American Psychology and Schools: A Critique

No one denies that the Boulder Conference on Clinical Psychology marked a turning point on American psychology. This paper by one of the three or four living participants lists the conference as one in which psychology was at a choice point, went in one and only one direction, without examining the possible consequences or the possibility of going in more than 1 direction. A second theme is that the APA has to be faulted for a lack of searching self-scrutiny of its past. Organizations, like individuals, resist such self-scrutiny.     

A scale to assess the restrictiveness of educational settings

The placement of students into educational settings is perhaps one of the most debated issues in special education, particularly for students with emotional and behavioral disorders (EBD). A primary consideration in this decision is the restrictiveness of the setting, yet no scale to assess restrictiveness of educational settings exists. We undertook two surveys that asked respondents to rate the restrictiveness of 18 educational placements. The first survey was sent to a national panel of experts, the second survey was sent to supervisors of programs for students with EBD. The results of the surveys led to the development of theScale to Assess Restrictiveness of Educational Settings. This scale is designed to provide a measure of restrictiveness of educational settings that can provide data to evaluate student progress and program outcomes.     

Effects of serial versus concurrent task sequencing an acquisition, maintenance, and generalization

Effects of serial and concurrent task presentation on skill acquisition, generalization, and maintenance were compared. Two severely retarded females participated. During serial training, items of one response class, tracing, were trained to mastery before those of a second task, vocal imitation. In the concurrent method, training on two different tasks, tracing and vocal imitation, alternated within sessions for fixed periods of time. There were no major differences between the serial and concurrent methods of instruction in the number of steps attained per behavior or in the number of trials required to reach criterion levels of performance. It was found however, that concurrent training resulted in more generalization. Retention results were not consistently related to training method.     

Theoretical and methodological directions in mindset intervention research

Growth mindset interventions directed at students aim to change students' beliefs about the malleability of ability. These interventions have had mixed results, with some showing impressive findings (e.g., improving grades and persistence in science and closing performance gaps), while other implementations have shown null findings. This heterogeneity suggests that growth mindset interventions should not be viewed as a sole solution for improving educational outcomes for students and that further research is needed to identify the contextual factors that influence their effectiveness. We propose new theoretical directions in mindset research that adopts an anti-deficit model and moves away from focusing exclusively on students and their belief systems. Instead, we encourage a new wave of mindset research that considers the institutional, cultural, and contextual environment that either corroborates or negates students' mindset beliefs. We propose a new approach to mindset research that emphasizes innovative approaches to better understand the conditions under which mindset interventions are effective.     

Predictors of Placement Outcomes in Treatment Foster Care: Implications for Foster Parent Selection and Service Delivery

Treatment foster care (TFC) is a normalizing environment in which to treat those children whose particular needs are not addressed in traditional foster care and for whom an institutional setting is a restrictive and unnecessary alternative. However, when the foster care placements of these emotionally and behaviorally disturbed children fail, as they often do, the children are shifted from one home to another without the opportunity to experience permanence or emotional attachment, resulting in poor adjustment to foster care. Placement stability, which depends in part upon effective matching of foster children with potential foster families, is critical for achieving positive outcomes in TFC. Yet, there is a dearth of information to guide placement agencies in making decisions about matching foster children with families. Moreover, once a successful match has been made, it is equally vital that service delivery be of high quality so that permanence is maintained. We review research on the predictors of positive outcomes in foster care, focusing on studies involving emotionally or behaviorally disturbed children, and provide recommendations for selecting foster parents and for ensuring high quality foster care services and placement stability.     

论《管子》中的教育思想

现行《管子》一书为汉朝刘向编定[1]。作为一部重要的学术著作,《管子》书中蕴含着丰富的政治、经济、军事、教育、哲学、社会及自然科学方面的思想内容。作为教育著作而论,《管子》的教育思想、教育内容、学生管理等其内容丰富多彩,而且独具特色。     

The effects of negative content in social networking profiles on perceptions of employment suitability

As a step toward further understanding the relationship between social networking content and perceptions of employment suitability, the present study assessed the impact of three examples of potentially negative content. Namely, this research focused on self‐absorption, opinionatedness, and alcohol and drug use, where a sample of 436 hiring managers evaluated experimentally manipulated hypothetical Facebook candidate profiles. The results demonstrated that content related to each construct had a negative impact on person–organization fit and overall candidate evaluation. Moreover, self‐absorption had the largest negative effect. There were also significant hiring manager age interaction effects. Older hiring managers more heavily weighted less opinionated content with respect to overall candidate evaluation and content without alcohol and drug use for person–organization fit.     

先秦齐国与鲁国教育思想异同论

由于齐国和鲁国的治国策略不同,反映到他们的教育思想上也存在着差异。齐国开展教育的目的很明确,那就是富民强国,称霸诸侯,而鲁国则是为了维护和推行西周宗法社会的礼制。本文借助现有齐、鲁文化典籍就齐、鲁教育思想的相同点与差异处进行了初步探析。