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951.
Jana R. Noel 《Studies in Philosophy and Education》1996,15(1-2):131-137
Using discussion from Gadamer, Burbules and Rice, and Banks, and practical examples from a multicultural teacher education classroom, this paper examines the effects of community on the construction of identities and on the development and overcoming of prejudice. 相似文献
952.
Roberta L. Slavin 《Group》1996,20(2):131-144
This paper describes an ongoing stress workshop conducted for 5 years in an elementary school. The school was located in an economically deprived area in the Bronx, New York. Similarities and differences between on-site workshops and therapy groups are discussed. The developmental stages of the group and its corresponding issues are analyzed in terms of group process, transference, and resistance. Illustrative vignettes are presented. The positive effects of group dynamic and group therapy interventions on the participating group as well as on nongroup personnel is demonstrated. Suggestions for adapting group therapy methods in school settings are also presented.This paper was presented as a poster at the Annual Conference of the American Group Psychotherapy Association held in Atlanta, Georgia, February 1995. 相似文献
953.
This article describes briefly an advanced program in integrative marital and family therapy and individual psychotherapy established at the Hebrew University of Jersusalem in 1993–94 and its first two years of successful operation. 相似文献
954.
Unique ethical problems in information technology 总被引:8,自引:0,他引:8
Professor Walter Maner 《Science and engineering ethics》1996,2(2):137-154
A distinction is made between moral indoctrination and instruction in ethics. It is argued that the legitimate and important
field of computer ethics should not be permitted to become mere moral indoctrination. Computer ethics is an academic field
in its own right with unique ethical issues that would not have existed if computer technology had not been invented. Several
example issues are presented to illustrate this point. The failure to find satisfactory non-computer analogies testifies to
the uniqueness of computer ethics. Lack of an effective analogy forces us to discover new moral values, formulate new moral
principles, develop new policies, and find new ways to think about the issues presented to us. For all of these reasons, the
kind of issues presented deserve to be addressed separately from others that might at first appear similar. At the very least,
they have been so transformed by computing technology that their altered form demands special attention. 相似文献
955.
Lucille Eber Ed.D. Tuth Osuch Ph.D. Carol A. Redditt Ed.S. 《Journal of child and family studies》1996,5(1):83-99
The application of a school-based wraparound approach presents different challenges, perspectives, and knowledge from those seen in mental health or child welfare settings. For the past three years, the La Grange Area Department of Special Education's Wraparound Project has been implementing a school-based individualized service network that is now being integrated into the larger local and state special education, mental health, and social service systems. We present school-based applications of wraparound for students with emotional and behavioral disabilities, including the community and system context, program application, evaluation process and preliminary results. Students who were identified through self-contained special education classrooms were compared to students who were identified from various other school and mental health settings. Students from the school-based program were less clinically involved than students identified from other settings. Service provision differed between program groups and by out-of-home experiences. Finally, the use of wraparound approaches across a variety of educational settings to prevent out-of-school and out-of-home care are discussed. 相似文献
956.
优秀幼儿教师与幼专学生性格特征的比较研究 总被引:5,自引:1,他引:4
采用Y—G性格测验问卷,对优秀幼儿园教师和幼师高专学生共156人,进行了心理测评,展开了优秀幼儿园教师与幼师高专学生性格特征的比较研究。结果表明:幼儿教师的性格类型与其职业成就相关;Y—G性格测验的D型性格类型为幼儿教师的理想性格类型;幼师高专学生与优秀幼儿园教师的性格特征间存在显著差异。整个测评研究结果,为幼师高专学校招生选拨及培养学生的工作提供心理学依据。 相似文献
957.
Randall R. Curren 《Studies in Philosophy and Education》1993,13(1):1-31
This paper develops an interpretation and analysis of the arguments for public education which open Book VIII of Aristotle'sPolitics, drawing on both the wider Aristotelian corpus and on examination of continuities with Plato'sLaws.
Part III: Sections VIII-XI examine the two arguments which Aristotle adduces in support of the claim that education should be provided through a public system. The first of these arguments concerns the need to unify society through education for friendship and the sharing of a common end. Several versions of his second argument are considered, and the most promising of them is elaborated in connection with an examination of the links between instruction and legislation in theLaws. This yields what is probably the most compelling argument there is for the claim that public supervision of education is anecessary condition for a just society. 相似文献
958.
学校心理健康教育是心理学在新形势下应运而生的一个新问题。作者认为,学校心理健康教育应强调教育与发展模式;应突出教育对象的积极向上性;应强调自我认识、自我教育、自我控制;应根据学生的心理困惑,及时有效地给予帮助;应教会他们模仿某些策略和新的行为,最大限度地发展他们的心理机能,促进内在潜力的开发,加速实现学生个体的社会化。作者还根据三年的实验实践,提出了一套学生心理困惑诊断模式。 相似文献
959.
April D. Miller Ph.D. Susan W. Hall M.A. William L. Heward Ed.D. 《Journal of Behavioral Education》1995,5(3):319-345
We measured the effects of two procedures for implementing 1-min time trials on the rate and accuracy with which elementary students wrote answers to single-digit math facts in two concurrent experiments in a first grade classroom and a special education classroom. On-task behavior of three students in each class was also measured. Baseline was a 10-min work period in which students were told to answer as many problems as you can. The two time trial conditions, each of which was also conducted within a 10-min period, consisted of: (1) a series of seven 1-min time trials with a 20-s rest period following each timing; and (2) two 1-min timings, each followed by a teacher-directed feedback and self-correction activity. Students in both classrooms answered correctly more problems per minute during both time trial conditions than they did during the 10-min work period, with the highest levels of fluency occurring during the two time trials with self-correction. The emphasis on going fast did not impair students' accuracy of performance. In both classrooms the percentage of attempted problems answered correctly was high during the initial baseline and increased slightly over the course of the study. On-task behavior was higher during both time trial conditions than during the 10-min work period. When asked at the study's conclusion which of the three methods for practicing math facts (1) helped you learn the most and (2) would you like to do again, the majority of the students in both classrooms chose the time trials followed by feedback and self-correction. 相似文献
960.
通过总结人类问题求解的特点,我们提出了问题求解的一种中转站系统框架。本文采用口语报告分析所进行的研究表明该框架是一种问题求解方面的知识结构和有效的启发式求解策略。实验证明了次序性、熟悉性、类似性和系统控制性是决定求解能力和效率的关键因素。说明了中转站及其排序、强规则和弱规则及其相互配合、以及中转站系统的控制策略在较大程度上反映和模拟了人在求解复杂的专门问题时的知识结构和控制过程。 相似文献