Nonconcurrent Multiple Baseline Designs and the Evaluation of Educational Systems

Important findings are often a balance between the rigor of the experimental design and innovativeness of the experimental question. One broad topic area that has received a great deal of discussion, but little empirical study, is the evaluation of educational systems. Experimental designs that permit the analysis of practices used by state education agencies, local education agencies, and schools have the potential for yielding socially significant findings that could improve education. In this article we discuss the use of nonconcurrent multiple baseline designs as an option for studying the activities and effects of educational programs. Nonconcurrent multiple baseline designs stagger the timing of baseline-to-intervention changes across various entities, but the baselines and intervention phases are not contemporaneous across each of the tiers. Although considered less rigorous than concurrent multiple baseline designs, nonconcurrent designs have a degree of flexibility that may allow for their use in studying complex social contexts, such as educational settings, that might otherwise go unanalyzed.     

Evaluation of a Brief Group Based Psychological/Educational Treatment Programme for Women with an Iatrogenic Chronic Hepatitis C Virus Infection

Thirty-two women with an iatrogenic chronic hepatitis C virus (HCV) infection were assigned to a treatment or waiting list control group and completed the SF-36, GHQ30, Battles SE, and two in-house questionnaires. A series of mixed model ANOVAs indicated a significant Group × Time effect for SF-36 physical functioning (F = 9.01, p < .01) and a series of repeated measures ANOVAs (treatment group only) indicated a significant time effect for a sustained improvement in psychological well-being (F = 8.01, p < .01) at 3 months posttreatment. Furthermore, most women posttreatment felt more positive and informed about their illness, had more confidence, and reported a greater ability to control and cope with their lives. Psychological/educational treatment programmes show promise for increasing adjustment and coping in women with an iatrogenic HCV infection and may be modified for use in other HCV cohorts.     

小学生学习适应问题的整合性教育干预实验研究

运用专题辅导、个别咨询辅导和家庭间接辅导相结合的整合性教育干预模式提高小学生学习适应能力。实验结果表明：(1)整合性教育干预能有效提高小学生的学习适应性整体水平;(2)干预措施对学习适应低水平组学生的促进效果较为显着。     

The promotive effects of family educational involvement for low-income children's literacy

Longitudinal data for 167 low-income children were analyzed to examine associations between family educational involvement during kindergarten, children's feelings about literacy, and children's literacy achievement from kindergarten through fifth grade. The promotive effect of family educational involvement for feelings about literacy and literacy achievement was moderated by maternal education such that involvement was more positively associated with literacy outcomes for children whose mothers were less educated compared with children whose mothers were more educated. In addition, children's feelings about literacy mediated associations between family educational involvement and literacy achievement. Implications for intervention efforts are discussed.     

王充的教育心理思想研究

该文系统研究了王充的教育心理思想,内容包括基本观点、学习心理思想、德育心理思想、差异与教师心理思想等。     

The Positives and Negatives of Higher Education: How the Religious Context in Adolescence Moderates the Effects of Education on Changes in Religiosity

Although longitudinal research suggests that declines in religiosity associated with higher education vary across religious traditions, it tells us little about variation in the effects of higher education on changes in religiosity more broadly. Higher education may promote increases in religiosity for some, particularly with many Americans now being raised in relatively secular homes. This research note uses multilevel growth curve models and four waves of longitudinal data to examine how the religious context in adolescence moderates the effects of higher education on changes in emerging adult religiosity, regardless of the direction of change. Religious tradition and parent religious service attendance assess the religious context in adolescence, and several religiosity scales and measures of religious behaviors assess dimensions of religiosity. Results show that higher education is particularly likely to lead to religious decline for mainline Protestants and those with religiously active parents, and to increases in religiosity for the religiously unaffiliated and those with parents who infrequently attend religious services. These findings demonstrate how the religious context in adolescence conditions the influence of education, thereby highlighting the variable nature of the influence of higher education on changes in religiosity.     

Mafia Perception in Relation to Sicilian Teenagers' Moral Disengagement and Value Orientation the Role of Educational and Family Contexts

This article aims at providing a critical review of the main studies about Mafia in a theoretical psychological and socio-anthropological framework, and investigating the perception of the phenomenon in relation to moral disengagement and values orientation in two groups of Sicilian teenagers, living in contexts with different Mafia density. Today Mafia is represented as a socio-psychological phenomenon, which has managed to make culture, community, family, and individuals coincide; it is founded on an individualistic social conception according to which violence is the strongest form of self-achievement.     

Re-souling spirituality: redefining the spiritual dimension in schools

Abstract

This article argues that our present model for defining spiritual development within the English school context unhelpfully lends itself to a binary of spirit-body, evoking potential distracting questions about whether or not the soul/spirit actually exists as a separate entity from the body, a question more specifically suited to the religious education curriculum. Instead, using an interdisciplinary approach, the author argues for an alternative model of spirit-soul, based on definitions taken from the contemporary Wholeness movement, in which spirit is perceived as that in us which seeks vision and transcendence, and soul as that which seeks engagement, depth and rootedness. Although the model provides us with an alternative binary, no duality is intended. Rather, the argument is that personal and community maturity implies balance and wholeness of body, soul and spirit, which is more clearly exemplified within this proposed new conceptualisation.     

Prévention des risques psychosociaux au sein d’établissements publics d’enseignement agricole : quand le diagnostic organisationnel participe d’une amélioration de la qualité de vie au travail

The aim of this article is to show that a diagnosis of psychosocial risks based on a mixed and participative methodology contributes to improving the quality of life at work. It is based on a “Quality of life at work” approach set up within a public educational institution for agricultural studies. The quantitative part includes the Job Content Questionnaire by Karasek, Siegrist's Effort/Reward Imbalance Questionnaire, the Maslach Burnout Inventory, the Negative Acts Questionnaire (revised) and the Hospital Anxiety and Depression Scale from Zigmond and Snaith. The qualitative part is based on focus group discussions. Results have brought to light the groups of employees which are most exposed to risks, especially those in the “school life” sector. They also show that lack of recognition, support and communication are problems experienced by all the staff members of the school. In order to enhance employees’ quality of life within the working environment, a multitude of co-constructed “tailor-made” ways and means of improvement have been suggested. The study shows how the selected methodology contributes to the quality of the diagnosis.     

学习论视角下的教育工效学理论模型的发展与应用

教育工效学是工效学研究中长期被忽视的重要研究领域,其发展以各教育工效学模型的提出为主线。本文从模型设计、模型应用和学习论视角出发,分析了Kao模型,Smith模型和六角轴模型的理论基础,发现现有的这三个模型在设计上多从工效学角度出发,与学习论的结合不够紧密。为了给信息化教学系统设计提供更有价值的理论模型和更可行的设计方法,有必要从工效学原理与教学理论的深度衔接入手,并基于学习论的视角给模型应用和完善提供一些可行的建议。