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- Bryn Harris (17)
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Articles 31 - 60 of 71
Full-Text Articles in Education
Effects Of A Self-Monitoring Intervention On Children With Traumatic Brain Injury, Susan Davies, Kevin Jones, Mary Rafoth
Effects Of A Self-Monitoring Intervention On Children With Traumatic Brain Injury, Susan Davies, Kevin Jones, Mary Rafoth
Susan C. Davies
The purpose of this study was to examine the effects of a self-monitoring intervention on teachers’ direct behavior ratings of 3 students with traumatic brain injury. The authors used a multiple-baseline-across-participants design to evaluate the effect of the strategy on each child's classwork and classroom behavior. The self-monitoring strategy included 3 components: self-ratings, matching self-ratings and teacher ratings, and teacher feedback. Results indicated that the strategy improved performance for all three children, as well as self-monitoring accuracy. The authors discuss the implications for future research, including the need for a component analysis of self-monitoring treatments.
Concussion Awareness: Getting School Psychologists Into The Game, Susan Davies
Concussion Awareness: Getting School Psychologists Into The Game, Susan Davies
Susan C. Davies
Concussions have been called a "silent epidemic" because symptoms can be subtle and covert (Langolis, Rutland–Brown,& Thomas, 2006). However, several high–profile concussion cases involving professional athletes have turned media attention to concussions. Those stories, coupled with stories on the more than 300,000 troops who have sustained concussions during recent combat (Hoge, Goldberg,& Castro, 2009), have helped to increase our awareness of the potential impact of concussions. However, in the sports world, it is not just NFL football players sustaining concussions: It is school–age athletes knocking heads in soccer, knocking helmets in hockey, getting slammed to the mat in wrestling, and …
Concussions: Mild Traumatic Brain Injuries That Can Occur On And Off The Field, Susan Davies
Concussions: Mild Traumatic Brain Injuries That Can Occur On And Off The Field, Susan Davies
Susan C. Davies
No abstract provided.
Parent Perceptions Of School-Based Support For Students With Traumatic Brain Injuries, Susan Davies, Shari Wade, Michelle Wu
Parent Perceptions Of School-Based Support For Students With Traumatic Brain Injuries, Susan Davies, Shari Wade, Michelle Wu
Susan C. Davies
Primary objective: To determine whether parents believe schools provided necessary support to their children who sustained traumatic brain injuries. Research design: Interview, to determine parent perceptions Methods and procedure: Sixty-six primary caregivers of school-age children who experienced a TBI within the previous 2 years were interviewed regarding what types of special support were needed by and provided for their children during the 3 months immediately following school reentry. They then rated how difficult it was to obtain support or services from the school and how satisfied they were with the support or services. Main outcomes and results: The majority of …
Review Of The Cognitive Abilities Test, Form 7, Russell Warne
Review Of The Cognitive Abilities Test, Form 7, Russell Warne
Russell T Warne
No abstract provided.
The Apprentice Retention Program: Evaluation And Implications For Ontario, Catharine Dishke Hondzel, Ronald Hansen
The Apprentice Retention Program: Evaluation And Implications For Ontario, Catharine Dishke Hondzel, Ronald Hansen
Catharine Dishke Hondzel
Apprentice retention and completion focus of new study
The completion rates of Ontario’s apprentices remain a point of concern, prompting growing interest in programs to improve retention and completion. A new study from the Higher Education Quality Council of Ontario examines the development, implementation and efficacy of the Apprentice Retention Program (ARP).
Project description
ARP was developed in a partnership with Western University, Fanshawe College, the local Ministry of Training Colleges and Universities’ (MTCU) Employment Ontario office, the Apprenticeship Network and the Elgin Middlesex Oxford Workplace Planning and Development Board. The program consisted of nine hands-on and two online workshops …
Teaching Culture Perception: Documenting And Transforming Institutional Teaching Cultures, Erika Kustra, Florida Doci, Kaitlyn Gillard, Catharine Dishke Hondzel
Teaching Culture Perception: Documenting And Transforming Institutional Teaching Cultures, Erika Kustra, Florida Doci, Kaitlyn Gillard, Catharine Dishke Hondzel
Catharine Dishke Hondzel
An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students’ perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support for best practices, innovative practices and specific effective behaviours; recognition of teaching; infrastructure; evaluation of teaching and implementing the student feedback received from teaching evaluations. The study contributes to a larger project examining the quality of institutional teaching culture.
Comparing Weighted And Unweighted Grade Point Averages In Predicting College Success Of Diverse And Low-Income College Students, Russell Warne, Chanel Nagaishi, Michael Slade, Paul Hermesmeyer, Elizabeth Peck
Comparing Weighted And Unweighted Grade Point Averages In Predicting College Success Of Diverse And Low-Income College Students, Russell Warne, Chanel Nagaishi, Michael Slade, Paul Hermesmeyer, Elizabeth Peck
Russell T Warne
While research has shown the statistical significance of high school grade point averages (HSGPAs) in predicting future academic outcomes, the systems with which HSGPAs are calculated vary drastically across schools. Some schools employ unweighted grades that carry the same point value regardless of the course in which they are earned; other schools use weighting systems that assign greater value to grades earned in honors courses. Due to these inconsistencies, comparison of HSGPAs from different schools is difficult or impossible. We coded 710 transcripts from undergraduate students involved in the Joint Admissions Medical Program in Texas. All grades were standardized on …
Two Additional Suggested Reforms To Encourage Replication Studies In Educational Research, Russell Warne
Two Additional Suggested Reforms To Encourage Replication Studies In Educational Research, Russell Warne
Russell T Warne
No abstract provided.
Faculty Forum, Robert Williams, R. Landrum, Renee Harrold, Gerald Schaeffer, Kim Epting, Tracy Zinn, William Buskist, Monica Wallace, Sherry Lantinga, Angela Visser, Jane Conner, Richard Griggs, Cynthia Pury, Emmanuel Akillas, Linda Isbell
Faculty Forum, Robert Williams, R. Landrum, Renee Harrold, Gerald Schaeffer, Kim Epting, Tracy Zinn, William Buskist, Monica Wallace, Sherry Lantinga, Angela Visser, Jane Conner, Richard Griggs, Cynthia Pury, Emmanuel Akillas, Linda Isbell
Cynthia L. S. Pury
No abstract provided.
Understanding Student Motivation: A Key To Effective Curriculum Design, Jonathan Stolk
Understanding Student Motivation: A Key To Effective Curriculum Design, Jonathan Stolk
Jonathan Stolk
This chapter explores student motivation as a potential key to the success of today's college curricula. It argues that curriculum designers and instructors could benefit from developing a more nuanced view of motivation - one that extends beyond the labeling of individuals as "motivated" or "unmotivated." Designing curricula that help students develop self-motivation for learning is an achievable goal, but one that involves several steps. First, instructors need to change their thinking about motivation and develop the knowledge to more accurately characterize student motivational responses. Second, instructors need to develop the ability to explain how classroom variables link to specific …
True Confessions?: Alumni's Retrospective Reports On Undergraduate Cheating Behaviors, Jennifer Yardley, Melanie M. Domenech Rodríguez, Jonathan Nelson, Scott C. Bates
True Confessions?: Alumni's Retrospective Reports On Undergraduate Cheating Behaviors, Jennifer Yardley, Melanie M. Domenech Rodríguez, Jonathan Nelson, Scott C. Bates
Jonathan J Nelson
College cheating is prevalent, with rates ranging widely from 9 to 95% (Whitley, 1998). Research has been exclusively conducted with enrolled college students. This study examined the prevalence of cheating in a sample of college alumni, who risk less in disclosing academic dishonesty than current students. A total of 273 alumni reported on their prevalence and perceived severity of 19 cheating behaviors. The vast majority of participants (81.7%) report having engaged in some form of cheating during their undergraduate career. The most common forms of cheating were “copying from another student's assignment” and “allowing others to copy from your assignment.” …
Accountable To Whom? Teacher Reflections On The Relationship Between Creativity And Standardized Testing In Ontario., Catharine Dishke Hondzel
Accountable To Whom? Teacher Reflections On The Relationship Between Creativity And Standardized Testing In Ontario., Catharine Dishke Hondzel
Catharine Dishke Hondzel
This paper describes teachers’ perceptions of the relationship between standardized testing and creativity. Using an interview guide format, eight teachers were asked to consider their perspectives on, and practices related to fostering creative behaviours in children, with regard to their own creative teaching methods in light of accountability legislation. The responses teachers provided indicated that standardized testing process often impacted their teaching by taking time away from learning material they considered to be more valuable. Teachers in this study also indicated a sense of incongruity, in that they believed creativity could not exist in a classroom focused on improving standardized …
Using Above-Level Testing To Track Growth In Academic Achievement In Gifted Students, Russell Warne
Using Above-Level Testing To Track Growth In Academic Achievement In Gifted Students, Russell Warne
Russell T Warne
Above-level testing is the practice of administering aptitude or academic achievement tests that are designed for typical students in higher grades or older age-groups to gifted or high-achieving students. Although widely accepted in gifted education, above-level testing has not been subject to careful psychometric scrutiny. In this study, I examine reliability data, growth trajectories, distributions, and group differences of above-level test scores obtained from the Iowa Tests of Basic Skills and Iowa Tests of Educational Development. Two hundred twenty-four middle school students participated in this study. All participants were tested at least 1 time for an overall total of 435 …
From A Copy Theory Of Mind To A Quasi-Constructivist Theory Of Mind, Pina Tarricone
From A Copy Theory Of Mind To A Quasi-Constructivist Theory Of Mind, Pina Tarricone
Dr Pina Tarricone
No abstract provided.
The Impact Of Race And Ethnicity On The Identification Process For Giftedness In Utah, Russell Warne, Braydon Anderson, Alyce Johnson
The Impact Of Race And Ethnicity On The Identification Process For Giftedness In Utah, Russell Warne, Braydon Anderson, Alyce Johnson
Russell T Warne
Many gifted education experts have found that Black, Hispanic, and Native American students are less likely to be identified for gifted programs than Asian American and White students. A study was conducted to ascertain the degree of underrepresentation of these groups in gifted programs in Utah. Using state-collected data from 14,781 students in six representative school districts in Utah, it was found through multiple logistic regression analysis that there was no statistically significant difference in the likelihoods that Black, Hispanic, or Native American students and White students would be identified as gifted; Asian American and Pacific Islander students were more …
Learning And Fearing Mathematics, Sarah Buckley, Kate Reid
Learning And Fearing Mathematics, Sarah Buckley, Kate Reid
Dr Sarah Buckley
Findings from psychology and neuroscience can help educators to better understand the processes underlying children’s learning of, and feelings towards, mathematics. Sarah Buckley and Kate Reid explain.
Session M - From Experimental Psychology To A Science Of Learning, Ottmar Lipp, Sacha Develle
Session M - From Experimental Psychology To A Science Of Learning, Ottmar Lipp, Sacha Develle
Dr Sacha DeVelle
Concurrent Session Block 3
Towards A Science Of Learning, Sacha Develle
Towards A Science Of Learning, Sacha Develle
Dr Sacha DeVelle
Recent discoveries in neuroscience, psychology and education have raised new questions about how learning takes place, emphasising the need for inter-disciplinary collaboration for a new ‘science of learning’, as Sacha DeVelle explains.
Young Children's Mental Health Outcomes: Flinders University Evaluation Of An Australia-Wide 2-Year Mental Health Promotion Initiative In Early Childhood And Care Settings, Helen Askell-Williams, Rosalind Murray-Harvey, Phillip Slee, Katherine Dix, Grace Skrzypiec
Young Children's Mental Health Outcomes: Flinders University Evaluation Of An Australia-Wide 2-Year Mental Health Promotion Initiative In Early Childhood And Care Settings, Helen Askell-Williams, Rosalind Murray-Harvey, Phillip Slee, Katherine Dix, Grace Skrzypiec
Dr Katherine Dix
The Impact Of Varied Discrimination Parameters On Mixed-Format Item Response Theory Model Selection, Tiffany Whittaker, Wanchen Chang, Barbara Dodd
The Impact Of Varied Discrimination Parameters On Mixed-Format Item Response Theory Model Selection, Tiffany Whittaker, Wanchen Chang, Barbara Dodd
Wanchen Chang
Whittaker, Chang, and Dodd compared the performance of model selection criteria when selecting among mixed-format IRT models and found that the criteria did not perform adequately when selecting the more parameterized models. It was suggested by M. S. Johnson that the problems when selecting the more parameterized models may be because of the low variance of the discrimination parameters used to generate the data. This simulation study reproduced the Whittaker et al. study by incorporating more variability in the discrimination parameter estimates used to generate the data. The results indicated that the majority of the criteria performed more accurately when …
En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin
En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin
Robert Martello
Although lifelong learning is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong learners remains unclear. Instructors have only begun to understand the impacts of academic background, institutional climate, and pedagogy on students' development of the motivations and learning strategies characteristic of lifelong learners. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at a small private college and a large public university become more self-directed as they progress through the first two years of …
En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin
En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin
Jonathan Stolk
Although lifelong learning is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong learners remains unclear. Instructors have only begun to understand the impacts of academic background, institutional climate, and pedagogy on students' development of the motivations and learning strategies characteristic of lifelong learners. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at a small private college and a large public university become more self-directed as they progress through the first two years of …
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Robert L. Rubenstein
This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or …
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Fred Jay Krieg
This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or …
Field-Based Experience In Light Of Changing Demographics, Fred Krieg, Joyce Meikamp, Stephen O’Keefe, Sandra Stroebel
Field-Based Experience In Light Of Changing Demographics, Fred Krieg, Joyce Meikamp, Stephen O’Keefe, Sandra Stroebel
Sandra S. Stroebel
Due to changing demographics of students admitted to the School Psychology Training Program at Marshall University Graduate College, it has become imperative to significantly expand field experiences beginning in the first semester to address the lack of educational background of most of the students entering the program. This organized sequence of field experiences continues throughout the program, parallel to classroom instruction, affording opportunities for students to put theory into practice and to interact with professionals in the field, while also allowing for exposure to the public school environment. The collaborative field experience sequence provides the students with early and continuous …
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein
Sandra S. Stroebel
This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or …
What The Joint Admission Medical Program (Jamp) Can Do For Texas Physicians; What Texas Physicians Can Do For Jamp - See More At: Http://Www.Texmed.Org/Aug12journal/#Sthash.M6pv8cjh.Dpuf, Alan Podawiltz, James Richardson, Wallace Gleason, Kathleen Fallon, David Jones, Elizabeth Peck, Jeffrey Rabek, Manuel Schydlower, William Thomson, Russell Warne, Budge Mabry, Paul Hermesmeyer, Quentin Smith
What The Joint Admission Medical Program (Jamp) Can Do For Texas Physicians; What Texas Physicians Can Do For Jamp - See More At: Http://Www.Texmed.Org/Aug12journal/#Sthash.M6pv8cjh.Dpuf, Alan Podawiltz, James Richardson, Wallace Gleason, Kathleen Fallon, David Jones, Elizabeth Peck, Jeffrey Rabek, Manuel Schydlower, William Thomson, Russell Warne, Budge Mabry, Paul Hermesmeyer, Quentin Smith
Russell T Warne
Texas faces health challenges requiring a physician workforce with understanding of a broad range of issues – including the role of culture, income level, and health beliefs – that affect the health of individuals and communities. Building on previous successful physician workforce "pipeline" efforts, Texas established the Joint Admission Medical Program (JAMP), a first-of-its-kind program to encourage access to medical education by Texans who are economically disadvantaged. The program benefits those from racial and ethnic minority groups and involves all 31 public and 34 private Texas undergraduate colleges and universities offering life science degrees, as well as all 9 medical …
A Case Study Of The Identity Development Of An Adolescent Male With Emotional Disturbance And 48, Xyyy Karyotype In An Institutional Setting, John Rausch
John L. Rausch
The goal of this study was to utilize a phenomenological case study design to investigate the individual and social identity development of an adolescent male who had been placed in a high-security group home setting. The participant had been identified with emotional disturbance (ED), and 48, XYYY karyotype. The participant described his social and emotional development as being impacted by his environment, his level of personal control, and his view of the future.
Ethically Conducting The Scholarship Of Teaching And Learning Research, Elizabeth Swenson, Maureen Mccarthy
Ethically Conducting The Scholarship Of Teaching And Learning Research, Elizabeth Swenson, Maureen Mccarthy
Elizabeth V. Swenson
Boyer (1990) first articulated that a scholarship of teaching would be one way to “define the work of faculty in ways that reflect more realistically the full range of academic and civic mandates” (p. 16). Bowden (2007) noted that the “inability to refine the scholarship of teaching across disciplines and institutions suggests the waters have become more turbulent” (p. 2). In response to external pressures, both Boyer and Bowden suggested that conducting scholarship of teaching and learning (SoTL) research has become (a) increasingly important for assessing effectiveness of teaching and learning and (b) potentially difficult to measure. What do psychology …