SARS流行时期天津高校师生的心理和行为反应

本研究从天津市五所高校中选取336名大学生和44名教师,对他们在SARS流行时期对SARS的危险性认知、恐惧心理、行为特征以及他们对与SARS相关的事件的态度进行评估。结果发现:(1)大多数师生具有正常的行为方式和心理状态;(2)少数高校师生表现出一定的恐惧和忧虑。最后,根据本次研究结果作者提出了一些针对性建议。     

职业压力、教学效能感与中小学教师职业倦怠的关系

以199名中小学教师为被试,采用典型相关研究的方法考察了职业压力、教学效能感与教师职业倦怠的关系。结果表明:(1)职业压力将导致中小学教师出现情绪衰竭和人格解体症状,职业压力越大,则职业倦怠的程度就越严重;(2)教师的教学效能感越低,则其情绪衰竭和人格解体的程度也将越严重;(3)教学效能感在职业压力与职业倦怠之间可能具有调节作用,高教学效能感可以改变职业压力的作用,减少"情绪衰竭"和"人格解体"的程度。     

胜任力和应对策略对教师职业压力的影响

采用中学教师胜任力问卷、教师职业压力应对问卷和职业压力量表对262名中学教师进行测查,并通过结构方程模型考察应对策略在胜任力和职业压力之间的中介作用。结果表明:(1)主科教师和理科教师的职业压力显著高于副科教师的职业压力;(2)应对策略是胜任力抑制职业压力的有效中介变量;(3)积极应对和消极应对的完全中介效应是不同的,前者小于后者。     

A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance

This study examines the ways in which parental involvement in children's education changes over time and how it relates to children's social and academic functioning in school. Teachers provided information on parent involvement and school performance for 1,205 urban, kindergarten through third-grade children for 3 consecutive years. They rated the following four dimensions of parent involvement: frequency of parent-teacher contact, quality of the parent-teacher interactions, participation in educational activities at home, and participation in school activites. As predicted, the frequency of parent-teacher contacts, quality of parent-teacher interactions, and parent participation at school declined from Years 1 to 3. Every parent involvement variable correlated moderately with school performance and parent involvement in Years 1 and 2, and accounted for a small, but significant amount of variance in Year 3 performance after controlling for initial performance level. Participation in educational activities at home predicted the widest range of performance variables. Results suggest that enhancing parental involvement in children's schooling relates to improvements in school functioning.     

Teaching practices to save America's schools: The legacy of B. F. Skinner

The research and practices found in behavior analysis and the behavioral models of instruction suggest a common set of effective teaching practices. Implementation of these practices could save our schools. They have implications for the students, parents, teachers, and supervisors in our schools. They are presented herein as standards for effective pedagogy and schooling from the viewpoints of students, parents, teachers, and supervisors. Indeed, they may be the necessary ingredients for adequate schooling. All of these practices are feasible now, and all of the parties involved in schooling stand to benefit from their implementation!     

REMEDIATION OF MUTUALLY AVERSIVE INTERACTIONS BETWEEN A PROBLEM STUDENT AND FOUR TEACHERS BY TRAINING THE STUDENT IN REINFORCEMENT TECHNIQUES

This study tested the effect of a social reinforcement training procedure for a problem student on the verbal and nonverbal approval and disapproval of four of the student's teachers. A design incorporating aspects of a multiple baseline within an extended reversal design (ABABA) was employed. Data were taken on the four teachers' approval and disapproval of a student regarded as a major discipline problem and the target student's approval and disapproval of the four teachers during baseline 1, experimental condition 1, baseline 2, experimental condition 2, and a postcheck or baseline 3 condition six weeks after experimental condition 2. Results showed that increased student approval and decreased disapproval were attributable to training procedures. The increased student approval increased three of the four teachers' approval and decreased the disapproval of all four teachers. Six weeks after experimental condition 2, both approval and disapproval by three of the four teachers and the student and disapproval by all four teachers and the student remained changed over baseline conditions. Student and teacher approval and disapproval were highly correlated at statistically significant levels.     

Ethical and methodological aspects of medical computer data bases and knowledge bases

Ethical problems are related to computer data bases, containing data on individuals and groups of persons, as well as to computer knowledge bases, containing general rules and elements of expert systems.In the present essay the following conclusions are made regarding computer data bases: privacy, security, and confidentiality of medical computer data bases should be ensured. This duty should rest with physicians in hospitals. The principle of informed consent should be applied to gathering information which is to be stored and processed by computers. Information stored in computer data bases should not be used for purposes for which the subjects (patients as well as personnel) have not given their consent. In order to decrease the possibility of misuses of medical data bases containing information on individuals, these registers should not be linked to other central data bases.     

回合式教学法的有效学习：来自自闭症儿童职前教师的证据

使用异步培训技术自主学习循证教育干预方法,或可帮助自闭症儿童职前教师应对新时代自闭症儿童融合教育高质量发展带来的挑战。采用3个实验探究了自闭症儿童职前教师在3种学习材料呈现方式下对回合式教学法的自主学习效果。结果发现,学习材料呈现方式对自闭症儿童职前教师自主学习回合式教学法的效果有显著影响：“字幕+画面+声音解说”组成的视听双通道材料——真实教学视频下的学习效果最好,“文本+图像”组成的PPT材料比同属视觉单通道材料的Word文本更有优势。结果表明,无论是在知识层面的学习(实验1、2和3),还是在实操层面的忠诚度提升(实验3),学习内容以视听双通道方式呈现时,自闭症儿童职前教师的自主学习效果最好。     

成就目标与教师效能感、焦虑、工作投入的关系：基于变量中心和个体中心的视角

基于变量中心和个体中心的双重视角,考察1877名教师的成就目标与其效能感、焦虑和工作投入间的关系。结果显示：（1）掌握、表现趋近目标正向预测而表现回避目标负向预测工作投入,教师效能感、焦虑、教师效能感-焦虑在成就目标与工作投入间具有中介作用;（2）潜在剖面分析识别了五类不同的教师成就目标剖面,即掌握型、低掌握低趋近型、低掌握中等趋近型、高混合型、平均型,其中掌握型适应性最佳且占比最多;（3）教师效能感、焦虑、教师效能感-焦虑在成就目标剖面与工作投入间具有显著的中介作用。     

教师职业认同与情感承诺的关系：工作满意度的中介作用

基于社会认同理论,采用教师职业认同量表、工作满意度量表和情感承诺问卷对234名中学教师进行调查,考察教师职业认同与情感承诺的关系,以及工作满意度在这一关系中的中介作用。结果表明：（1）职业认同、工作满意度和情感承诺均呈显著正相关;（2）职业认同可以正向显著地直接预测情感承诺,同时又通过工作满意度的中介作用对情感承诺产生间接的预测作用。