID-PITS2310140121>3.0.CO;2-X

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

年代:1977

数据来源: WILEY