心理与教育统计学之有效学习策略探析

研究目的在于探讨学习初等统计学之有效学习策略.研究对象为修习心理与教育统计学的学生50人.研究工具为统计学期中与期末测验、学习策略量表以及半结构式访谈大纲.学生于期中与期末测验所测得的能力值透过共同题等化,作为统计学的学习表现.学习策略量表改编自过去已发表的研究工具.结果发现,期中认知策略得分与期末学习表现有相关;而期中学习表现则与期末认知策略得分、期末学习表现均有相关.从质性数据获悉,研读原文书、积极投入Moodle预习测验与教科书提供的在线测验、做笔记、和同学相互讨论以及考试前妥善准备,都是有效且可行的认知策略.     

母亲受教育水平和青少年学业自尊的关系:母亲教养方式的中介作用和性别的调节作用

本研究探索了母亲教养方式在母亲受教育水平与青少年学业自尊关系间的中介作用,以及性别对上述中介效应的调节作用。以715名初中生为被试,采用母亲教养方式量表、儿童自尊量表进行测量。结果发现,母亲受教育水平能够正向预测青少年的学业自尊;母亲温暖、拒绝、惩罚的教养方式在母亲受教育水平和青少年的学业自尊之间起部分中介作用;并且上述中介作用受性别的调节。相比男生,母亲温暖的教养方式更显著正向预测女生的学业自尊;母亲拒绝和惩罚的教养方式更显著负向预测女生的学业自尊。提升母亲受教育水平,对于促进母亲的积极教养和降低母亲的消极教养,进而促进青少年形成积极的学业自我评价有重要的意义。     

医学教育改革与医学生整体素质培养的再思考

新时期对医学生的素质有新的要求,医学教育改革面临新的挑战.医学问题最终是关于"人"的问题,能培养出素质高、能力强、全面发展、自我发展、持续发展的医学人才,是改革的关键.     

To identify and limit the risks of neglect in orphaned students: Can France manage it?

Orphans' needs are barely identified, barely acknowledged, and barely treated notably in France. Yet, parental loss might generate specific needs associated with cognitive, relational/behavioral, and emotional difficulties. In turn, such difficulties are likely to give rise to lower academic achievement. In this theoretical paper, we argue that, due to the detrimental impact of parental loss on academic achievement, orphaned students should be considered as students with special educational needs. This is important to provide appropriate educational responses consistent with inclusive education. The present paper aims to identify different specific needs of orphaned children, as a way to limit neglect of orphans. We discuss various ways to reduce the risks of neglecting orphans in French schools by using Bronfenbrenner's ecological development model and propose avenues for relevant pedagogical responses.     

AN ANALYSIS OF SOCIAL SKILLS GENERALIZATION IN TWO NATURAL SETTINGS

The interactional behavior of two groups of elderly mentally retarded residents of a community facility was measured in two generalization situations before, during, and after one group received social skills training. The training group received social skills training within a game format, whereas the contrast group simply played a game with no emphasis on interactional behavior. Results suggested that generalization to natural interactional situations may be delayed following training and that it is more likely in some situations (i.e., with trained peers) than others (i.e., in the presence of untrained peers).     

Examining the Long-Term Effects of a Domestic Violence Training for Educators

Domestic violence affects not only the victims and perpetrators, but also children living in these households. This study examined the long-term effects of a training presented to all employees working in 22 different rural school districts (N = 556). Quantitative and qualitative data were collected to determine the long-term impact of the training. After approximately 4 years, the staff who had received the training reported that they had significantly more confidence in handling families dealing with domestic violence; however, both groups reported similar levels of general knowledge of the topic. Recommendations for training school personnel are provided along with key elements for replicating the training.     

Is systemic reform in education morally justifiable?

Systemic education reform calls for state imposition of uniform standards for student performance, the curriculum, and student opportunities to learn that curriculum, coupled with the alignment of basic state accountability, teacher education, and financing policies and expanded school decision-making authority. Proponents argue that systemic reform will have the effect of enhancing overall economic growth and equalizing opportunities for the most disadvantaged. Analysis of the first claim suggests that the inherent tension between employment-oriented outcome standards and discipline-oriented curriculum frameworks and the uniform application of such standards to all schools may undermine economic growth. Moreover, systemic reform appears more likely to transform current social inequalities than to eliminate them.     

STACKING THE DECK: TEACHING SOCIAL SKILLS TO RETARDED ADULTS WITH A MODIFIED TABLE GAME

This study developed and evaluated a social skills training program for institutionalized mildly or moderately retarded and dually diagnosed individuals. Social skills were conceptualized as requiring an action or reaction within six skill areas: compliments, social interactions, politeness, criticism, social confrontation, and questions/answers. The program taught social skills using a commercially available table game, Sorry, and a specially designed card deck. Each card represented one of the skill areas and was designed to train either an actor or reactor response. The program featured response specific feedback, self-monitoring, individualized reinforcers, and individualized performance criterion levels. A multiple baseline across two groups (N = 3 per group) revealed that the game contingencies increased social skills in all targeted areas. After training, the subjects displayed their newly learned skills at or above their trained levels in two different settings with novel persons present. Although untargeted, the complexity of the subjects' responses increased across conditions, since there was a steady increase in the number of words they used per response. The program appears to be a viable means of training social skills since it uses standardized training procedures, requires only one facilitator, and is in itself a social situation that may encourage interactions with peers, cooperation, competition, and politeness.