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201.
Michael P. Wilbur Janice Roberts-Wilbur Diane Jefferson 《Journal of multicultural counseling and development》1983,11(2):34-42
The Civil Rights Act of 1964, under Title VI, requires that institutions of higher education submit enrollment figures according to ethnic breakdown for federal monies to be allocated. Such requirements are indicative of efforts to diversify student populations. The Higher Education Act of 1965 also incorporates a number of related programs—Supplemental Opportunity Grants, College Work Study, Talent Search, Upward-Bound—which are designed to provide direct or indirect assistance to disadvantaged students. (Gordon, 1975) 相似文献
202.
Diane N. Bryen Visiting Assistant Professor Nettie R. Bartel Associate Professor 《Journal of School Psychology》1974,11(4)
Being culturally disadvantaged is a social condition which is created, managed, and maintained by both social and professional institutions. When institutions attempt to sustain societal norms by selecting certain attributes and calling them desirable, these institutions are relegating large segments of the population to a deviant status if it does not share these attributes. The “culturally disadvantaged” are such a group. This phenomenon not only results in differential perceptions and expectations, but also influences their self-evaluation, academic success, and career opportunities. The transformation of deviance into incompetency has also led to formally sanctioned methods of managing deviancy. Methods, such as compensatory education, ability grouping, and special class placement can be viewed as maintaining the position that the culturally disadvantaged are indeed deviant and incompetent. 相似文献
203.
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205.
Diane Bailey 《British Journal of Guidance & Counselling》1987,15(3):237-256
The expanding and diverse area of open learning is described and difficulties of definition addressed. Rationales for its relationship with guidance based on the learning opportunities structure, the confluence of teaching and guidance, and the concurrence of goals between open learning and guidance, are identified. Models of guidance in relation to open learning are indicated, together with some of the issues these raise. A framework for the analysis of open learning and guidance is suggested, based on the policy objectives of providers (enablement, enfranchisement, cost-effectiveness) and on the components of learning (content, media, styles). The survey indicates a need for better evaluation strategies and a closer scrutiny of what is 'opened' for whom. 相似文献
206.
John McDonnell Diane Nofs Michael Hardman Cathy Chambless 《Journal of applied behavior analysis》1989,22(4):417-428
This study examined the relation between the procedural components of supported employment programs and employment outcomes for 120 individuals with disabilities. These individuals were involved in supported employment programs established through the Utah Supported Employment Project. The results suggest that successful implementation of supported employment services led to ongoing employment of study participants in community work sites, increased wages, and ongoing opportunities for workers to interact with nondisabled peers. In addition, several procedural components were found to be strongly associated with successful employment outcomes for workers. Results of the study are discussed in terms of the training needs of supported employment program staff and future research for the dissemination of a cohesive technology of supported employment. 相似文献
207.
The Psychological Record - In 1920, John Watson and Rosalie Rayner published a study of the emotional conditioning of an 11-month old infant, “Albert B,” which was to become a textbook... 相似文献
208.
William R. Shadish Jr. Richard R. Bootzin Diane Koller Linda Brownell 《Journal of psychopathology and behavioral assessment》1981,3(3):221-232
Researchers have become increasingly concerned about problems of the quality of measurement in applied evaluation settings. Of particular importance is change in both the reliability and the validity of a measure that is used in a novel setting. This problem is illustrated by an attempt to use psychiatric rating scales to assess the behavior of chronic mental patients currently residing in nursing homes. Methods for assessing changes in both reliability and validity are presented, along with suggestions for how to deal with these problems.This research was supported in part by an Extramural Research Grant from the State of Illinois Department of Mental Health and Developmental Disabilities. 相似文献
209.
Dr. Susan B. Campbell Emily K. Szumowski Linda J. Ewing Diane S. Gluck Anna Marie Breaux 《Journal of abnormal child psychology》1982,10(4):569-591
Sixty-eight 2-and 3-year-olds (46 parent-referred, 22 controls) participating in an identification, assessment, and follow-up study of hyperactivity and related behavior problems were evaluated on parent-report, observational, and cognitive measures. Referred youngsters were described by both parents as more active, inattentive, difficult to discipline, and aggressive with peers than were controls. Mothers of referred children also reported a more difficult infancy period. Laboratory assessments confirmed parental reports of current problems. Referred children shifted activities more during free play, were more active and inattentive during structured tasks, and made more impulsive responses on a delay task than did controls. Discriminant function analysis indicated that parental ratings of activity paired with laboratory measures of sustained attention and impulsivity correctly classified 88% of the sample. These data suggest that the core symptoms of hyperactivity can be identified in very young children, although their prognostic significance remains to be determined.This research was supported by Grant No. R01 MH 32735 from the National Institute of Mental Health to the first author. Thanks are due to the parents and children who participated so enthusiastically in this study. The dedication of Patricia Cluss is gratefully acknowledged. Mady Fingeret, Frank McKee, Jenny Palermo, Susan Riley, Elizabeth Schaughency, Sheree Thomas, and Russell Walters are also thanked for their help in data collection. 相似文献
210.
The disappearance characteristics of luminous designs were studied in three experiments. The stimuli were geometric forms set off by either real or subjective contours. Subjective-contour forms fragmented more often and in a manner qualitatively different from that of forms created with real contours. Previewing a real-contour form increased the subsequent fragmentation of that form, but no adaptation effects were noted among forms created with subjective contours, and there was no cross-contour adaptation. These results are interpreted as inconsistent with the position that subjective contours result from the partial activation of feature-analyzer mechanisms in the visual system. 相似文献