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缺失值是社会科学研究中非常普遍的现象。全息极大似然估计和多重插补是目前处理缺失值最有效的方法。计划缺失设计利用特殊的实验设计有意产生缺失值, 再用现代的缺失值处理方法来完成统计分析, 获得无偏的统计结果。计划缺失设计可用于横断面调查减少(或增加)问卷长度和纵向调查减少测量次数, 也可用于提高测量有效性。常用的计划缺失设计有三式设计和两种方法测量。 相似文献
154.
Dr Craig J. Gonsalvez Judy Hyde Sandra Lancaster Julie Barrington 《Australian psychologist》2008,43(4):278-285
Abstract: There is universal recognition of the need for developmentally appropriate supervised clinical experience in professional psychology training. University clinics were established to provide a bridging function for postgraduate clinical psychology students, assisting the integration of psychological theory and research into real‐world clinical applications and professional identity development. The aim of training in university clinics is to provide opportunities for clinical practice and high‐quality supervision to monitor and shape clinical skills. The experiences gained in external practicum settings complement this initial training but cannot replace it. The recent introduction of Medicare rebates for psychology services has threatened the survival of university clinics because low‐cost psychological treatment is now available from experienced practitioners. This paper provides data on Australian university clinics collected before the introduction of Medicare. Concerted efforts are needed to protect university clinics in order to maintain standards required for accreditation of clinical psychology training programs. The potential impact of the loss of university training clinics is discussed and strategies to ensure their survival are suggested. 相似文献
155.
Dr Karen Grace Dyck Becki L. Cornock Greg Gibson Annamarie A. Carlson 《Australian psychologist》2008,43(4):239-248
Abstract: The Rural and Northern Program (R&NP) of the University of Manitoba's Department of Clinical Health Psychology (DCHP) is a unique training and service delivery platform that was developed in response to the scarcity of psychological services in rural and northern areas of the province of Manitoba, Canada. Since 1996 rural and northern‐based psychologists, in conjunction with the faculty based in Winnipeg (Manitoba's largest city) have offered training to two interns and one postdoctoral resident (resident) yearly. The current article discusses the nature of the program, the regions of Manitoba that the program services, and recruitment and retention data. The authors conclude by offering suggestions for creating sustainable rural/northern psychological practice. 相似文献
156.
The level of racism in Australia against Aboriginal Australians is well documented. This has an extremely detrimental effect on the health and wellbeing of Aboriginal Australians. One part of the solution may be anti‐prejudice strategies, but to date few strategies that include a pre‐test and a post‐test assessment have been conducted in Australia. The present study describes the interventional qualities of a cultural psychology unit at an Australian university. Results indicated that after a 6‐week period, students reported a significant reduction in prejudice, acceptance of false beliefs about Aboriginal Australians, and the perception that Aboriginal Australians unfairly receive preferential or special treatment. The article concludes that cultural psychology units have the potential to be an effective way of developing acceptance of cross‐cultural differences. 相似文献
157.
A multiple baseline design across 3 children with autism was used to assess the effects of prompting and social reinforcement to teach participants to respond to an adult's bid for joint attention and to initiate bids for joint attention. Participants were taught to respond to an adult's bid for joint attention by looking in the direction of an object at which the adult pointed, by making a comment about the object, and by looking back at the adult. Additional training and reinforcement were needed to teach the participants to initiate bids for joint attention. Findings are discussed in terms of the social relevance of teaching children with autism to respond to and initiate bids for joint attention. 相似文献
158.
Lerman DC Tetreault A Hovanetz A Strobel M Garro J 《Journal of applied behavior analysis》2008,41(2):243-248
The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only. 相似文献
159.
用Cropley编制的"创造性教学行为自评量表"(CFT指标)对321名小学教师进行初测,选取难度在0.20~0.80之间、区分度在0.40以上的28个题项组成"教师创造性教学行为评价量表"。经探索性因素分析,发现该量表由学习方式指导、动机激发、观点评价和鼓励变通4个维度构成。对592份"教师创造性教学行为评价量表"有效数据的验证性因素分析结果表明,该量表有较好的信度和效度,可以用来评价教师的创造性教学行为。 相似文献
160.
The pedagogical imperative of values education 总被引:1,自引:0,他引:1
Recent research has exposed the potential of quality teaching to exercise a positive influence on student achievement. Extending beyond surface and factual learning, quality teaching has posited conceptions of ‘intellectual depth’, ‘communicative competence’ and ‘self‐reflection’ as being central to effective learning. Implicit in these conceptions are values dimensions reflected in notions of positive relationships, the centrality of student welfare, school coherence, ambience and organisation. The influences of these on student learning, welfare and progress have been observed across public, private and religious sectors, thus confirming earlier studies of similar phenomena in religious schools. Evidence from the Australian Government's Values Education Good Practice Schools Project indicates the benefit to all schools of reflecting on, re‐evaluating and rethinking the implications of values education for curricula, classroom management and school ethos in the interests of student wellbeing and progress. This indicates a pedagogical imperative for values education which extends beyond boundaries of personal or systemic interests and ideologies. 相似文献