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131.
Previous research conducted on the effectiveness of basic life support skills courses has reported that participants typically do not achieve correct performance of life support skills. We used a multiple baseline design across subjects to assess the effects of a classwide peer tutoring intervention on the correct cardiopulmonary resuscitation skills of ten physical education majors. The classwide peer tutoring intervention consisted of (a) a checklist, (b) a prompting procedure, and (c) immediate feedback on performance. Procedural fidelity measures were taken on the correct implementation of the basic life supports skill course and on the implementation of the classwide peer tutoring intervention. Results indicated that students achieved and maintained 100% correct performance during the classwide per tuition condition. These results challenge the current polices of the American Red Cross and the American Heart Association who have reduced course performance criteria because participants were not achieving an adequate standard of performance. 相似文献
132.
解决人际问题的认知技能对4—5岁儿童同伴交往行为的影响的实验研究 总被引:11,自引:0,他引:11
通过对解决人际问题的认知技能(ICPS)低和高的幼儿同伴交往行为的比较,以及对ICPS低的幼儿进行训练所引起的ICPS变化的比较,发现ICPS高的幼儿同伴交往行为优于ICPS低的幼儿;对ICPS低的幼儿进行训练能改善幼儿的同伴交往行为,增加幼儿的被接受程度,降低幼儿的被拒绝程度;认知在幼儿同伴交往中起着重要作用. 相似文献
133.
Nancy A. Gonzales Ana Mari Cauce Ruth J. Friedman Craig A. Mason 《American journal of community psychology》1996,24(3):365-387
Using a 1-year prospective design, this study examined the influence of family status variables (family income, parental education, family structure), parenting variables (maternal support and restrictive control), peer support, and neighborhood risk on the school performance of 120 African American junior high school students. In addition to main effects of these variables, neighborhood risk was examined as a moderator of the effects of parenting and peer support. Family status variables were not predictive of adolescent school performance as indexed by self-reported grade point average. Maternal support at Time 1 was prospectively related to adolescent grades at Time 2. Neighborhood risk was related to lower grades, while peer support predicted better grades in the prospective analyses. Neighborhood risk also moderated the effects of maternal restrictive control and peer support on adolescent grades in prospective analyses. These findings highlight the importance of an ecological approach to the problem of academic underachievement within the African American community. 相似文献
134.
Collaborative learning in engineering ethics 总被引:1,自引:0,他引:1
Joseph R. Herkert 《Science and engineering ethics》1997,3(4):447-462
This paper discusses collaborative learning and its use in an elective course on ethics in engineering. Collaborative learning
is a form of active learning in which students learn with and from one another in small groups. The benefits of collaborative
learning include improved student performance and enthusiasm for learning, development of communication skills, and greater
student appreciation of the importance of judgment and collaboration in solving real-world problems such as those encountered
in engineering ethics. Collaborative learning strategies employed in the course include informal small group discussions/problem
solving, role-playing exercises, and cooperative student group projects, including peer grading. Student response to these
techniques has been highly favorable. Realizing the benefits of collaborative learning is a challenge to both teachers, who
must give up some control in the classroom, and students, who must be willing to take greater responsibility for their learning.
An earlier version of this paper was presented by the author at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9,
1997
The author teaches courses in Science, Technology and Society and is Director of the Benjamin Franklin Scholars Program, a
dual-degree program in engineering and humanities/social sciences. 相似文献
135.
J. Scott Armstrong 《Science and engineering ethics》1997,3(1):63-84
This paper reviews the published empirical evidence concerning journal peer review consisting of 68 papers, all but three
published since 1975. Peer review improves quality, but its use to screen papers has met with limited success. Current procedures
to assure quality and fairness seem to discourage scientific advancement, especially important innovations, because findings
that conflict with current beliefs are often judged to have defects. Editors can use procedures to encourage the publication
of papers with innovative findings such as invited papers, early-acceptance procedures, author nominations of reviewers, structured
rating sheets, open peer review, results-blind review, and, in particular, electronic publication. Some journals are currently
using these procedures. The basic principle behind the proposals is to change the decision from whether to publish a paper
to how to publish it.
The author, a professor of marketing at the Wharton School since 1968, was a founder editor of the Journal of Forecasting and the International Journal of Forecasting.
This paper is based on a presentation at a workshop, “Advances in Peer Review Research”, American Association for the Advancement
of Science Meeting, Baltimore, MD, February 9, 1996. 相似文献
136.
Edward Seidman LaRue Allen J. Lawrence Aber Christina Mitchell Joanna Feinman Hirokazu Yoshikawa Katherine Anne Comtois Judith Golz Robin L. Miller Blanca Ortiz-Torres Gillian Carty Roper 《American journal of community psychology》1995,23(3):355-388
Developed and validated instruments for urban and culturally diverse adolescents to assess their self-reported transactions with family, peer, school, and neighborhood microsystems for the constructs of social support, daily hassles, and involvement. The sample of 998 youth were from schools in three Eastern cities with high percentages of economically disadvantaged youth. Data were collected before and after the transition to junior high school or to senior high school. Blacks constituted 26%, whites 26%, and Latinos 37% of the sample. Factor analyses confirmed and enhanced the hypothesized four-factor microsystem factor structure for support, hassles, and involvement; internal consistency and stability coefficients were consistent with these structures. In general, the microsystem factors were common across gender, ethnicity, and age. However, when group differences did occur on these demographic variables, they tended to validate the salience of microsystem specificity. In contrast to the total scores, the microsystem-specific factors yielded more meaningful and differential information with regard to demographic differences and the mediating processes across a school transition. 相似文献
137.
Gregory F. Harper Ph.D. Barbara Mallette Ph.D. Larry Maheady Ph.D. Anita E. Bentley MS.Ed. Jill Moore MS.Ed. 《Journal of Behavioral Education》1995,5(4):399-414
Knowledge of basic arithmetic facts aids in the acquisition and speed of performance of arithmetic operations. A peer mediated instructional procedure, Classwide Peer Tutoring (CWPT), has been shown to increase the rates and accuracy of students responses to academic tasks and to improve student performance on a variety of academic tasks. The present investigation evaluated the retention of 100 subtraction items by primary grade-age children with mild disabilities using CWPT for 10 weeks. Short- and long-term retention of items, and rate of correct responding were assessed. Results indicated that the students' average pretest score was 58.0% correct, and their average weekly posttest score was 87.12 correct, a 27% improvement in accuracy. Short- and longer-term retention measured on posttests was 88.7 % and 85.0% correct, respectively. Improvement in students rate of accurate responding to subtraction items practiced during CWPT was obtained. Student failure to learn particular items was not attributable to fewer opportunities to practice these items, less accurate practice, or item difficulty. Students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes. Directions for future research focusing on retention and analysis of treatment failure are suggested. 相似文献
138.
Christina Salmivalli Arja Huttunen Kirsti M. J. Lagerspetz 《Scandinavian journal of psychology》1997,38(4):305-312
This study looked at how the social constellations in school classes relate to bullying problems. Using peer-evaluation questionnaires, the peer networks of children with different participant roles (such as victim, bully, assistant of bully, reinforcer of bully, defender of victim, outsider) were explored. The subjects were 459 sixth-grade-children (218 girls, 241 boys), aged 11 to 12 years, in Finland. The main findings were: 1) Children who tended to behave in either similar or complementary participant roles in situations of bullying formed networks with each other. The individual child's behavior in bullying situations was strongly connected to how the members of his/her network behaved in such situations. 2) Bullies, assistants, and reinforcers belonged to larger networks than did defenders, outsiders and victims. 3) Children outside the networks were most often victims. It was concluded that behavior in bullying situations can be said to be one feature around which the peer networks in school classes are organized. Thus prevention, as well as intervention strategies against bullying should focus not only on individual children, but also on the wider social context of the class. 相似文献
139.
Joyce Vogel Judith Cohen Conger Susan Phillips Keane 《Journal of psychopathology and behavioral assessment》1985,7(4):385-396
This research attempted to assess the relationship among the Pupil Evaluation Inventory (PEI), sociometric nominations, and sociometric ratings in terms of (1) a multitrait-multimethod analysis, (2) selection agreement indices of extreme individuals, and (3) stability over an 8-week period. Subjects were members of four second-grade classrooms at a regional school serving a diverse population of children. While stability estimates for measures were adequate and evidence for convergent validity was reasonably good, evidence for divergent validity was weaker. Selection agreement analyses yielded highly variable results, indicating that different samples of children tend to be selected by different instruments despite the similarity in dimensions being tapped. Methodological and theoretical implications of these findings are discussed.This work was based on the first author's M.S. thesis under the direction of the second author. 相似文献
140.
在社会化过程中,同伴圈子不仅决定儿童青少年的交往范围和互动质量,而且影响其心理发展和社会适应。本研究从苏州市某初级中学选取768名初一学生进行了为期一年的追踪,采用社会认知地图、合作倾向评定量表和公共物品困境实验范式测查了同伴圈子、合作倾向、预期与合作行为,运用多层线性模型技术(Two-level HLM)探讨同伴圈子的合作水平对个体合作水平的影响。结果发现:(1)女生圈子数量最多而规模最小,男女混合圈子规模最大而数量最少;跨地域圈子数量最多且规模最大;(2)女生圈子最为稳定,男女混合圈子最不稳定;(3)在混合性别圈子中,个体的合作预期与行为更容易随着圈子合作预期水平的提高而增强;而在单性别圈子中,个体的合作预期与行为更容易随着圈子合作行为水平的提高而增强。结论:初中生同伴圈子在性别上具有同质性,女生圈子多且稳定;第一年单性别和混合性别圈子的合作倾向、预期和行为水平对第二年个体的合作水平产生了不同影响,即不同性别圈子对个体的影响模式存在差异。 相似文献