Let's Talk About Race: Evaluating a College Interracial Discussion Group on Race

The authors evaluate Dialogues on Race, an interracial group intervention in which undergraduate student facilitators led conversations about race with their peers. The evaluation process is described, including developing collaborative relationships, identifying program goals, selecting measures, and analyzing and presenting results. The authors discuss lessons learned about evaluating an interracial dialogue intervention that did not originally include researchers in the hope that this examination will encourage others to evaluate similar campus interventions. Diálogos sobre Raza es una intervención de grupo interracial en la que estudiantes universitarios moderaron conversaciones sobre raza con sus compañeros. Se describe el proceso de evaluación, incluyendo el desarrollo de relaciones de colaboración, la identificación de objetivos del programa, la selección de medidas, y el análisis y presentación de los resultados. Los autores discuten las lecciones aprendidas sobre la evaluación de una intervención interracial dialogada que en principio no incluyó a investigadores con la esperanza de que este examen animará a otros a evaluar intervenciones similares en sus campus.     

Effects of an interdependent group contingency on engagement in physical education

We examined whether a group contingency increased engagement during elementary school physical education sessions. The intervention employed procedures (explicit instruction, goal setting, and reinforcement) drawn from the first tier of classwide function‐related intervention teams (CW‐FIT; Wills et al., 2009). Results showed salutary increases in engagement that corresponded with the teacher's implementation.     

从中外医学教育标准的差异看医学生的人文素质培养

通过中外医学教育标准在知识目标、技能目标、职业价值观上的若干差异的比较,探讨人文素质,包括医生职业价值观念、医学人文知识、“批判性思维”能力和交流技巧、沟通能力的培养等在国际医学教育标准的重要地位,并对改进我国医学教育的人文内涵提出建议。     

A Multi-Dimensional Framework for Evaluation of Instructional Consultation Teams

ABSTRACT

This article describes a multidimensional framework for evaluating team-based services in schools. The theory and literature on developmental, causal and confirmatory program evaluation are discussed as the foundation for this framework. The model of Instructional Consultation Teams (IC-Teams) is presented as an illustration of how program evaluation research supports program development and provides evidence of program impact. The inferred impact of IC-Teams upon over-referral and identification of students for special education, especially minority students, is investigated using the confirmatory criteria of consistency. Three studies investigating the impact of IC-Teams upon special education referrals of the IC-Team model are presented. The studies, conducted across three implementations of the program with three different methodologies, demonstrated decreases in the referral, evaluation and placement of students in special education. The need for additional research and limits of the approach are discussed.     

亚里士多德关于以音乐教育培养少儿道德品行的思想探析

在快乐中培养少儿的道德品行是亚里士多德音乐教育思想的道德目标。在审美通感的基础上,通过道德移情进行理性灵魂的德性活动,是音乐教育培养少儿道德品行的心理机制。“执中”为善、积习成德是音乐教育培塑未来道德公民的基本途径。