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This study evaluated the effectiveness of using a university‐based pyramidal approach (i.e., train the trainer) to teach four pre‐service teachers to train another person. These pre‐service teachers were taught to use behavioral skills training (BST) techniques to train other professionals to use an evidence‐based practice. Transfer to a generalization trainee was probed and three participants maintenance of BST fidelity was probed one year later, after the participants had begun teaching. Results indicate that the participants quickly acquired and maintained a high degree of fidelity with BST. Implications for research and practice are discussed. 相似文献
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Studies in East European Thought - Articulated in the twenties, the doctrines of the exiled Russian ‘Evrazijstvo’ movement are undergoing a renaissance in Russia today. As the... 相似文献
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Stephanie?G.?Murdock Robert?E.?O’NeillEmail author Echo?Cunningham 《Journal of Behavioral Education》2005,14(1):5-18
There is currently controversy over the validity and applicability of functional behavioral assessment (FBA) procedures with students with emotional/behavioral disorders (E/BD). A set of FBA procedures, including teacher and student interviews and direct classroom observations, were carried out with eight students with disabilities (7 classified E/BD, one classified LD). Results indicated that when all three methods (teacher/student interviews, classroom observations) yielded a ranking for a function they agreed 64% of those occasions. For those situations in which there was overall disagreement there was agreement between teacher interview and classroom observations most of the time. Social validity data indicated that both students and teachers felt that the assessment procedures were a useful and productive process. 相似文献
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In this study, students worked independently by setting goals, selecting assignments, and recording and evaluating their results after receiving one of two different types of self-management training. During teacher-directed training, the teacher set goals, assigned work, and recorded and evaluated results for students. During student-directed training, students performed those tasks themselves. The results indicated that students engaged in the self-management behaviors more frequently during independent work following student-directed instruction than following teacher-directed instruction. 相似文献
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Wolraich ML Lambert EW Baumgaertel A Garcia-Tornel S Feurer ID Bickman L Doffing MA 《Journal of abnormal child psychology》2003,31(4):445-455
This study evaluates a measurement model for Attention Deficit/Hyperactivity Disorder (ADHD). The DSM-IV divides 18 symptoms into two groups, inattentive and hyperactive/impulsive. Elementary school teachers rated 21,161 children in 4 locations: Spain, Germany, urban US, and suburban US. Confirmatory factor analysis suggested that the 2-factor model (inattention, hyperactivity/impulsivity) shows the best fit. A third factor, impulsivity, was too slight to stand-alone. Children with academic performance problems were distinguished by inattention, but children with behavior problems typically had elevations in inattention, hyperactivity, and impulsivity. Between-site differences were statistically significant, but so small that we conclude that same measurement model fits all 4 samples in 2 continents. 相似文献
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Contesting Chineseness: An Examination of Religion and National Identity in Mainland China
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For citizens of many countries around the world, religion is a necessary—though often contested—component of their national identity. From the vantage point of the symbolic boundaries approach, we argue that the Chinese government and various other social actors are in contestation to define “Chineseness” in religious terms. Using data from the 2007 Spiritual Life Study of Chinese Residents, this study explores the extent to which religion functions as a constitutive part of Chinese national identity. We find that the effectiveness of the Chinese government's demarcation of the symbolic boundaries around Chineseness related to religion varies across religious groups. Believers of each religion are likely to be strong advocates for their own religion's connection to Chinese national identity. Among the religions, traditional Chinese religions tend to demonstrate a stronger affinity with one another than with Christianity. Daoists are a particularly strong contestant in aligning Daoism with Chineseness, to the extent that they discredit the other religions’ suitability for the Chinese. We discuss the implications of these findings and point out directions for future research. 相似文献
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中国考试文化生态因社会环境、经济土壤、社会结构和国际环境影响而形成从保守封闭性向包容开放性转变的特征。本文从三个层面考察中国考试文化的当代嬗变: 考试观念文化从单一的政治情结向综合人文素质嬗变, 考试制度文化从僵化到创新嬗变, 考试行为文化则从场所、教学行为、主体、应试行为和实践行为考察。通过合理挖掘中国传统考试文化中的道德诉求与和谐理念, 力求凝练出一种具有深厚文化内涵和现代竞争意识的考试文化。 相似文献