TY - JOUR AU - Scalco, Andrea AU - Noventa, Stefano AU - Sartori, Riccardo AU - Ceschi, Andrea T1 - Predicting organic food consumption: A meta-analytic structural equation model based on the theory of planned behavior. JO - Appetite JF - Appetite Y1 - 2017/05// VL - 112 M3 - journal article SP - 235 EP - 248 SN - 01956663 AB - During the last decade, the purchase of organic food within a sustainable consumption context has gained momentum. Consequently, the amount of research in the field has increased, leading in some cases to discrepancies regarding both methods and results. The present review examines those works that applied the theory of planned behavior (TPB; Ajzen, 1991) as a theoretical framework in order to understand and predict consumers' motivation to buy organic food. A meta-analysis has been conducted to assess the strength of the relationships between attitude, subjective norms, perceived behavioral control, and intention, as well as between intention and behavior. Results confirm the major role played by individual attitude in shaping buying intention, followed by subjective norms and perceived behavioral control. Intention-behavior shows a large effect size, few studies however explicitly reported such an association. Furthermore, starting from a pooled correlation matrix, a meta-analytic structural equation model has been applied to jointly evaluate the strength of the relationships among the factors of the original model. Results suggest the robustness of the TPB model. In addition, mediation analysis indicates a potential direct effect from subjective norms to individual attitude in the present context. Finally, some issues regarding methodological aspects of the application of the TPB within the context of organic food are discussed for further research developments. [ABSTRACT FROM AUTHOR] AB - Copyright of Appetite is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - PLANNED behavior theory KW - ORGANIC foods KW - FOOD consumption KW - META-analysis KW - STRUCTURAL equation modeling KW - MASEM KW - Meta-analysis KW - MetaSEM KW - Organic food KW - Structural equation model KW - Sustainable consumption KW - Theory of planned behavior N1 - Accession Number: 121558981; Scalco, Andrea 1; Email Address: andrea.scalco@univr.it Noventa, Stefano 2,3; Email Address: stefano.noventa@univr.it Sartori, Riccardo 1; Email Address: riccardo.sartori@univr.it Ceschi, Andrea 1; Email Address: andrea.ceschi@univr.it; Affiliation: 1: Department of Human Sciences, University of Verona, Lungadige Porta Vittoria, 17 – 37129 Verona, Italy 2: Center for Assessment, University of Verona, Viale Università, 4 – 37129 Verona, Italy 3: Hector Research Institute of Education Sciences and Psychology, Eberhard Karls Universität, Europastraße, 6 – 72072 Tübingen, Germany; Source Info: May2017, Vol. 112, p235; Subject Term: PLANNED behavior theory; Subject Term: ORGANIC foods; Subject Term: FOOD consumption; Subject Term: META-analysis; Subject Term: STRUCTURAL equation modeling; Author-Supplied Keyword: MASEM; Author-Supplied Keyword: Meta-analysis; Author-Supplied Keyword: MetaSEM; Author-Supplied Keyword: Organic food; Author-Supplied Keyword: Structural equation model; Author-Supplied Keyword: Sustainable consumption; Author-Supplied Keyword: Theory of planned behavior; Number of Pages: 14p; Document Type: journal article L3 - 10.1016/j.appet.2017.02.007 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=121558981&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 121558981 T1 - Predicting organic food consumption: A meta-analytic structural equation model based on the theory of planned behavior. AU - Scalco, Andrea AU - Noventa, Stefano AU - Sartori, Riccardo AU - Ceschi, Andrea Y1 - 2017/05// N1 - Accession Number: 121558981. Language: English. Entry Date: In Process. Revision Date: 20170309. Publication Type: journal article. Journal Subset: Biomedical; Peer Reviewed; USA. NLM UID: 8006808. SP - 235 EP - 248 JO - Appetite JF - Appetite JA - APPETITE VL - 112 CY - Burlington, Massachusetts PB - Academic Press Inc. AB - During the last decade, the purchase of organic food within a sustainable consumption context has gained momentum. Consequently, the amount of research in the field has increased, leading in some cases to discrepancies regarding both methods and results. The present review examines those works that applied the theory of planned behavior (TPB; Ajzen, 1991) as a theoretical framework in order to understand and predict consumers' motivation to buy organic food. A meta-analysis has been conducted to assess the strength of the relationships between attitude, subjective norms, perceived behavioral control, and intention, as well as between intention and behavior. Results confirm the major role played by individual attitude in shaping buying intention, followed by subjective norms and perceived behavioral control. Intention-behavior shows a large effect size, few studies however explicitly reported such an association. Furthermore, starting from a pooled correlation matrix, a meta-analytic structural equation model has been applied to jointly evaluate the strength of the relationships among the factors of the original model. Results suggest the robustness of the TPB model. In addition, mediation analysis indicates a potential direct effect from subjective norms to individual attitude in the present context. Finally, some issues regarding methodological aspects of the application of the TPB within the context of organic food are discussed for further research developments. SN - 0195-6663 AD - Department of Human Sciences, University of Verona, Lungadige Porta Vittoria, 17 – 37129 Verona, Italy AD - Center for Assessment, University of Verona, Viale Università, 4 – 37129 Verona, Italy AD - Hector Research Institute of Education Sciences and Psychology, Eberhard Karls Universität, Europastraße, 6 – 72072 Tübingen, Germany U2 - PMID: 28188865. DO - 10.1016/j.appet.2017.02.007 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=121558981&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR AU - Becker, Stephen P. AU - Langberg, Joshua M. T1 - Difficult to Bed and Difficult to Rise: Complex Interplay Among ADHD, Sleep, and Adolescence. JO - ADHD Report JF - ADHD Report Y1 - 2017/02// VL - 25 IS - 1 M3 - Article SP - 7 EP - 13,16 SN - 10658025 AB - The article examines sleep and mental health problems in persons suffering from attention-deficit hyperactivity disorder. KW - ATTENTION-deficit hyperactivity disorder KW - SLEEP N1 - Accession Number: 121146066; Becker, Stephen P. 1 Langberg, Joshua M. 2; Affiliation: 1: Assistant Professor in the Division of Behavioral Medicine and Clinical Psychology and Center for ADHD at Cincinnati Children's Hospital Medical Center. He is also on the Advisory Board of The ADHD Report. Dr. Becker receives research support from the National Institute of Mental Health (K23MH108603; R03MH109787) and the Institute of Education Sciences (R305A160064; R305A160126). 2: Associate Professor and Co-Director of the Center for ADHD Research, Education, and Service (CARES) in the Department of Psychology at Virginia Commonwealth University. Dr. Langberg receives research support from the Institute of Education Sciences (R305A160126; R305A130011; R305A150207) and receives book honoraria from the National Association for School Psychologists. The opinions expressed are those of the authors and do not represent views of the National Institute of Mental Health, the Institute of Education Sciences, or the U.S. Department of Education.; Source Info: Feb2017, Vol. 25 Issue 1, p7; Subject Term: ATTENTION-deficit hyperactivity disorder; Subject Term: SLEEP; Number of Pages: 8p; Document Type: Article L3 - 10.1521/adhd.2017.25.1.7 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=121146066&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Merkt, Martin1, m.merkt@iwm-tuebingen.de AU - Werner, Michael2 AU - Wagner, Wolfgang3 T1 - Historical thinking skills and mastery of multiple document tasks. JO - Learning & Individual Differences JF - Learning & Individual Differences J1 - Learning & Individual Differences PY - 2017/02// Y1 - 2017/02// VL - 54 M3 - Article SP - 135 EP - 148 SN - 10416080 AB - We investigated whether historical thinking skills as measured with a standardized test are related to performance in a multiple document task. After 111 German 9th graders completed a standardized test of historical thinking skills, they worked through a computer-based learning environment that included eight documents while answering two open-ended questions regarding the attitudes reflected in the documents towards the introduction of the German Emergency Law. Historical thinking skills were associated with using more information from the documents and with identifying causes for the different attitudes towards introducing the law. Further, closed-ended items that were administered after the learning material was no longer available revealed that historical thinking skills were positively associated with extracting source-specific subtext and with verifying statements about the documents' contents. We conclude that historical thinking skills are related to the mastery of multiple document tasks and discuss implications for future research. [ABSTRACT FROM AUTHOR] KW - Psychology of learning KW - Standardized tests KW - Attitude (Psychology) KW - Thought & thinking -- Psychological aspects KW - Learning -- Computer network resources N1 - Accession Number: 121540295; Authors:Merkt, Martin 1 Email Address: m.merkt@iwm-tuebingen.de; Werner, Michael 2; Wagner, Wolfgang 3; Affiliations: 1: Leibniz-Institut für Wissensmedien, Tübingen, Germany; 2: Katholische Universität Eichstätt-Ingolstadt, Eichstätt, Germany; 3: Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany; Subject: Thought & thinking -- Psychological aspects; Subject: Psychology of learning; Subject: Standardized tests; Subject: Attitude (Psychology); Subject: Learning -- Computer network resources; Author-Supplied Keyword: Historical thinking skills; Author-Supplied Keyword: Multiple document tasks; Number of Pages: 14p; Record Type: Article L3 - 10.1016/j.lindif.2017.01.021 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=121540295&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Higgins, Erin Jones1, erinjoneshiggins@gmail.com T1 - The Complexities of Learning Categories Through Comparisonsa. JO - Psychology of Learning & Motivation JF - Psychology of Learning & Motivation J1 - Psychology of Learning & Motivation PY - 2017/02// Y1 - 2017/02// IS - 66 CP - 66 M3 - Article SP - 43 EP - 77 SN - 00797421 AB - Comparisons have been suggested as central to category learning, yet we are only beginning to understand how different types of comparisons affect what people learn. Prior research has established that different ways of learning affect what information learners acquire, suggesting that different types of comparisons may also affect learning in different ways. An important comparison-type distinction in category learning is between-category versus within-category comparisons. The results of prior studies looking at these types of comparisons are mixed, so it remains unclear how each type of comparison affects category learning. This chapter lays out a framework based on the idea that the benefits of comparisons depend on both the type of comparison being made as well as what information needs to be learned. Specifically, between-category comparisons highlight distinguishing information between categories while within-category comparisons highlight commonalities and the relational structure of items. [ABSTRACT FROM AUTHOR] KW - Learning KW - Theory of knowledge KW - Comparison (Psychology) KW - Information & communication technologies KW - Performance evaluation N1 - Accession Number: 121533443; Authors:Higgins, Erin Jones 1 Email Address: erinjoneshiggins@gmail.com; Affiliations: 1: Institute of Education Sciences, U.S. Department of Education, Washington, DC, United States; Subject: Learning; Subject: Comparison (Psychology); Subject: Information & communication technologies; Subject: Theory of knowledge; Subject: Performance evaluation; Number of Pages: 35p; Record Type: Article L3 - 10.1016/bs.plm.2016.ll.002 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=121533443&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 2017-03038-001 AN - 2017-03038-001 AU - Wang, Ya AU - Zhang, Yi-bing AU - Liu, Lu-lu AU - Cui, Ji-fang AU - Wang, Jing AU - Shum, David H. K. AU - van Amelsvoort, Therese AU - Chan, Raymond C. K. T1 - A meta-analysis of working memory impairments in autism spectrum disorders. JF - Neuropsychology Review JO - Neuropsychology Review JA - Neuropsychol Rev Y1 - 2017/01/19/ CY - Germany PB - Springer SN - 1040-7308 SN - 1573-6660 AD - Wang, Ya, Institute of Psychology, Chinese Academy of Sciences, Beijing, China N1 - Accession Number: 2017-03038-001. PMID: 28102493 Partial author list: First Author & Affiliation: Wang, Ya; Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing, China. Release Date: 20170126. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Language: English. Major Descriptor: No terms assigned. Classification: Psychological & Physical Disorders (3200). Publication History: Accepted Date: Nov 9, 2016; First Submitted Date: Nov 18, 2015. Copyright Statement: Springer Science+Business Media New York. 2017. AB - Autism spectrum disorders (ASD) are characterized by executive dysfunction, and working memory (WM) comprises one core component of executive function. Many studies have investigated WM impairments in individuals with ASD, however, a conclusive agreement has not been reached. The present study provided a meta-analytic review of WM impairments in individuals with ASD and evaluated potential moderating variables of this problem. Twenty-eight studies were included in this study, and the participants comprised 819 individuals with ASD and 875 healthy controls. A significant WM impairment (Cohen’s d = −0.61) was identified in the individuals with ASD, however, this impairment was not associated with age. Results of moderation analyses showed that (a) spatial WM was more severely impaired than verbal WM and (b) the component of cognitive processing (maintenance vs. maintenance plus manipulation) did not affect the severity of WM impairments. These findings suggest that WM is impaired in individuals with ASD and may have implications for interventions related to WM impairments in these individuals. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - Working memory KW - Autism spectrum disorders KW - Meta-analysis KW - Moderator KW - 2017 KW - No terms assigned KW - 2017 DO - 10.1007/s11065-016-9336-y UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-03038-001&site=ehost-live&scope=site UR - UR - ORCID: 0000-0001-5764-6740 UR - wangyazsu@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Wen, Xue AU - Xiang, Yanhui AU - Cant, Jonathan AU - Wang, Tingting AU - Cupchik, Gerald AU - Huang, Ruiwang AU - Mo, Lei T1 - The neural correlates of internal and external comparisons: an fMRI study. JO - Brain Structure & Function JF - Brain Structure & Function Y1 - 2017/01// VL - 222 IS - 1 M3 - Article SP - 563 EP - 575 SN - 18632653 AB - Many previous studies have suggested that various comparisons rely on the same cognitive and neural mechanisms. However, little attention has been paid to exploring the commonalities and differences between the internal comparison based on concepts or rules and the external comparison based on perception. In the present experiment, moral beauty comparison and facial beauty comparison were selected as the representatives of internal comparison and external comparison, respectively. Functional magnetic resonance imaging (fMRI) was used to record brain activity while participants compared the level of moral beauty of two scene drawings containing moral acts or the level of facial beauty of two face photos. In addition, a physical size comparison task with the same stimuli as the beauty comparison was included. We observed that both the internal moral beauty comparison and external facial beauty comparison obeyed a typical distance effect and this behavioral effect recruited a common frontoparietal network involved in comparisons of simple physical magnitudes such as size. In addition, compared to external facial beauty comparison, internal moral beauty comparison induced greater activity in more advanced and complex cortical regions, such as the bilateral middle temporal gyrus and middle occipital gyrus, but weaker activity in the putamen, a subcortical region. Our results provide novel neural evidence for the comparative process and suggest that different comparisons may rely on both common cognitive processes as well as distinct and specific cognitive components. [ABSTRACT FROM AUTHOR] AB - Copyright of Brain Structure & Function is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - FUNCTIONAL magnetic resonance imaging KW - PERCEPTION KW - NEURAL stimulation KW - PARIETAL lobes KW - BRAIN -- Anatomy KW - External comparison KW - Facial beauty KW - fMRI KW - Internal comparison KW - Moral beauty N1 - Accession Number: 120642205; Wen, Xue 1 Xiang, Yanhui 1 Cant, Jonathan 2 Wang, Tingting 3 Cupchik, Gerald 2 Huang, Ruiwang 1 Mo, Lei 1; Email Address: molei@scnu.edu.cn; Affiliation: 1: Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology , South China Normal University , Guangzhou 510631 China 2: Department of Psychology , University of Toronto Scarborough , Toronto Canada 3: Research Center for Psychology and Special Education , National Institute of Education Sciences , Beijing China; Source Info: Jan2017, Vol. 222 Issue 1, p563; Subject Term: FUNCTIONAL magnetic resonance imaging; Subject Term: PERCEPTION; Subject Term: NEURAL stimulation; Subject Term: PARIETAL lobes; Subject Term: BRAIN -- Anatomy; Author-Supplied Keyword: External comparison; Author-Supplied Keyword: Facial beauty; Author-Supplied Keyword: fMRI; Author-Supplied Keyword: Internal comparison; Author-Supplied Keyword: Moral beauty; Number of Pages: 13p; Document Type: Article L3 - 10.1007/s00429-016-1234-9 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=120642205&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Flunger, Barbara1, b.flunger@uu.nl AU - Trautwein, Ulrich1, ulrich.trautwein@uni-tuebingen.de AU - Nagengast, Benjamin1, benjamin.nagengast@uni-tuebingen.de AU - Lüdtke, Oliver2,3, oluedtke@ipn.uni-kiel.de AU - Niggli, Alois4, alois.niggli@gmail.com AU - Schnyder, Inge5, inge.schnyder@unifr.ch T1 - A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type. JO - Contemporary Educational Psychology JF - Contemporary Educational Psychology J1 - Contemporary Educational Psychology PY - 2017/01// Y1 - 2017/01// VL - 48 M3 - Article SP - 1 EP - 15 SN - 0361476X AB - Homework time (i.e., the total amount of time spent on homework) and homework effort (i.e., the extent to which students work seriously on their homework) are defined as two central aspects that characterize students’ homework behavior. Recent research has identified homework learning types by considering differences in students in both homework effort and homework time with a person-centered approach (Flunger et al., 2015). The present study investigated how students’ characteristics (i.e., motivation, conscientiousness, gender, and verbal abilities) are associated with these homework behavior profiles. To this end, data on homework behavior in the subject of French as a second language of 1649 Swiss eighth-grade students were reanalyzed by applying latent profile analyses (LPAs) with covariates in a modified three-step method (Vermunt, 2010). The findings suggest that large amounts of homework time can be a characteristic of favorable homework behavior: When students simultaneously invested a great deal of effort in their homework, spending a lot of time on homework was associated with high motivation and high conscientiousness. By contrast, when students exerted low effort, large amounts of homework time were found to be associated with low motivation and low conscientiousness. [ABSTRACT FROM AUTHOR] KW - Learning KW - Students -- Psychology KW - Homework -- Psychological aspects KW - Conscientiousness KW - Gender differences (Psychology) N1 - Accession Number: 121274966; Authors:Flunger, Barbara 1 Email Address: b.flunger@uu.nl; Trautwein, Ulrich 1 Email Address: ulrich.trautwein@uni-tuebingen.de; Nagengast, Benjamin 1 Email Address: benjamin.nagengast@uni-tuebingen.de; Lüdtke, Oliver 2,3 Email Address: oluedtke@ipn.uni-kiel.de; Niggli, Alois 4 Email Address: alois.niggli@gmail.com; Schnyder, Inge 5 Email Address: inge.schnyder@unifr.ch; Affiliations: 1: Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastrasse 6, 72072 Tübingen, Germany; 2: IPN, Leibniz Institute for Science and Mathematics Education, Olshausenstrasse 62, 24118 Kiel, Germany; 3: Centre for International Student Assessment, Germany; 4: College of Teacher Education Fribourg, Av. Europe 20, 1700 Fribourg, Switzerland; 5: University of Fribourg, Regina Mundi, Rue Faucigny 2, 1700 Fribourg, Switzerland; Subject: Homework -- Psychological aspects; Subject: Conscientiousness; Subject: Learning; Subject: Students -- Psychology; Subject: Gender differences (Psychology); Author-Supplied Keyword: Cognitive abilities; Author-Supplied Keyword: Motivation; Author-Supplied Keyword: Person-centered approach; Author-Supplied Keyword: Students’ homework behavior; Number of Pages: 15p; Record Type: Article L3 - 10.1016/j.cedpsych.2016.07.002 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=121274966&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Gaspard, Hanna1, hanna.gaspard@uni-tuebingen.de AU - Häfner, Isabelle1 AU - Parrisius, Cora1 AU - Trautwein, Ulrich1 AU - Nagengast, Benjamin1 T1 - Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. JO - Contemporary Educational Psychology JF - Contemporary Educational Psychology J1 - Contemporary Educational Psychology PY - 2017/01// Y1 - 2017/01// VL - 48 M3 - Article SP - 67 EP - 84 SN - 0361476X AB - Students’ value beliefs tend to decrease across secondary school (Wigfield et al., 2015). However, previous studies did not differentiate between all the dimensions of task values defined by expectancy-value theory (Eccles et al., 1983). Therefore, this study evaluated an instrument for assessing multiple value dimensions across grade level and academic subjects and tested for differences between grade levels in these subjects. A total of 830 students from Grades 5 to 12 completed a questionnaire assessing their value beliefs in German, English, math, biology, and physics with 37 items each. The factor structure was shown to be invariant across academic subjects, grade levels, and gender. Generally, students in higher grades showed lower means on positive value facets and higher means on cost facets. However, the results varied substantially by facet and subject. Furthermore, stereotypical gender differences in value beliefs were found, and some of these differences increased with students’ grade level. The findings indicate that examining multiple dimensions and subjects is crucial for developing a complete understanding of the development of students’ value beliefs. [ABSTRACT FROM AUTHOR] KW - Academic achievement KW - Expectancy-value theory KW - Gender differences (Psychology) KW - Stereotypes (Social psychology) KW - Secondary school students -- Psychology N1 - Accession Number: 121274962; Authors:Gaspard, Hanna 1 Email Address: hanna.gaspard@uni-tuebingen.de; Häfner, Isabelle 1; Parrisius, Cora 1; Trautwein, Ulrich 1; Nagengast, Benjamin 1; Affiliations: 1: Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany; Subject: Academic achievement; Subject: Expectancy-value theory; Subject: Gender differences (Psychology); Subject: Stereotypes (Social psychology); Subject: Secondary school students -- Psychology; Author-Supplied Keyword: Adolescence; Author-Supplied Keyword: Gender differences; Author-Supplied Keyword: Measurement invariance; Author-Supplied Keyword: Task value; Number of Pages: 18p; Record Type: Article L3 - 10.1016/j.cedpsych.2016.09.003 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=121274962&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Itzek-Greulich, Heike1, heikeitzek@gmail.com AU - Flunger, Barbara1 AU - Vollmer, Christian2 AU - Nagengast, Benjamin1 AU - Rehm, Markus3 AU - Trautwein, Ulrich1 T1 - Effectiveness of lab-work learning environments in and out of school: A cluster randomized study. JO - Contemporary Educational Psychology JF - Contemporary Educational Psychology J1 - Contemporary Educational Psychology PY - 2017/01// Y1 - 2017/01// VL - 48 M3 - Article SP - 98 EP - 115 SN - 0361476X AB - The issue of how to increase student motivation and achievement in science subjects is considered to be a major challenge in modern school systems. Lab-work learning environments in which students get direct (“hands-on”) experience with science content that is related to their everyday lives are posited to have positive effects on state/trait motivation and achievement, but there is a lack of sound empirical evidence to support this claim. In the present study, the effectiveness of a lab-work learning unit on the topic of “the chemistry of starch” was examined by applying a cluster randomized field study with three treatment conditions with lab-work elements and a control group. The first group was taught with lab-work elements in School only , the second group ( SCOL & school ) was taught in a combined condition encompassing both a SCOL (Science Center Outreach Lab) visit and classroom learning, the third group was taught entirely outside the school environment ( SCOL only ), and the fourth group was a wait-list control group, which was not exposed to a “starch” curriculum at the time of this study. Data from 1854 students were gathered in 67 ninth-grade classes on state motivation during the intervention and on trait motivation and achievement at pretest, posttest, and follow-up. Multilevel regression analyses revealed several differences between the lab-work conditions and the control group: Whereas the hands-on practical approach effectively enhanced state motivation with positive effects on joy, situational interest, situational competence, and reduced boredom in all three treatment conditions ( School only , SCOL & school , and SCOL only ), there were differences in trait effects: learning at school ( School only and SCOL &school ) increased achievement (posttest and follow-up), whereas the SCOL visit resulted in a small and spurious increase in trait motivation (reduced cost and increased competence beliefs only on the posttest). [ABSTRACT FROM AUTHOR] KW - Achievement gains (Education) KW - Classroom environment KW - Motivation (Psychology) KW - Psychology of learning KW - Cluster randomized controlled trials N1 - Accession Number: 121274958; Authors:Itzek-Greulich, Heike 1 Email Address: heikeitzek@gmail.com; Flunger, Barbara 1; Vollmer, Christian 2; Nagengast, Benjamin 1; Rehm, Markus 3; Trautwein, Ulrich 1; Affiliations: 1: Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany; 2: Institute of Psychology, University of Education Heidelberg, Germany; 3: Institute of Science, Technology & Geography, University of Education Heidelberg, Germany; Subject: Achievement gains (Education); Subject: Classroom environment; Subject: Motivation (Psychology); Subject: Cluster randomized controlled trials; Subject: Psychology of learning; Author-Supplied Keyword: Achievement emotions; Author-Supplied Keyword: Cluster randomized field study; Author-Supplied Keyword: Science Center Outreach Lab (SCOL); Author-Supplied Keyword: State and trait motivation; Author-Supplied Keyword: Student learning; Number of Pages: 18p; Record Type: Article L3 - 10.1016/j.cedpsych.2016.09.005 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=121274958&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Itzek-Greulich, Heike1 AU - Vollmer, Christian2 T1 - Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab. JO - Journal of Research in Science Teaching JF - Journal of Research in Science Teaching J1 - Journal of Research in Science Teaching PY - 2017/01// Y1 - 2017/01// VL - 54 IS - 1 CP - 1 M3 - Article SP - 3 EP - 28 SN - 00224308 AB - Students' interest in science declines in secondary school. Therefore, motivating students to become competent and engaged in science topics that are relevant for their everyday lives is an important goal, so they can be better citizens and decision makers with socioscientific issues (e.g., climate change and waste disposal). The present study contributes to research on activity emotions (state) and motivational outcomes (situational interest and situational competence) in science education. The study compared three experimental groups in a guided inquiry lab work on the chemistry of starch and a control group. The three groups were (i) 13 science classes taught at school; (ii) 14 classes taught in a Science Center Outreach Lab (SCOL) visit; and (iii) 17 classes taught in a combined setting of (i) and (ii); the groups were taught on the same topic. The large sample of classes was randomly assigned to the experimental conditions and a control group and data were analyzed for the theoretical part and the practical part of the intervention. The nested data were analyzed using item response theory and multilevel analyses. The three lab-work conditions were quite successful in comparison with the control group. There were some differences between the SCOL and school groups; the students experienced higher enjoyment in the theoretical part of the intervention in the school group and higher situational competence in the practical lab work at the combined setting. Especially low achievers profited from the intervention, supposedly because the topic was close to students' everyday lives. Conscientiousness was a major predictor of emotional and motivational outcomes. In conclusion, experimental lab work at a SCOL can be seen as a supplement to a worthwhile STEM education. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 3-28, 2017 [ABSTRACT FROM AUTHOR] KW - Educational outcomes KW - Motivation in education KW - Science -- Study & teaching (Secondary) KW - Curriculum change KW - Inquiry-based learning N1 - Accession Number: 120127006; Authors:Itzek-Greulich, Heike 1; Vollmer, Christian 2; Affiliations: 1: Hector Research Institute of Education Sciences and Psychology, University of Tübingen; 2: University of Education Heidelberg; Subject: Educational outcomes; Subject: Motivation in education; Subject: Science -- Study & teaching (Secondary); Subject: Curriculum change; Subject: Inquiry-based learning; Author-Supplied Keyword: activity emotions; Author-Supplied Keyword: classroom disturbances; Author-Supplied Keyword: cluster randomized intervention; Author-Supplied Keyword: in- and out-of-school learning; Author-Supplied Keyword: low achievers; Author-Supplied Keyword: motivational outcomes; Author-Supplied Keyword: student personality; Number of Pages: 26p; Record Type: Article L3 - 10.1002/tea.21334 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=120127006&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Probst, Fabian AU - Meng-Hentschel, Juliane AU - Golle, Jessika AU - Stucki, Sylvia AU - Akyildiz-Kunz, Carola AU - Lobmaier, Janek S. T1 - Do women tend while men fight or flee? Differential emotive reactions of stressed men and women while viewing newborn infants. JO - Psychoneuroendocrinology JF - Psychoneuroendocrinology Y1 - 2017/01// VL - 75 M3 - Article SP - 213 EP - 221 SN - 03064530 AB - Infant care often is carried out under stressful circumstances. Little is known about differences in caretaking motivation between men and women under stress. In the present study, stress was induced in 40 participants (21 women, 19 men) by means of the cold pressor stress test, 40 (22 women, 18 men) serving as controls. Participants then rated their urge to care for newborn infants shown on 20 short video clips. The infants in the videos were either crying (N = 10) or were showing typical neonatal facial movements (N = 10). Skin conductance was obtained while participants viewed the videos and salivary cortisol was measured to capture stress responses. We found sex differences in caretaking motivation, such that stress led to decreased caretaking motivation in men but not in women. Furthermore, stressed men elicited a stronger skin conductance change while viewing infant videos than stressed women. These findings provide further evidence for differential stress reactions in men and women and may have crucial implications for parental care. [ABSTRACT FROM AUTHOR] AB - Copyright of Psychoneuroendocrinology is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - STRESS (Psychology) KW - GENDER differences (Psychology) KW - MOTIVATION (Psychology) KW - INFANTS -- Care KW - EMOTIONS (Psychology) KW - Caretaking motivation KW - Cortisol KW - Infant care KW - Sex differences KW - Skin conductance KW - Stress response N1 - Accession Number: 119787473; Probst, Fabian 1,2 Meng-Hentschel, Juliane 3,4 Golle, Jessika 1,5 Stucki, Sylvia 1 Akyildiz-Kunz, Carola 1 Lobmaier, Janek S. 1,2; Email Address: janek.lobmaier@psy.unibe.ch; Affiliation: 1: Institute of Psychology, University of Bern, Switzerland 2: Center for Cognition, Learning, and Memory, University of Bern, Switzerland 3: Neonatology Service, General Hospital of Thun, Switzerland 4: Institute of Medical Education, Department of Assessment and Evaluation, University of Bern, Switzerland 5: Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany; Source Info: Jan2017, Vol. 75, p213; Subject Term: STRESS (Psychology); Subject Term: GENDER differences (Psychology); Subject Term: MOTIVATION (Psychology); Subject Term: INFANTS -- Care; Subject Term: EMOTIONS (Psychology); Author-Supplied Keyword: Caretaking motivation; Author-Supplied Keyword: Cortisol; Author-Supplied Keyword: Infant care; Author-Supplied Keyword: Sex differences; Author-Supplied Keyword: Skin conductance; Author-Supplied Keyword: Stress response; Number of Pages: 9p; Document Type: Article L3 - 10.1016/j.psyneuen.2016.11.005 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=119787473&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2016-59236-001 AN - 2016-59236-001 AU - Itzek‐Greulich, Heike AU - Vollmer, Christian T1 - Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab. JF - Journal of Research in Science Teaching JO - Journal of Research in Science Teaching JA - J Res Sci Teach Y1 - 2016/12/05/ CY - US PB - John Wiley & Sons SN - 0022-4308 SN - 1098-2736 N1 - Accession Number: 2016-59236-001. Partial author list: First Author & Affiliation: Itzek‐Greulich, Heike; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany. Release Date: 20161208. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Language: English. Major Descriptor: No terms assigned. Classification: Educational Psychology (3500). Publication History: Accepted Date: May 17, 2016; First Submitted Date: May 8, 2015. Copyright Statement: Wiley Periodicals, Inc. 2016. AB - Students’ interest in science declines in secondary school. Therefore, motivating students to become competent and engaged in science topics that are relevant for their everyday lives is an important goal, so they can be better citizens and decision makers with socioscientific issues (e.g., climate change and waste disposal). The present study contributes to research on activity emotions (state) and motivational outcomes (situational interest and situational competence) in science education. The study compared three experimental groups in a guided inquiry lab work on the chemistry of starch and a control group. The three groups were (i) 13 science classes taught at school; (ii) 14 classes taught in a Science Center Outreach Lab (SCOL) visit; and (iii) 17 classes taught in a combined setting of (i) and (ii); the groups were taught on the same topic. The large sample of classes was randomly assigned to the experimental conditions and a control group and data were analyzed for the theoretical part and the practical part of the intervention. The nested data were analyzed using item response theory and multilevel analyses. The three lab‐work conditions were quite successful in comparison with the control group. There were some differences between the SCOL and school groups; the students experienced higher enjoyment in the theoretical part of the intervention in the school group and higher situational competence in the practical lab work at the combined setting. Especially low achievers profited from the intervention, supposedly because the topic was close to students’ everyday lives. Conscientiousness was a major predictor of emotional and motivational outcomes. In conclusion, experimental lab work at a SCOL can be seen as a supplement to a worthwhile STEM education. © 2016 Wiley Periodicals, Inc. J Res Sci Teach (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - cluster randomized intervention KW - low achievers KW - activity emotions KW - motivational outcomes KW - student personality KW - in‐ and out‐of‐school learning KW - classroom disturbances KW - 2016 KW - No terms assigned KW - 2016 DO - 10.1002/tea.21334 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-59236-001&site=ehost-live&scope=site UR - heikeitzek@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Rieser, Svenja1 AU - Naumann, Alexander2,3 AU - Decristan, Jasmin2,3 AU - Fauth, Benjamin3,4 AU - Klieme, Eckhard2,3,5 AU - Büttner, Gerhard3,5 T1 - The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school. JO - British Journal of Educational Psychology JF - British Journal of Educational Psychology J1 - British Journal of Educational Psychology PY - 2016/12// Y1 - 2016/12// VL - 86 IS - 4 CP - 4 M3 - Article SP - 526 EP - 545 SN - 00070998 AB - Background In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. Aims This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. Sample N = 1,052 students from 53 German primary school classes and their science teachers participated. Methods Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Results Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. Conclusions The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. [ABSTRACT FROM AUTHOR] KW - Effective teaching KW - Educational planning KW - Teaching methods KW - Motivation in education KW - Metacognition in children N1 - Accession Number: 119457216; Authors:Rieser, Svenja 1; Naumann, Alexander 2,3; Decristan, Jasmin 2,3; Fauth, Benjamin 3,4; Klieme, Eckhard 2,3,5; Büttner, Gerhard 3,5; Affiliations: 1: TU Dortmund University; 2: German Institute for International Educational Research (DIPF); 3: Center for Individual Development and Adaptive Education of Children at Risk (IDeA); 4: Hector Research Institute of Education Sciences and Psychology, University of Tübingen; 5: Goethe University; Subject: Effective teaching; Subject: Metacognition in children; Subject: Educational planning; Subject: Teaching methods; Subject: Motivation in education; Author-Supplied Keyword: intrinsic motivation; Author-Supplied Keyword: primary school; Author-Supplied Keyword: reported metacognitive strategy use; Author-Supplied Keyword: teaching quality; Number of Pages: 20p; Record Type: Article L3 - 10.1111/bjep.12121 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=119457216&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Fernandes, Alex Andrade AU - Moreira, Danilo Gomes AU - Brito, Ciro José AU - da Silva, Cristiano Diniz AU - Sillero-Quintana, Manuel AU - Pimenta, Eduardo Mendonça AU - Bach, Aaron J.E. AU - Garcia, Emerson Silami AU - Bouzas Marins, João Carlos T1 - Validity of inner canthus temperature recorded by infrared thermography as a non-invasive surrogate measure for core temperature at rest, during exercise and recovery. JO - Journal of Thermal Biology JF - Journal of Thermal Biology Y1 - 2016/12//Dec2016 Part A VL - 62 M3 - Article SP - 50 EP - 55 SN - 03064565 AB - Research into obtaining a fast, valid, reliable and non-invasive measure of core temperature is of interest in many disciplinary fields. Occupational and sports medicine research has attempted to determine a non-invasive proxy for core temperature particularly when access to participants is limited and thermal safety is of a concern due to protective encapsulating clothing, hot ambient environments and/or high endogenous heat production during athletic competition. This investigation aimed to determine the validity of inner canthus of the eye temperature ( T EC ) as an alternate non-invasive measure of intestinal core temperature ( T C ) during rest, exercise and post-exercise conditions. Twelve physically active males rested for 30 min prior to exercise, performed 60 min of aerobic exercise at 60% V̇O 2max and passively recovered a further 60 min post-exercise. T EC and T C were measured at 5 min intervals during each condition. Mean differences between T EC and T C were 0.61 °C during pre-exercise, −1.78 °C during exercise and −1.00 °C during post-exercise. The reliability between the methods was low in the pre-exercise (ICC=0.49 [−0.09 to 0.82]), exercise (ICC=−0.14 [−0.65 to 0.44]) and post-exercise (ICC=−0.25 [−0.70 to 0.35]) conditions. In conclusion, poor agreement was observed between the T EC values measured through IRT and T C measured through a gastrointestinal telemetry pill. Therefore, T EC is not a valid substitute measurement to gastrointestinal telemetry pill in sports and exercise science settings. [ABSTRACT FROM AUTHOR] AB - Copyright of Journal of Thermal Biology is the property of Elsevier Science Publishing Company, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - EXERCISE physiology KW - TEMPERATURE -- Physiological effect KW - INFRARED thermometers KW - CLOTHING & dress KW - BIOTELEMETRY KW - ANOVA Analysis of variance KW - Assessment KW - Body temperature KW - CI confidence intervals KW - HR heart rate KW - ICC Intraclass correlation coefficient KW - IRT infrared thermography KW - SARS severe acute respiratory syndrome KW - T C, core temperature KW - T EC, inner canthus of the eye temperature KW - Thermal imaging KW - Thermometry KW - Thermoregulation N1 - Accession Number: 119418467; Fernandes, Alex Andrade 1 Moreira, Danilo Gomes 1; Email Address: danilo.moreira@ifmg.edu.br Brito, Ciro José 2 da Silva, Cristiano Diniz 2 Sillero-Quintana, Manuel 3 Pimenta, Eduardo Mendonça 4 Bach, Aaron J.E. 5 Garcia, Emerson Silami 6 Bouzas Marins, João Carlos 7; Affiliation: 1: Federal Institute for Education, Sciences and Technology of Minas Gerais, Campus Ipatinga and Governador Valadares, Brazil 2: Department of Physical Education, Federal University of Juiz de Fora, Governador Valadares, Brazil 3: Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, Madrid, Spain 4: Medical and Physiology Department, Cruzeiro Esporte Clube, Belo Horizonte, Brazil 5: School of Exercise and Nutrition Sciences and Institute of Health and Biomedical Innovation, Queensland University of Technology, Brisbane, Australia 6: Department of Physical Education, Federal University of Maranhão, Maranhão, Brazil 7: Department of Physical Education, Human Performance Laboratory, Federal University of Viçosa, Viçosa, Brazil; Source Info: Dec2016 Part A, Vol. 62, p50; Subject Term: EXERCISE physiology; Subject Term: TEMPERATURE -- Physiological effect; Subject Term: INFRARED thermometers; Subject Term: CLOTHING & dress; Subject Term: BIOTELEMETRY; Author-Supplied Keyword: ANOVA Analysis of variance; Author-Supplied Keyword: Assessment; Author-Supplied Keyword: Body temperature; Author-Supplied Keyword: CI confidence intervals; Author-Supplied Keyword: HR heart rate; Author-Supplied Keyword: ICC Intraclass correlation coefficient; Author-Supplied Keyword: IRT infrared thermography; Author-Supplied Keyword: SARS severe acute respiratory syndrome; Author-Supplied Keyword: T C, core temperature; Author-Supplied Keyword: T EC, inner canthus of the eye temperature; Author-Supplied Keyword: Thermal imaging; Author-Supplied Keyword: Thermometry; Author-Supplied Keyword: Thermoregulation; NAICS/Industry Codes: 448190 Other Clothing Stores; NAICS/Industry Codes: 448140 Family Clothing Stores; NAICS/Industry Codes: 414110 Clothing and clothing accessories merchant wholesalers; NAICS/Industry Codes: 315210 Cut and Sew Apparel Contractors; Number of Pages: 6p; Document Type: Article L3 - 10.1016/j.jtherbio.2016.09.010 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=119418467&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Brock, Thomas1 AU - Mayer, Alexander K.2 AU - Rutschow, Elizabeth Zachry2 T1 - Using Research and Evaluation to Support Comprehensive Reform. JO - New Directions for Community Colleges JF - New Directions for Community Colleges J1 - New Directions for Community Colleges PY - 2016///Winter2016 Y1 - 2016///Winter2016 VL - 2016 IS - 176 CP - 176 M3 - Article SP - 23 EP - 33 SN - 01943081 AB - This chapter explores the role that research and evaluation play in supporting comprehensive reform in community colleges, focusing on lessons from two major initiatives: Achieving the Dream and Completion by Design. [ABSTRACT FROM AUTHOR] KW - Community colleges KW - Community college students KW - Educational change KW - Academic achievement KW - Learning N1 - Accession Number: 120011365; Authors:Brock, Thomas 1; Mayer, Alexander K. 2; Rutschow, Elizabeth Zachry 2; Affiliations: 1: U.S. Department of Education's Institute of Education Sciences; 2: MDRC; Subject: Community colleges; Subject: Community college students; Subject: Educational change; Subject: Academic achievement; Subject: Learning; Number of Pages: 11p; Record Type: Article L3 - 10.1002/cc.20219 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=120011365&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 2016-49490-001 AN - 2016-49490-001 AU - Chen, Tao AU - Liu, Lu‐lu AU - Cui, Ji‐fang AU - Chen, Xing‐jie AU - Wang, Ya T1 - Developmental trajectory of time perspective: From children to older adults. JF - PsyCh Journal JO - PsyCh Journal JA - Psych J Y1 - 2016/12// VL - 5 IS - 4 SP - 245 EP - 255 CY - United Kingdom PB - Wiley-Blackwell Publishing Ltd. SN - 2046-0252 SN - 2046-0260 AD - Wang, Ya, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Beijing, China, 100101 N1 - Accession Number: 2016-49490-001. PMID: 27718341 Partial author list: First Author & Affiliation: Chen, Tao; Neuropsychology and Applied Cognitive Neuroscience Laboratory, Institute of Psychology, Chinese Academy of Sciences, Beijing, China. Release Date: 20161017. Correction Date: 20170123. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Developmental Stages; Human Development; Life Span; Time Perspective. Classification: Developmental Psychology (2800). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340); Middle Age (40-64 yrs) (360); Aged (65 yrs & older) (380); Very Old (85 yrs & older) (390). Tests & Measures: Zimbardo Time Perspective Inventory--Chinese Version DOI: 10.1037/t47049-000. Methodology: Empirical Study; Quantitative Study. Page Count: 11. Issue Publication Date: Dec, 2016. Publication History: Accepted Date: Jul 21, 2016; First Submitted Date: May 12, 2016. Copyright Statement: The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd. 2016. AB - Time perspective is a fundamental dimension of the psychological time construct, with a pervasive and powerful influence on human behavior. However, the developmental trajectory of time perspective across a human lifespan remains unclear. The current study aimed to portray the developmental trajectory of all dimensions of time perspectives from children to older adults in a large sample. A total of 1,901 individuals (aged 9–84 years) completed measures of time perspective. They were then divided into five age groups: children, teenagers, young adults, middle-aged adults, and older adults. Results suggested that each time perspective showed a unique developmental pattern across the lifespan. Moreover, perceived economic situation and education were related to some dimensions of time perspective. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - cross‐sectional design KW - developmental trajectory KW - time perspective KW - 2016 KW - Developmental Stages KW - Human Development KW - Life Span KW - Time Perspective KW - 2016 U1 - Sponsor: National Science Foundation, China. Grant: 31571130. Recipients: No recipient indicated U1 - Sponsor: Youth Innovation Promotion Association Funding of the Chinese Academy of Sciences, China. Grant: Y1CX131003. Recipients: No recipient indicated U1 - Sponsor: Institute of Psychology, Chinese Academy of Sciences, Key Laboratory of Mental Health, China. Grant: 113000C136. Recipients: No recipient indicated DO - 10.1002/pchj.140 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-49490-001&site=ehost-live&scope=site UR - wangyazsu@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-41300-001 AN - 2016-41300-001 AU - Schroeders, Ulrich AU - Schipolowski, Stefan AU - Zettler, Ingo AU - Golle, Jessika AU - Wilhelm, Oliver T1 - Do the smart get smarter? Development of fluid and crystallized intelligence in 3rd grade. JF - Intelligence JO - Intelligence JA - Intelligence Y1 - 2016/11//Nov-Dec, 2016 VL - 59 SP - 84 EP - 95 CY - Netherlands PB - Elsevier Science SN - 0160-2896 AD - Schroeders, Ulrich, Bamberg Graduate School of Social Sciences, University of Bamberg, 96045, Bamberg, Germany N1 - Accession Number: 2016-41300-001. Partial author list: First Author & Affiliation: Schroeders, Ulrich; Department of Educational Science, University of Bamberg, Bamberg, Germany. Release Date: 20160825. Correction Date: 20170130. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Cognitive Ability; Elementary School Students; Intelligence. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Tests & Measures: Berlin Test of Fluid and Crystallized Intelligence. Methodology: Empirical Study; Quantitative Study. Page Count: 12. Issue Publication Date: Nov-Dec, 2016. Publication History: First Posted Date: Aug 20, 2016; Accepted Date: Aug 10, 2016; Revised Date: Aug 10, 2016; First Submitted Date: Mar 22, 2016. Copyright Statement: Elsevier Inc. 2016. AB - There are conflicting theoretical assumptions about the development of general cognitive abilities in childhood: On the one hand, a higher initial level of abilities has been suggested to facilitate ability improvement, for example, prior knowledge fosters the acquisition of new knowledge (Matthew effect). On the other hand, it has been argued that school education with its special focus on promoting less able students results in a compensation effect. A third hypothesis is that the development of cognitive abilities is—as an outcome of the opposing effects—overall independent of the initial state. In this study, 1,102 elementary students in 3rd Grade worked on two versions of the Berlin Test of Fluid and Crystallized Intelligence at two time points with an interval of five months. Beside the question of how initial state and growth are related (Matthew vs. compensation effect), we considered performance gains in fluid intelligence (gf) and crystallized intelligence (gc) as well as cross-lagged effects in a bivariate latent change score model. Both for gf and gc there was a strong compensation effect. Mean change was more pronounced in gf than in gc. We considered student characteristics (interest and self-concept), family background (socio-economic status, parental education) and classroom characteristics (teaching styles) in a series of prediction models to explain these changes in gf and gc. Although several predictors were included, only few had a significant contribution. Several methodological and content-related reasons are discussed to account for the unexpectedly negligible effects found for most of the covariates. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - Intelligence development KW - Matthew-effect KW - Compensation effect KW - Schooling KW - 2016 KW - Cognitive Ability KW - Elementary School Students KW - Intelligence KW - 2016 U1 - Sponsor: Hector Foundation II. Recipients: No recipient indicated DO - 10.1016/j.intell.2016.08.003 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-41300-001&site=ehost-live&scope=site UR - ORCID: 0000-0001-6140-7160 UR - UR - ulrich.schroeders@uni-bamberg.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-46081-015 AN - 2016-46081-015 AU - Chen, Xing-Jie AU - Liu, Lu-Lu AU - Cui, Ji-Fang AU - Gan, Ming-Yuan AU - Li, Chun-Qiu AU - Neumann, David L. AU - Shum, David H. K. AU - Wang, Ya AU - Chan, Raymond C. K. T1 - The effect and mechanisms of implementation intention in improving prospective memory performance in schizophrenia patients. JF - Psychiatry Research JO - Psychiatry Research JA - Psychiatry Res Y1 - 2016/10/30/ VL - 244 SP - 86 EP - 93 CY - Netherlands PB - Elsevier Science SN - 0165-1781 AD - Wang, Ya N1 - Accession Number: 2016-46081-015. PMID: 27474857 Partial author list: First Author & Affiliation: Chen, Xing-Jie; Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China. Release Date: 20161027. Correction Date: 20170112. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Intention; Schizophrenia; Prospective Memory. Minor Descriptor: Patients; Performance. Classification: Schizophrenia & Psychotic States (3213). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Wechsler Adult Intelligence Scale-Revised-Chinese Version; N-Back Task; Prospective Memory Test; Positive and Negative Syndrome Scale DOI: 10.1037/t05056-000; Abnormal Involuntary Movement Scale DOI: 10.1037/t48378-000; Barnes Akathisia Rating Scale DOI: 10.1037/t49618-000; Structured Clinical Interview for DSM-IV. Methodology: Empirical Study; Quantitative Study. Page Count: 8. Issue Publication Date: Oct 30, 2016. Publication History: First Posted Date: Jul 22, 2016; Accepted Date: Jul 20, 2016; Revised Date: Jun 20, 2016; First Submitted Date: Apr 12, 2016. Copyright Statement: All rights reserved. Elsevier Ireland Ltd. 2016. AB - People with schizophrenia (SCZ) have been shown to have prospective memory (PM) deficits. PM refers to the ability to remember to perform delayed intentions in the future and plays an important role in everyday independent functioning in SCZ. To date, few studies have investigated methods to improve PM in SCZ. This study aimed to examine whether implementation intention can improve PM performance and to explore its underlying mechanisms. Fifty people with SCZ and 50 demographically matched healthy controls (HC) participated in this study. Participants were randomly assigned to an implementation intention condition or a control instruction condition. Participants were required to make PM responses when PM cue words appeared while they were undertaking an ongoing task with two levels of cognitive load (1-back or 2-back). Results showed that people with SCZ were impaired in PM, and implementation intention improved PM performances for both SCZ and HC. Implementation intention improved PM performance in SCZ in both the low and the high cognitive load conditions without ongoing task cost, suggesting that implementation intention improved PM remembering in an automatic way. These results indicate that implementation intention may be a beneficial technique for improving PM performances in people with SCZ. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - Implementation intention KW - Prospective memory KW - Schizophrenia KW - Mechanism KW - 2016 KW - Intention KW - Schizophrenia KW - Prospective Memory KW - Patients KW - Performance KW - 2016 U1 - Sponsor: National Natural Science Foundation of China, China. Grant: 31571130; 81571317. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, China. Grant: Y1CX131003. Other Details: Youth Innovation Promotion Association Funding. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Institute of Psychology, Key Laboratory of Mental Health, China. Grant: 113000C136. Recipients: No recipient indicated U1 - Sponsor: CAS/SAFEA. Grant: Y2CX131003. Other Details: International Partnership Programme for Creative Research Teams. Recipients: No recipient indicated DO - 10.1016/j.psychres.2016.07.035 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-46081-015&site=ehost-live&scope=site UR - wangyazsu@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Qin Jiang AU - Qi Wang AU - Peng Li AU - Hong Li T1 - The Neural Correlates Underlying Belief Reasoning for Self and for Others: Evidence from ERPs. JO - Frontiers in Psychology JF - Frontiers in Psychology Y1 - 2016/10/04/ VL - 7 M3 - Article SP - 1 EP - 8 SN - 16641078 AB - Belief reasoning is typical mental state reasoning in theory of mind (ToM). Although previous studies have explored the neural bases of belief reasoning, the neural correlates of belief reasoning for self and for others are rarely addressed. The decoupling mechanism of distinguishing the mental state of others from one's own is essential for ToM processing. To address the electrophysiological bases underlying the decoupling mechanism, the present event-related potential study compared the time course of neural activities associated with belief reasoning for self and for others when the belief belonging to self was consistent or inconsistent with others. Results showed that during a 450-600 ms period, belief reasoning for self elicited a larger late positive component (LPC) than for others when beliefs were inconsistent with each other. The LPC divergence is assumed to reflect the categorization of agencies in ToM processes. [ABSTRACT FROM AUTHOR] AB - Copyright of Frontiers in Psychology is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - REASONING (Logic) KW - BELIEF change KW - PHILOSOPHY of mind KW - SELF KW - DECOUPLING (Organizational behavior) KW - belief reasoning KW - decoupling KW - late positive component KW - others KW - self KW - theory of mind N1 - Accession Number: 118641819; Qin Jiang 1,2 Qi Wang 3 Peng Li 4; Email Address: lipeng841024@163.com Hong Li 2,4; Email Address: lihongwrm@vip.sina.com; Affiliation: 1: School of Education, Guangxi University, Nanning, China 2: Institute of Education Sciences, Chengdu University, Chengdu, China 3: Department of Psychology, Sun Yat-sen University, Guangzhou, China 4: College of Psychology and Sociology, Shenzhen University, Shenzhen, China; Source Info: 10/4/2016, Vol. 7, p1; Subject Term: REASONING (Logic); Subject Term: BELIEF change; Subject Term: PHILOSOPHY of mind; Subject Term: SELF; Subject Term: DECOUPLING (Organizational behavior); Author-Supplied Keyword: belief reasoning; Author-Supplied Keyword: decoupling; Author-Supplied Keyword: late positive component; Author-Supplied Keyword: others; Author-Supplied Keyword: self; Author-Supplied Keyword: theory of mind; Number of Pages: 8p; Document Type: Article L3 - 10.3389/fpsyg.2016.01501 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=118641819&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2016-51001-001 AN - 2016-51001-001 AU - Jiang, Qin AU - Wang, Qi AU - Li, Peng AU - Li, Hong T1 - The neural correlates underlying belief reasoning for self and for others: Evidence from ERPs. JF - Frontiers in Psychology JO - Frontiers in Psychology JA - Front Psychol Y1 - 2016/10/04/ VL - 7 CY - Switzerland PB - Frontiers Media S.A. SN - 1664-1078 AD - Li, Hong N1 - Accession Number: 2016-51001-001. PMID: 27757093 Partial author list: First Author & Affiliation: Jiang, Qin; School of Education, Guangxi University, Nanning, China. Other Publishers: Frontiers Research Foundation. Release Date: 20170112. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Evoked Potentials; Theory of Mind. Classification: Electrophysiology (2530). Population: Human (10); Male (30); Female (40). Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Tests & Measures: Theory of Mind Task Scale DOI: 10.1037/t50435-000. Methodology: Empirical Study; Quantitative Study. ArtID: 1501. Issue Publication Date: Oct 4, 2016. Publication History: First Posted Date: Oct 4, 2016; Accepted Date: Sep 20, 2016; First Submitted Date: Jun 8, 2016. Copyright Statement: This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Jiang, Wang, Li and Li. 2016. AB - Belief reasoning is typical mental state reasoning in theory of mind (ToM). Although previous studies have explored the neural bases of belief reasoning, the neural correlates of belief reasoning for self and for others are rarely addressed. The decoupling mechanism of distinguishing the mental state of others from one’s own is essential for ToM processing. To address the electrophysiological bases underlying the decoupling mechanism, the present event-related potential study compared the time course of neural activities associated with belief reasoning for self and for others when the belief belonging to self was consistent or inconsistent with others. Results showed that during a 450–600 ms period, belief reasoning for self elicited a larger late positive component (LPC) than for others when beliefs were inconsistent with each other. The LPC divergence is assumed to reflect the categorization of agencies in ToM processes. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - belief reasoning KW - theory of mind KW - self KW - others KW - decoupling KW - late positive component KW - 2016 KW - Evoked Potentials KW - Theory of Mind KW - 2016 U1 - Sponsor: National Natural Science Foundation of China, China. Grant: 31271088; 31671150. Recipients: No recipient indicated U1 - Sponsor: Undergraduate Teaching Reform Project of Guangxi Higher Education, China. Grant: 2016JGA113. Recipients: No recipient indicated UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-51001-001&site=ehost-live&scope=site UR - lihongwrm@vip.sina.com UR - lipeng841024@163.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 118433675 T1 - Reconfiguration of parietal circuits with cognitive tutoring in elementary school children. AU - Jolles, Dietsje AU - Supekar, Kaustubh AU - Richardson, Jennifer AU - Tenison, Caitlin AU - Ashkenazi, Sarit AU - Rosenberg-Lee, Miriam AU - Fuchs, Lynn AU - Menon, Vinod Y1 - 2016/10// N1 - Accession Number: 118433675. Language: English. Entry Date: In Process. Revision Date: 20161223. Publication Type: journal article. Journal Subset: Allied Health; Biomedical; Continental Europe; Europe; Peer Reviewed. Grant Information: K01 MH101394/MH/NIMH NIH HHS/United States. NLM UID: 0100725. SP - 231 EP - 245 JO - Cortex: A Journal Devoted to the Study of the Nervous System & Behavior JF - Cortex: A Journal Devoted to the Study of the Nervous System & Behavior JA - CORTEX VL - 83 PB - Masson SPA AB - Cognitive development is shaped by brain plasticity during childhood, yet little is known about changes in large-scale functional circuits associated with learning in academically relevant cognitive domains such as mathematics. Here, we investigate plasticity of intrinsic brain circuits associated with one-on-one math tutoring and its relation to individual differences in children's learning. We focused on functional circuits associated with the intraparietal sulcus (IPS) and angular gyrus (AG), cytoarchitectonically distinct subdivisions of the human parietal cortex with different roles in numerical cognition. Tutoring improved performance and strengthened IPS connectivity with the lateral prefrontal cortex, ventral temporal-occipital cortex, and hippocampus. Crucially, increased IPS connectivity was associated with individual performance gains, highlighting the behavioral significance of plasticity in IPS circuits. Tutoring-related changes in IPS connectivity were distinct from those of the adjacent AG, which did not predict performance gains. Our findings provide new insights into plasticity of functional brain circuits associated with the development of specialized cognitive skills in children. SN - 0010-9452 AD - Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Palo Alto, CA, United States; Department of Education and Child Studies, Leiden University, Leiden, The Netherlands AD - Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Palo Alto, CA, United States AD - Department of Special Education, Vanderbilt University, Nashville, TN, United States AD - Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Palo Alto, CA, United States; Department of Neurology and Neurological Sciences, Stanford University School of Medicine, Palo Alto, CA, United States; Program in Neuroscience, Stanford University School of Medicine, Palo Alto, CA, United States; Symbolic Systems Program, Stanford University School of Medicine, Palo Alto, CA, United States U2 - PMID: 27618765. DO - 10.1016/j.cortex.2016.08.004 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=118433675&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2015-40989-001 AN - 2015-40989-001 AU - Ocal, Adem AU - Altınok, Ayşen T1 - Developing social sensitivity with service-learning. JF - Social Indicators Research JO - Social Indicators Research JA - Soc Indic Res Y1 - 2016/10// VL - 129 IS - 1 SP - 61 EP - 75 CY - Germany PB - Springer SN - 0303-8300 SN - 1573-0921 AD - Ocal, Adem N1 - Accession Number: 2015-40989-001. Partial author list: First Author & Affiliation: Ocal, Adem; Department of Social Studies Education, Faculty of Gazi Education, Gazi University, Ankara, Turkey. Release Date: 20150907. Correction Date: 20161003. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Childhood Development; Learning; Psychosocial Development. Minor Descriptor: Social Issues. Classification: Psychosocial & Personality Development (2840). Population: Human (10); Male (30); Female (40). Location: Turkey. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200). Tests & Measures: Scale for Sensitivity to Social Problems. Methodology: Empirical Study; Qualitative Study; Quantitative Study. Page Count: 15. Issue Publication Date: Oct, 2016. Publication History: First Posted Date: Sep 3, 2015; Accepted Date: Aug 31, 2015. Copyright Statement: Springer Science+Business Media Dordrecht. 2015. AB - This study aimed to determine the effect of service-learning activities on the sensitivity to social problems of students aged 12 and 14. A mixed method was implemented which combines qualitative and quantitative data collection techniques. The Scale for Sensitivity to Social Problems was performed to determine the sensitivity of the young people to social problems. The results of the study showed that there was a meaningful difference in terms of sensitivity to social problems between the students involved in service-learning activities and those who did not participate in these activities. Furthermore, it was also found that service-learning activities have positive influence on the character and social development of the students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - civic engagement KW - service-learning KW - social sensitivity KW - social studies KW - 2016 KW - Childhood Development KW - Learning KW - Psychosocial Development KW - Social Issues KW - 2016 DO - 10.1007/s11205-015-1091-6 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-40989-001&site=ehost-live&scope=site UR - aysenaltinok@gmail.com UR - ocadem@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-53392-021 AN - 2016-53392-021 AU - Itzek-Greulich, Heike AU - Randler, Christoph AU - Vollmer, Christian T1 - The interaction of chronotype and time of day in a science course: Adolescent evening types learn more and are more motivated in the afternoon. JF - Learning and Individual Differences JO - Learning and Individual Differences JA - Learn Individ Differ Y1 - 2016/10// VL - 51 SP - 189 EP - 198 CY - Netherlands PB - Elsevier Science SN - 1041-6080 SN - 1873-3425 AD - Vollmer, Christian, Institute of Psychology, University of Education Heidelberg, Keplerstrasse 87, 69120, Heidelberg, Germany N1 - Accession Number: 2016-53392-021. Partial author list: First Author & Affiliation: Itzek-Greulich, Heike; Hector Research Institute of Education Sciences and Psychology, University of Tuebingen, Tuebingen, Germany. Release Date: 20161128. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Curriculum; Emotions. Minor Descriptor: Time. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Adolescence (13-17 yrs) (200). Methodology: Empirical Study; Quantitative Study. Page Count: 10. Issue Publication Date: Oct, 2016. Publication History: Accepted Date: Sep 16, 2016; Revised Date: Sep 10, 2016; First Submitted Date: Jan 22, 2016. Copyright Statement: All rights reserved. Elsevier Inc. 2016. AB - While active labwork in an out-of-school lab with direct ('hands-on') experience may have positive effects on achievement and motivation, it is unclear whether the optimal time of day may intensify these effects. Adolescents' individual diurnal preferences indicate later times of day as optimal but lessons are in the morning. In the present study, the effectiveness of labwork was examined regarding diurnal preference, achievement, and emotional variables (N = 473 students; age: M = 15.3, SD = 0.7) in 18 secondary classes in a morning and an afternoon course. Data were gathered on achievement (starch chemistry, pre and post) and on state motivation. Results indicate a synchrony effect (interaction of time of day and chronotype) in achievement and state motivation. Evening types have worse achievement, lower interest, and lower joy in the morning, but there were no significant associations between chronotype and the outcomes in the afternoon. Since adolescent evening types can learn better and are more motivated in the afternoon, schools should offer more learning opportunities in the afternoon. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Morningness-eveningness KW - Synchrony-effect KW - Time of day KW - Achievement KW - Emotions KW - 2016 KW - Academic Achievement KW - Curriculum KW - Emotions KW - Time KW - 2016 U1 - Sponsor: Ministry of Science, Research, and the Arts, Germany. Recipients: No recipient indicated DO - 10.1016/j.lindif.2016.09.013 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-53392-021&site=ehost-live&scope=site UR - ORCID: 0000-0002-7763-7013 UR - ORCID: 0000-0002-7357-2793 UR - UR - vollmer@ph-heidelberg.de UR - christoph.randler@uni-tuebingen.de UR - heikeitzek@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-44250-001 AN - 2016-44250-001 AU - Kornmann, Jessica AU - Kammerer, Yvonne AU - Zettler, Ingo AU - Trautwein, Ulrich AU - Gerjets, Peter T1 - Hypermedia exploration stimulates multiperspective reasoning in elementary school children with high working memory capacity: A tablet computer study. JF - Learning and Individual Differences JO - Learning and Individual Differences JA - Learn Individ Differ Y1 - 2016/10// VL - 51 SP - 273 EP - 283 CY - Netherlands PB - Elsevier Science SN - 1041-6080 SN - 1873-3425 AD - Kornmann, Jessica, Knowledge Media Research Center, Schleichstr. 6, 72076, Tubingen, Germany N1 - Accession Number: 2016-44250-001. Partial author list: First Author & Affiliation: Kornmann, Jessica; Knowledge Media Research Center, Tubingen, Germany. Release Date: 20160915. Correction Date: 20170213. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Human Information Storage; Hypermedia; Reasoning; Short Term Memory. Minor Descriptor: Elementary School Students; School Learning. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Methodology: Empirical Study; Quantitative Study. Page Count: 11. Issue Publication Date: Oct, 2016. Publication History: Accepted Date: Aug 27, 2016; Revised Date: Jul 21, 2016; First Submitted Date: Feb 11, 2015. Copyright Statement: All rights reserved. Elsevier Inc. 2016. AB - The present study investigated learners' ability to explore and learn information as well as to engage in multiperspective reasoning in a multiperspective hypermedia environment (MHE) compared to a linear environment. Specifically, we hypothesized a moderating role of a thus-far empirically unattended but theoretically important learning prerequisite for multiperspective learning settings, namely, working memory (WM) capacity. Results revealed that fourth-graders (N = 186) with high WM capacity performed better in a multiperspective reasoning task after having explored an MHE than after having explored a linear environment, whereas there were no differences for students with low WM capacity. However, irrespective of WM capacity, students performed better in a set of exploration and factual learning tasks when working on the linear environment than when working on the MHE. To conclude, the exploration of an MHE stimulates multiperspective reasoning in fourth-graders with high WM capacity, although exploration and learning performance per se is decreased. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - Working memory KW - Multiperspective hypermedia environment KW - Cognitive flexibility theory KW - Elementary school children KW - Multiperspective reasoning KW - 2016 KW - Academic Achievement KW - Human Information Storage KW - Hypermedia KW - Reasoning KW - Short Term Memory KW - Elementary School Students KW - School Learning KW - 2016 U1 - Sponsor: Hector Foundation II. Recipients: No recipient indicated DO - 10.1016/j.lindif.2016.08.041 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-44250-001&site=ehost-live&scope=site UR - p.gerjets@iwm-tuebingen.de UR - ulrich.trautwein@uni-tuebingen.de UR - ingo.zettler@psy.ku.dk UR - y.kammerer@iwm-tuebingen.de UR - j.kornmann@iwm-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-46467-005 AN - 2016-46467-005 AU - Gruenenfelder-Steiger, Andrea E. AU - Harris, Michelle A. AU - Fend, Helmut A. T1 - Subjective and objective peer approval evaluations and self-esteem development: A test of reciprocal, prospective, and long-term effects. JF - Developmental Psychology JO - Developmental Psychology JA - Dev Psychol Y1 - 2016/10// VL - 52 IS - 10 SP - 1563 EP - 1577 CY - US PB - American Psychological Association SN - 0012-1649 SN - 1939-0599 AD - Gruenenfelder-Steiger, Andrea E., Binzmühlestrasse 14/24, CH-8050, Zurich, Switzerland N1 - Accession Number: 2016-46467-005. Partial author list: First Author & Affiliation: Gruenenfelder-Steiger, Andrea E.; Department of Psychology, University of Zurich, Zurich, Switzerland. Release Date: 20161003. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Adolescent Development; Peers; Self-Esteem; Social Approval. Minor Descriptor: Friendship; Social Integration; Social Support. Classification: Psychosocial & Personality Development (2840). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Thirties (30-39 yrs) (340). Tests & Measures: Objective Peer Approval Measure (Ages 12 to 15); Subjective Social Support Measure (Age 35) [Appended]; Subjective Social Integration Measure (Age 35) [Appended]; Number of Friends Measure; Rosenberg Self-Esteem Scale DOI: 10.1037/t01038-000. Methodology: Empirical Study; Longitudinal Study; Quantitative Study. Page Count: 15. Issue Publication Date: Oct, 2016. Publication History: Accepted Date: Apr 24, 2016; Revised Date: Apr 12, 2016; First Submitted Date: Mar 17, 2015. Copyright Statement: American Psychological Association. 2016. AB - A large body of literature suggests a clear, concurrent association between peer approval and self-esteem in adolescence. However, little empirical work exists on either the prospective or reciprocal relation between peer approval and self-esteem during this age period. Moreover, it is unclear from past research whether both subjectively perceived peer approval and objectively measured peer approval are related to subsequent self-esteem over time (and vice versa) and whether these paths have long-term associations into adulthood. Using data from a large longitudinal study that covers a time span of 2 decades, we examined reciprocal, prospective relations between self-esteem and peer approval during ages 12–16 in addition to long-term relations between these variables and later social constructs at age 35. Cross-lagged regression analyses revealed small but persistent effect sizes from both types of peer approval to subsequent self-esteem in adolescence, controlling for prior self-esteem. However, effects in the reverse direction were not confirmed. These findings support the notion that peer relationships serve an important function for later self-esteem, consistent with many theoretical tenets of the importance of peers for building a strong identity. Finally, we found long-term relations between adult social constructs and adolescent objective and subjective peer approval as well as self-esteem. Therefore, not only do peer relationships play a role in self-esteem development across adolescence, but they remain impactful throughout adulthood. In sum, the current findings highlight the lasting, yet small link between peer relationships and self-esteem development and call for investigations of further influential factors for self-esteem over time. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - self-esteem development KW - peer approval KW - objective versus subjective measures KW - longitudinal analysis KW - long-term effects KW - 2016 KW - Adolescent Development KW - Peers KW - Self-Esteem KW - Social Approval KW - Friendship KW - Social Integration KW - Social Support KW - 2016 DO - 10.1037/dev0000147 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-46467-005&site=ehost-live&scope=site UR - andrea.gruenenfelder@uzh.ch DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Spengler, Marion AU - Roberts, Brent W. AU - Lüdtke, Oliver AU - Martin, Romain AU - Brunner, Martin T1 - Student Characteristics and Behaviours in Childhood Predict Self-reported Health in Middle Adulthood. JO - European Journal of Personality JF - European Journal of Personality Y1 - 2016/09//Sep/Oct2016 VL - 30 IS - 5 M3 - Article SP - 456 EP - 466 SN - 08902070 AB - We examined how self-reported and teacher-rated student characteristics in primary school were associated with adult self-reported health. A representative sample of Luxembourgish students was assessed in 1968 ( M age = 11.9, SD = 0.6) and 2008 (N = 745; M age = 51.8, SD = 0.6). Self-reported sense of inferiority and pessimism in childhood were negatively related to subjective health and vitality-related quality of life/health in adulthood (rs = −.08 to −.12); teacher-rated studiousness (age 12 years) was positively related to subjective health, healthcare utilization and vitality-related quality of life/health (age 52 years; rs = .13 to .16). After controlling for childhood IQ, parental socio-economic status, educational attainment and sex in multiple regression analyses, most effects of teacher-rated studiousness showed incremental validity beyond the controls. School entitlement, sense of inferiority, impatience and pessimism were positively related to body mass index (rs = .08 to .13). The responsible student scale and teacher-rated studiousness were negatively related to body mass index (rs = −.09 to −.13). The findings demonstrate that childhood characteristics and behaviours are important life-course predictors of key health dimensions beyond childhood IQ and parental socio-economic status. In addition, this narrower level of assessment adds significantly to the empirical body of knowledge on long-term predictors of health outcomes in adulthood. Copyright © 2016 European Association of Personality Psychology. [ABSTRACT FROM AUTHOR] AB - Copyright of European Journal of Personality is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SELF-evaluation KW - STUDENTS -- Psychology KW - ADULTS KW - HEALTH KW - QUALITY of life KW - BODY mass index KW - (parental) socio-economic status (SES) KW - childhood characteristics and behaviours KW - general cognitive ability KW - health KW - longitudinal study MAGRIP KW - personality N1 - Accession Number: 118832169; Spengler, Marion 1 Roberts, Brent W. 2 Lüdtke, Oliver 3 Martin, Romain 1 Brunner, Martin 4; Affiliation: 1: Hector Research Institute of Education Sciences and Psychology, University of Tübingen 2: Department of Psychology, University of Illinois 3: Leibniz Institute for Science and Mathematics Education 4: Free University and Berlin-Brandenburg Institute for School Quality; Source Info: Sep/Oct2016, Vol. 30 Issue 5, p456; Subject Term: SELF-evaluation; Subject Term: STUDENTS -- Psychology; Subject Term: ADULTS; Subject Term: HEALTH; Subject Term: QUALITY of life; Subject Term: BODY mass index; Author-Supplied Keyword: (parental) socio-economic status (SES); Author-Supplied Keyword: childhood characteristics and behaviours; Author-Supplied Keyword: general cognitive ability; Author-Supplied Keyword: health; Author-Supplied Keyword: longitudinal study MAGRIP; Author-Supplied Keyword: personality; Number of Pages: 11p; Document Type: Article L3 - 10.1002/per.2049 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=118832169&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2016-40379-030 AN - 2016-40379-030 AU - Chen, Tao AU - Liu, Lu-lu AU - Cui, Ji-fang AU - Chen, Xing-jie AU - Wang, Jing AU - Zhang, Yi-bing AU - Wang, Yi AU - Li, Xue-bing AU - Neumann, David L. AU - Shum, David H. K. AU - Wang, Ya AU - Chan, Raymond C. K. T1 - Present-fatalistic time perspective and life satisfaction: The moderating role of age. JF - Personality and Individual Differences JO - Personality and Individual Differences JA - Pers Individ Dif Y1 - 2016/09// VL - 99 SP - 161 EP - 165 CY - Netherlands PB - Elsevier Science SN - 0191-8869 AD - Wang, Ya, Institute of Psychology, Chinese Academy of Science, 16 Lincui Road, Chaoyang District, Beijing, China, 100101 N1 - Accession Number: 2016-40379-030. Partial author list: First Author & Affiliation: Chen, Tao; Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China. Release Date: 20160919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Age Differences; Life Satisfaction; Life Span; Time Perspective. Classification: Developmental Psychology (2800). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340); Middle Age (40-64 yrs) (360); Aged (65 yrs & older) (380). Tests & Measures: Mini Mental State Examination-Chinese Version; Satisfaction With Life Scale-Chinese Version; Zimbardo Time Perspective Inventory--Chinese Version DOI: 10.1037/t47049-000. Methodology: Empirical Study; Quantitative Study. Page Count: 5. Issue Publication Date: Sep, 2016. Publication History: First Posted Date: May 17, 2016; Accepted Date: May 8, 2016; Revised Date: Apr 30, 2016; First Submitted Date: Jan 29, 2016. Copyright Statement: All rights reserved. Elsevier Ltd. 2016. AB - Present-fatalistic time perspective refers to a fatalistic, helpless, and hopeless attitude toward the future and life, and researches have suggested it was negatively associated with life satisfaction. However, age may moderate such an association. In the current study, participants aged 12 to 84years (N = 1598) finished measures of present-fatalistic time perspective and satisfaction with life. Then moderation analysis was conducted to examine whether age would moderate the association between the present-fatalistic time perspective and life satisfaction. Results indicated that age played a moderating role in the association between the present-fatalistic time perspective and life satisfaction across the lifespan. Specifically, present-fatalistic time perspective and life satisfaction were negatively correlated in participants with younger and middle age, but not correlated in older participants. The limitations of this study and future directions are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - time perspective KW - present-fatalistic KW - life satisfaction KW - lifespan KW - 2016 KW - Age Differences KW - Life Satisfaction KW - Life Span KW - Time Perspective KW - 2016 U1 - Sponsor: National Science Foundation of China, China. Grant: 31571130; 81571317. Recipients: No recipient indicated U1 - Sponsor: Youth Innovation Promotion Association, Funding of Chinese Academy of Sciences, China. Grant: Y1CX131003. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Key Laboratory of Mental Health, Institute of Psychology, China. Grant: 113000C136. Recipients: No recipient indicated U1 - Sponsor: Beijing Training Project for the Leading Talents in S & T, China. Grant: Z151100000315020. Recipients: No recipient indicated U1 - Sponsor: CAS/SAFEA International Partnership Programme for Creative Research Teams. Grant: Y2CX131003. Recipients: No recipient indicated DO - 10.1016/j.paid.2016.05.017 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-40379-030&site=ehost-live&scope=site UR - ORCID: 0000-0001-5764-6740 UR - UR - wangyazsu@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-36530-002 AN - 2016-36530-002 AU - Broton, Katharine M. AU - Goldrick-Rab, Sara AU - Benson, James T1 - Working for college: The causal impacts of financial grants on undergraduate employment. JF - Educational Evaluation and Policy Analysis JO - Educational Evaluation and Policy Analysis JA - Educ Eval Policy Anal Y1 - 2016/09// VL - 38 IS - 3 SP - 477 EP - 494 CY - US PB - Sage Publications SN - 0162-3737 SN - 1935-1062 N1 - Accession Number: 2016-36530-002. Partial author list: First Author & Affiliation: Broton, Katharine M.; Department of Sociology, University of Wisconsin–Madison, Madison, WI, US. Other Publishers: American Educational Research Assn. Release Date: 20160818. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: College Students; Colleges; Employment Status; Finance. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: American Community Survey; Student Survey DOI: 10.1037/t50825-000. Methodology: Empirical Study; Mathematical Model; Qualitative Study; Quantitative Study. Page Count: 18. Issue Publication Date: Sep, 2016. Publication History: Accepted Date: Feb 7, 2016; Revised Date: Dec 16, 2015; First Submitted Date: Aug 5, 2015. Copyright Statement: AERA. 2016. AB - One way in which financial aid is thought to promote college success is by minimizing the time students spend working. Yet, little research has examined if this intended first-order effect occurs, and results are mixed. We leverage a randomized experiment and find that students from low-income families in Wisconsin offered additional grant aid were 5.88 percentage points less likely to work and worked 1.69 fewer hours per week than similar peers, an 8.56% and 14.35% reduction, respectively. Students offered the grant also improved qualitative aspects of their work experiences; they were less likely to work extensively, during the morning hours, or overnight. Grant aid thus appears to partially offset student employment, possibly improving prospects for academic achievement and attainment. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - financial aid KW - employment KW - low-income college students KW - randomized experiment KW - 2016 KW - College Students KW - Colleges KW - Employment Status KW - Finance KW - 2016 U1 - Sponsor: Bill & Melinda Gates Foundation. Recipients: No recipient indicated U1 - Sponsor: Great Lakes Higher Education Guaranty Corporation. Recipients: No recipient indicated U1 - Sponsor: Institute for Research on Poverty. Recipients: No recipient indicated U1 - Sponsor: Spencer Foundation. Recipients: No recipient indicated U1 - Sponsor: William T. Grant Foundation. Recipients: No recipient indicated U1 - Sponsor: Wisconsin Center for the Advancement of Postsecondary Education, US. Recipients: No recipient indicated U1 - Sponsor: Fund for Wisconsin Scholars, US. Other Details: Partnership. Recipients: No recipient indicated U1 - Sponsor: Higher Educational Aids Board. Recipients: No recipient indicated U1 - Sponsor: University of Wisconsin System, US. Recipients: No recipient indicated U1 - Sponsor: Wisconsin Technical College System, US. Recipients: No recipient indicated U1 - Sponsor: Institute of Education Sciences. Grant: R305B090009. Recipients: No recipient indicated U1 - Sponsor: National Science Foundation. Grant: DGE-1256259. Other Details: Graduate Research Fellowship. Recipients: No recipient indicated DO - 10.3102/0162373716638440 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-36530-002&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - CASE AU - Bassok, Daphna AU - Miller, Luke C. AU - Galdo, Eva T1 - The effects of universal state pre-kindergarten on the child care sector: The case of Florida's voluntary pre-kindergarten program. JO - Economics of Education Review JF - Economics of Education Review Y1 - 2016/08// VL - 53 M3 - Case Study SP - 87 EP - 98 SN - 02727757 AB - Over the past two decades states have drastically increased their investments in pre-kindergarten programs. One major question about state investments in early childhood education programs is to what extent these initiatives create new child care options rather than crowd-out existing private child care options. We investigate this issue using Florida's universal pre-kindergarten program (VPK), a national leader with respect to preschool access, as a case study. Leveraging a 9-year panel of data we find that the introduction of Florida's VPK program expanded the size of the state's licensed child care market by 13% relative to the predicted market size. Using a synthetic control difference-in-difference approach we also show that VPK led to an increase in the percentage of 4-year-olds enrolled in formal care but a drop in the percentage of 3-year-olds enrolled in these settings. Implications are discussed. [ABSTRACT FROM AUTHOR] AB - Copyright of Economics of Education Review is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CHILD care services KW - KINDERGARTEN KW - EARLY childhood education KW - EDUCATIONAL programs KW - FLORIDA KW - Crowd-out KW - Early childhood education KW - H21 KW - H44 KW - H52 KW - I28 KW - J13 KW - Preschool KW - Sector-specific aid KW - Subsidies KW - Universal service provision N1 - Accession Number: 116988615; Bassok, Daphna 1; Email Address: dbassok@virginia.edu Miller, Luke C. 2; Email Address: lcm7t@virginia.edu Galdo, Eva 3; Email Address: eva.galdo@ed.gov; Affiliation: 1: Education and Public Policy, University of Virginia, P.O. Box 400277, Charlottesville, VA 22904, United States 2: Curry School of Education, University of Virginia, P.O. Box 400277, Charlottesville, VA 22904, United States 3: Standards and Review Office, Institute of Education Sciences, United States Department of Education, 555 New Jersey Ave. NW, Washington, DC 20001, United States; Source Info: Aug2016, Vol. 53, p87; Subject Term: CHILD care services; Subject Term: KINDERGARTEN; Subject Term: EARLY childhood education; Subject Term: EDUCATIONAL programs; Subject Term: FLORIDA; Author-Supplied Keyword: Crowd-out; Author-Supplied Keyword: Early childhood education; Author-Supplied Keyword: H21; Author-Supplied Keyword: H44; Author-Supplied Keyword: H52; Author-Supplied Keyword: I28; Author-Supplied Keyword: J13; Author-Supplied Keyword: Preschool; Author-Supplied Keyword: Sector-specific aid; Author-Supplied Keyword: Subsidies; Author-Supplied Keyword: Universal service provision; NAICS/Industry Codes: 624410 Child Day Care Services; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; Number of Pages: 12p; Document Type: Case Study L3 - 10.1016/j.econedurev.2016.05.004 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=116988615&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2016-03226-001 AN - 2016-03226-001 AU - Rothenbusch, Sandra AU - Zettler, Ingo AU - Voss, Thamar AU - Lösch, Thomas AU - Trautwein, Ulrich T1 - Exploring reference group effects on teachers’ nominations of gifted students. JF - Journal of Educational Psychology JO - Journal of Educational Psychology JA - J Educ Psychol Y1 - 2016/08// VL - 108 IS - 6 SP - 883 EP - 897 CY - US PB - American Psychological Association SN - 0022-0663 SN - 1939-2176 AD - Rothenbusch, Sandra, Institute of Educational Psychology, University of Hanover, Schloßwender Straße 1, 30159, Hanover, Germany N1 - Accession Number: 2016-03226-001. Partial author list: First Author & Affiliation: Rothenbusch, Sandra; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany. Other Publishers: Warwick & York. Release Date: 20160121. Correction Date: 20160818. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Rothenbusch, Sandra. Major Descriptor: Choice Behavior; Gifted; Reference Groups; Teacher Attitudes. Classification: Educational Psychology (3500). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adulthood (18 yrs & older) (300). Tests & Measures: International Socio-Economic Index of Occupational Status; Berlin Test of Fluid and Crystallized Intelligence for Grades 8–10-Adapted; Berliner Test zur Erfassung fluider und kristalliner Intelligenz für die 8. bis 10. Jahrgangsstufe; Theories of Intelligence Scale—Self Form for Adults; Theories of Intelligence Scale—Self Form for Adults-German Translation; Teacher Questionnaire. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 15. Issue Publication Date: Aug, 2016. Publication History: First Posted Date: Jan 21, 2016; Accepted Date: Aug 21, 2015; Revised Date: Aug 13, 2015; First Submitted Date: Mar 3, 2015. Copyright Statement: American Psychological Association. 2016. AB - Teachers are often asked to nominate students for enrichment programs for gifted children, and studies have repeatedly indicated that students’ intelligence is related to their likelihood of being nominated as gifted. However, it is unknown whether class-average levels of intelligence influence teachers’ nominations as suggested by theory—and corresponding empirical results—concerning reference group effects. Herein, it was hypothesized that when students’ individual fluid and crystallized intelligence scores were similar, students from classes with higher average levels of intelligence would have a lower probability of being nominated for an enrichment program for gifted children than students from classes with lower average levels of intelligence. Furthermore, we investigated whether 3 teacher variables—experience with giftedness, beliefs about the changeability of intelligence, and the belief that giftedness is holistic or domain specific—would influence the expected reference group effect. In a study comprising data from 105 teachers and 1,468 of their (German) third-grade students, we found support not only for a positive association between students’ individual intelligence scores and the probability that students would be nominated as gifted but also, more importantly, for the proposed reference group effect: When controlling for individual levels of intelligence, students’ probability of being nominated was higher in classes with lower average levels of intelligence. In addition, the results showed that this reference group effect was stronger when teachers saw giftedness as holistic rather than domain specific. Also, depending on teachers’ kinds of experience with giftedness, the reference group effect varied in size. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - giftedness KW - intelligence KW - reference group effects KW - teacher beliefs KW - teacher nominations KW - 2016 KW - Choice Behavior KW - Gifted KW - Reference Groups KW - Teacher Attitudes KW - 2016 U1 - Sponsor: Hector Foundation II. Recipients: No recipient indicated U1 - Sponsor: Ministry of Science, Research, and the Arts, Germany. Other Details: scholarship. Recipients: Rothenbusch, Sandra U1 - Sponsor: Excellence Initiative of the German federal and state governements, Germany. Grant: GSC1028. Other Details: LEAD Graduate School. Recipients: Lösch, Thomas DO - 10.1037/edu0000085 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-03226-001&site=ehost-live&scope=site UR - rothenbusch@psychologie.uni-hannover.de DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Xing-jie Chen AU - Lu-lu Liu AU - Ji-fang Cui AU - Ya Wang AU - An-tao Chen AU - Feng-hua Li AU - Wei-hong Wang AU - Han-feng Zheng AU - Ming-yuan Gan AU - Chun-qiu Li AU - Shum, David H. K. AU - Chan, Raymond C. K. T1 - Schizophrenia Spectrum Disorders Show Reduced Specificity and Less Positive Events in Mental Time Travel. JO - Frontiers in Psychology JF - Frontiers in Psychology Y1 - 2016/07/26/ M3 - Article SP - 1 EP - 8 SN - 16641078 AB - Mental time travel refers to the ability to recall past events and to imagine possible future events. Schizophrenia (SCZ) patients have problems in remembering specific personal experiences in the past and imagining what will happen in the future. This study aimed to examine episodic past and future thinking in SCZ spectrum disorders including SCZ patients and individuals with schizotypal personality disorder (SPD) proneness who are at risk for developing SCZ. Thirty-two SCZ patients, 30 SPD proneness individuals, and 33 healthy controls participated in the study. The Sentence Completion for Events from the Past Test (SCEPT) and the Sentence Completion for Events in the Future Test were used to measure past and future thinking abilities. Results showed that SCZ patients showed significantly reduced specificity in recalling past and imagining future events, they generated less proportion of specific and extended events compared to healthy controls. SPD proneness individuals only generated less extended events compared to healthy controls. The reduced specificity was mainly manifested in imagining future events. Both SCZ patients and SPD proneness individuals generated less positive events than controls. These results suggest that mental time travel impairments in SCZ spectrum disorders and have implications for understanding their cognitive and emotional deficits. [ABSTRACT FROM AUTHOR] AB - Copyright of Frontiers in Psychology is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SCHIZOPHRENIA KW - SCHIZOPHRENICS KW - TIME travel KW - SENTENCE completion tests KW - MENTAL illness KW - episodic future thinking KW - mental time travel KW - past KW - schizophrenia KW - schizophrenia spectrum N1 - Accession Number: 117079520; Xing-jie Chen 1,2,3 Lu-lu Liu 1,2 Ji-fang Cui 4 Ya Wang 1; Email Address: wangyazsu@gmail.com An-tao Chen 5 Feng-hua Li 5 Wei-hong Wang 5 Han-feng Zheng 6 Ming-yuan Gan 7 Chun-qiu Li 7 Shum, David H. K. 8 Chan, Raymond C. K. 1; Affiliation: 1: Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China 2: College of Humanities, University of Chinese Academy of Sciences, Beijing, China 3: Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA 4: Information Center, National Institute of Education Sciences, Beijing, China 5: School of Psychology, Southwest University, Chongqing, China 6: Beibei Mental Health Center, Chongqing, China 7: Beijing Huilongguan Hospital, Beijing, China 8: Menzies Health Institute Queensland and School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia; Source Info: 7/26/2016, p1; Subject Term: SCHIZOPHRENIA; Subject Term: SCHIZOPHRENICS; Subject Term: TIME travel; Subject Term: SENTENCE completion tests; Subject Term: MENTAL illness; Author-Supplied Keyword: episodic future thinking; Author-Supplied Keyword: mental time travel; Author-Supplied Keyword: past; Author-Supplied Keyword: schizophrenia; Author-Supplied Keyword: schizophrenia spectrum; Number of Pages: 8p; Document Type: Article L3 - 10.3389/fpsyg.2016.01121 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=117079520&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2016-29171-004 AN - 2016-29171-004 AU - Wang, Tingting AU - Cant, Jonathan S. AU - Cupchik, Gerald T1 - The impact of depth of aesthetic processing and visual-feature transformations on recognition memory for artworks and constructed design patterns. JF - Empirical Studies of the Arts JO - Empirical Studies of the Arts Y1 - 2016/07// VL - 34 IS - 2 SP - 193 EP - 220 CY - US PB - Sage Publications SN - 0276-2374 SN - 1541-4493 AD - Cant, Jonathan S., Department of Psychology, University of Toronto Scarborough, 1265 Military Trail, Toronto, ON, Canada, M1C 1A4 N1 - Accession Number: 2016-29171-004. Partial author list: First Author & Affiliation: Wang, Tingting; Research Center for Psychology and Special Education, National Institute of Education Sciences, Beijing, China. Other Publishers: Baywood Publishing. Release Date: 20160711. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Wang, Tingting. Major Descriptor: Aesthetic Preferences; Memory; Recognition (Learning); Texture Perception; Visual Attention. Classification: Human Experimental Psychology (2300). Population: Human (10); Male (30); Female (40). Location: Canada. Age Group: Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340). Tests & Measures: Recognition Task Scale. Methodology: Empirical Study; Quantitative Study. Page Count: 28. Issue Publication Date: Jul, 2016. Copyright Statement: The Author(s). 2016. AB - We conducted a study to examine how people perceptually encode and then recognize real artworks and constructed design patterns. We first manipulated depth of processing during an incidental perceptual encoding task (Phase 1) wherein participants made both affective/aesthetic and cognitive judgments. For painting stimuli, the contrast was between liking (yes/no) and a search for food in the paintings (present/absent). For design stimuli, the comparison was between liking and relative similarity of figure and ground in terms of color or texture. In Phase 2, we examined the effects of transforming visual features (i.e., color and texture) of the original stimuli on performance in a surprise recognition-memory task. Consistent with a depth-of-processing hypothesis, affective (i.e., liking) processing led to deeper perceptual encoding but, counter to our predictions, did not lead to better performance in the recognition-memory task. This benefit of aesthetic processing in the encoding phase was only observed with artworks but not with constructed design patterns that lacked salient semantic content. Moreover, texture transformations were discerned more accurately than color transformations across the different stimulus sets and tasks. This underscores the primacy of bottom-up processing of elementary stimulus features over top-down instructions to make affective judgments or search for semantic content. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - aesthetic perception KW - texture perception KW - depth of processing KW - recognition memory KW - 2016 KW - Aesthetic Preferences KW - Memory KW - Recognition (Learning) KW - Texture Perception KW - Visual Attention KW - 2016 U1 - Sponsor: China Scholarship Council (CSC), China. Other Details: Postgraduate Scholarship. Recipients: Wang, Tingting U1 - Sponsor: Natural Sciences and Engineering Research Council, Canada. Other Details: Discovery Grant. Recipients: Cant, Jonathan S. DO - 10.1177/0276237416637958 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-29171-004&site=ehost-live&scope=site UR - jonathan.cant@utoronto.ca DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-43248-001 AN - 2015-43248-001 AU - Wagner, Wolfgang AU - Göllner, Richard AU - Werth, Sarah AU - Voss, Thamar AU - Schmitz, Bernhard AU - Trautwein, Ulrich T1 - Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power. JF - Journal of Educational Psychology JO - Journal of Educational Psychology JA - J Educ Psychol Y1 - 2016/07// VL - 108 IS - 5 SP - 705 EP - 721 CY - US PB - American Psychological Association SN - 0022-0663 SN - 1939-2176 AD - Wagner, Wolfgang, Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastrasse 6, 72072, Tübingen, Germany N1 - Accession Number: 2015-43248-001. Partial author list: First Author & Affiliation: Wagner, Wolfgang; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany. Other Publishers: Warwick & York. Release Date: 20150921. Correction Date: 20160630. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Werth, Sarah. Major Descriptor: Consistency (Measurement); Educational Quality; Rating; Student Attitudes; Teacher Attitudes. Minor Descriptor: Classroom Management; Goals; Mathematics Achievement; Self-Concept. Classification: Educational Psychology (3500). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adulthood (18 yrs & older) (300). Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 17. Issue Publication Date: Jul, 2016. Publication History: First Posted Date: Sep 21, 2015; Accepted Date: Jul 7, 2015; Revised Date: Jun 30, 2015; First Submitted Date: Aug 18, 2014. Copyright Statement: American Psychological Association. 2015. AB - Prior research has shown that the agreement between teacher and student ratings of instructional quality is, at best, moderate, and the associations between measures of instructional quality and outcomes such as standardized achievement are typically small and somewhat mixed across both perspectives. One explanation for these low-to-moderate associations is the assumption that teacher and student ratings are not perfectly stable over time. By using a manifest-latent state-trait model, the present study investigated the following topics in a sample of 5th-grade students (74 classes) from vocational track schools: (a) the time consistency of teacher and student instructional quality ratings in math lessons over multiple measurement time points; (b) the agreement among teachers and students for time consistent rating components and single time point ratings; and (c) the predictive power of consistent rating components and single time point ratings with regard to a standardized math achievement test, and math self-concept. Results of multilevel factor analyses with 3 measurement time points over a period of 3 months showed a moderate-to-high time consistency for both teacher and student ratings. Furthermore, the agreement among teacher and student ratings regarding classroom management and goal clarity was higher for the consistent rating components than for ratings at single measurement time points, whereas this pattern was not found for support of autonomy. Finally, student consistent rating components predicted students’ pretest adjusted math achievement and self-concept. The effect sizes for ratings at single measurement time points varied within quality dimensions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - teacher-student ratings of instructional quality KW - instructional variability KW - repeated measurements KW - standardized math achievement and math self-concept KW - 2016 KW - Consistency (Measurement) KW - Educational Quality KW - Rating KW - Student Attitudes KW - Teacher Attitudes KW - Classroom Management KW - Goals KW - Mathematics Achievement KW - Self-Concept KW - 2016 U1 - Sponsor: German Research Foundation (DFG), Germany. Recipients: No recipient indicated U1 - Sponsor: Ministry of Science, Research and the Arts, Germany. Recipients: Werth, Sarah DO - 10.1037/edu0000075 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-43248-001&site=ehost-live&scope=site UR - wolfgang.wagner@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-41124-003 AN - 2016-41124-003 AU - Warner, Julie T1 - Adolescents' dialogic composing with mobile phones. JF - Journal of Literacy Research JO - Journal of Literacy Research JA - J Lit Res Y1 - 2016/06// VL - 48 IS - 2 SP - 164 EP - 191 CY - US PB - Sage Publications SN - 1086-296X SN - 1554-8430 AD - Warner, Julie, Teachers College, Columbia University, New York, NY, US N1 - Accession Number: 2016-41124-003. Other Journal Title: Journal of Reading Behavior. Partial author list: First Author & Affiliation: Warner, Julie; Department of Curriculum and Teaching, Teachers College, Columbia University, New York, NY, US. Other Publishers: Lawrence Erlbaum; Taylor & Francis. Release Date: 20170306. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Computer Literacy; Electronic Communication; Mobile Devices; Social Media; Adolescent Characteristics. Classification: Psychosocial & Personality Development (2840). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adolescence (13-17 yrs) (200). Methodology: Empirical Study; Interview; Qualitative Study. Supplemental Data: Tables and Figures Internet; Web Sites Internet. Page Count: 28. Issue Publication Date: Jun, 2016. Copyright Statement: The Author(s). 2016. AB - This 14-month study examined the phone-based composing practice of three adolescents. Given the centrality of mobile phones to youth culture, the researcher sought to create a description of the participants’ composing practices with these devices. Focal participants were users of Twitter and Instagram, two social media platforms that are usually accessed by way of applications (mobile phone software). A Bakhtinian theoretical framework was used to locate composing as a social act involving relationships among multivocal texts and authors and audiences. Findings indicate that much of the participants’ literacy engagement was spontaneous, in the moment, reactive, and emergent. Another finding was that audience feedback informed text production. Finally, the practice of digital curation (appropriating others’ texts) was central to online phone-based composing practice. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - mobile phones KW - digital literacy KW - digital curation KW - new literacies KW - Twitter KW - Instagram KW - 2016 KW - Computer Literacy KW - Electronic Communication KW - Mobile Devices KW - Social Media KW - Adolescent Characteristics KW - 2016 DO - 10.1177/1086296X16660655 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-41124-003&site=ehost-live&scope=site UR - julie.warner@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Tiansheng Xia AU - Lu Song AU - Wang, Ting T. AU - Ling Tan AU - Lei Mo T1 - Exploring the Effect of Red and Blue on Cognitive Task Performances. JO - Frontiers in Psychology JF - Frontiers in Psychology Y1 - 2016/05/26/ M3 - Article SP - 1 EP - 7 SN - 16641078 AB - Previous studies on the effect of color on cognitive task performances and have led to two different views. Some researchers think that the influence of red and blue on cognitive tasks is modulated by the difficulty of the task, and other researchers suggest that the influence mainly depends on the type of task. The current study combined these factors to investigate the effect of color on cognitive task performance. In Experiment 1, we manipulated the difficulty of the task to investigate the effect of red and blue on detail-oriented task performance (the proofreading task), whereas in Experiment 2 we manipulated task difficulty to explore the effect of red and blue on creative task performance (the Remote Associates Test). The results showed that red enhanced the performance on a simple detail-oriented task. However, blue improved the performance on a difficult detail-oriented task as well as on both simple and difficult creative tasks. The results of the current study indicate that the type and difficulty of the task together modulate the effect of color on cognitive performances. [ABSTRACT FROM AUTHOR] AB - Copyright of Frontiers in Psychology is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - COGNITIVE ability KW - COLORS KW - RED KW - BLUE KW - TASK performance KW - SOCIAL aspects KW - approach/avoidance motive KW - arousal KW - blue KW - color effect KW - red N1 - Accession Number: 115755694; Tiansheng Xia 1 Lu Song 2 Wang, Ting T. 3 Ling Tan 1 Lei Mo 1; Email Address: molei@scnu.edu.cn; Affiliation: 1: School of Psychology and Center for Studies of Psychological Application, South China Normal University, Guangzhou, China 2: School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, China 3: Research Center for Psychology and Special Education, National Institute of Education Sciences, Beijing, China; Source Info: 5/26/2016, p1; Subject Term: COGNITIVE ability; Subject Term: COLORS; Subject Term: RED; Subject Term: BLUE; Subject Term: TASK performance; Subject Term: SOCIAL aspects; Author-Supplied Keyword: approach/avoidance motive; Author-Supplied Keyword: arousal; Author-Supplied Keyword: blue; Author-Supplied Keyword: color effect; Author-Supplied Keyword: red; Number of Pages: 7p; Document Type: Article L3 - 10.3389/fpsyg.2016.00784 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=115755694&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2016-31003-001 AN - 2016-31003-001 AU - Xia, Tiansheng AU - Song, Lu AU - Wang, Ting T. AU - Tan, Ling AU - Mo, Lei T1 - Exploring the effect of red and blue on cognitive task performances. JF - Frontiers in Psychology JO - Frontiers in Psychology JA - Front Psychol Y1 - 2016/05/26/ VL - 7 CY - Switzerland PB - Frontiers Media S.A. SN - 1664-1078 AD - Mo, Lei N1 - Accession Number: 2016-31003-001. PMID: 27303343 Partial author list: First Author & Affiliation: Xia, Tiansheng; School of Psychology, South China Normal University, Guangzhou, China. Other Publishers: Frontiers Research Foundation. Release Date: 20160714. Correction Date: 20160919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Cognitive Processes; Color Perception. Minor Descriptor: Avoidance. Classification: Cognitive Processes (2340). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Tests & Measures: Remote Associates Test DOI: 10.1037/t11859-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. ArtID: 784. Issue Publication Date: May 26, 2016. Publication History: First Posted Date: May 26, 2016; Accepted Date: May 10, 2016; First Submitted Date: Sep 30, 2015. Copyright Statement: This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Xia, Song, Wang, Tan and Mo. 2016. AB - Previous studies on the effect of color on cognitive task performances and have led to two different views. Some researchers think that the influence of red and blue on cognitive tasks is modulated by the difficulty of the task, and other researchers suggest that the influence mainly depends on the type of task. The current study combined these factors to investigate the effect of color on cognitive task performance. In Experiment 1, we manipulated the difficulty of the task to investigate the effect of red and blue on detail-oriented task performance (the proofreading task), whereas in Experiment 2 we manipulated task difficulty to explore the effect of red and blue on creative task performance (the Remote Associates Test). The results showed that red enhanced the performance on a simple detail-oriented task. However, blue improved the performance on a difficult detail-oriented task as well as on both simple and difficult creative tasks. The results of the current study indicate that the type and difficulty of the task together modulate the effect of color on cognitive performances. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - color effect KW - red KW - blue KW - approach/avoidance motive KW - arousal KW - 2016 KW - Cognitive Processes KW - Color Perception KW - Avoidance KW - 2016 U1 - Sponsor: National Natural Science Foundation of China, China. Grant: 310687. Recipients: No recipient indicated UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-31003-001&site=ehost-live&scope=site UR - molei@scnu.edu.cn DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-23479-001 AN - 2016-23479-001 AU - Wen, Xue AU - Xiang, Yanhui AU - Cant, Jonathan S. AU - Wang, Tingting AU - Cupchik, Gerald AU - Huang, Ruiwang AU - Mo, Lei T1 - The neural correlates of internal and external comparisons: An fmri study. JF - Brain Structure & Function JO - Brain Structure & Function JA - Brain Struct Funct Y1 - 2016/05/09/ CY - Germany PB - Springer SN - 1863-2653 SN - 1863-2661 AD - Mo, Lei, Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China, 510631 N1 - Accession Number: 2016-23479-001. PMID: 27160257 Partial author list: First Author & Affiliation: Wen, Xue; Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China. Release Date: 20160512. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Language: English. Major Descriptor: No terms assigned. Classification: Physiological Psychology & Neuroscience (2500). Publication History: Accepted Date: Apr 30, 2016; First Submitted Date: Nov 25, 2015. Copyright Statement: Springer-Verlag Berlin Heidelberg. 2016. AB - Many previous studies have suggested that various comparisons rely on the same cognitive and neural mechanisms. However, little attention has been paid to exploring the commonalities and differences between the internal comparison based on concepts or rules and the external comparison based on perception. In the present experiment, moral beauty comparison and facial beauty comparison were selected as the representatives of internal comparison and external comparison, respectively. Functional magnetic resonance imaging (fMRI) was used to record brain activity while participants compared the level of moral beauty of two scene drawings containing moral acts or the level of facial beauty of two face photos. In addition, a physical size comparison task with the same stimuli as the beauty comparison was included. We observed that both the internal moral beauty comparison and external facial beauty comparison obeyed a typical distance effect and this behavioral effect recruited a common frontoparietal network involved in comparisons of simple physical magnitudes such as size. In addition, compared to external facial beauty comparison, internal moral beauty comparison induced greater activity in more advanced and complex cortical regions, such as the bilateral middle temporal gyrus and middle occipital gyrus, but weaker activity in the putamen, a subcortical region. Our results provide novel neural evidence for the comparative process and suggest that different comparisons may rely on both common cognitive processes as well as distinct and specific cognitive components. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Internal comparison KW - External comparison KW - Moral beauty KW - Facial beauty KW - fMRI KW - 2016 KW - No terms assigned KW - 2016 DO - 10.1007/s00429-016-1234-9 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-23479-001&site=ehost-live&scope=site UR - molei@scnu.edu.cn DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-24141-003 AN - 2016-24141-003 AU - Goldrick-Rab, Sara AU - Kelchen, Robert AU - Harris, Douglas N. AU - Benson, James T1 - Reducing income inequality in educational attainment: Experimental evidence on the impact of financial aid on college completion. JF - American Journal of Sociology JO - American Journal of Sociology JA - AJS Y1 - 2016/05// VL - 121 IS - 6 SP - 1762 EP - 1817 CY - US PB - Univ of Chicago Press SN - 0002-9602 AD - Goldrick-Rab, Sara, University of Wisconsin, Department of Educational Policy Studies, 1000 Bascom Hall, Madison, WI, US, 53706 N1 - Accession Number: 2016-24141-003. Partial author list: First Author & Affiliation: Goldrick-Rab, Sara; University of Wisconsin-Madison, Madison, WI, US. Release Date: 20161103. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: College Academic Achievement; Educational Attainment Level; Educational Financial Assistance; Equity (Payment); Income Level. Classification: Academic Learning & Achievement (3550). Population: Human (10). Location: US. Page Count: 56. Issue Publication Date: May, 2016. Copyright Statement: All rights reserved. The University of Chicago. 2016. AB - Income inequality in educational attainment is a long-standing concern, and disparities in college completion have grown over time. Need-based financial aid is commonly used to promote equality in college outcomes, but its effectiveness has not been established, and some are calling it into question. A randomized experiment is used to estimate the impact of a private need-based grant program on college persistence and degree completion among students from low-income families attending 13 public universities across Wisconsin. Results indicate that offering students additional grant aid increases the odds of bachelor’s degree attainment over four years, helping to diminish income inequality in higher education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - income inequality KW - educational attainment KW - financial aid KW - college completion KW - 2016 KW - College Academic Achievement KW - Educational Attainment Level KW - Educational Financial Assistance KW - Equity (Payment) KW - Income Level KW - 2016 U1 - Sponsor: Bill & Melinda Gates Foundation. Recipients: No recipient indicated U1 - Sponsor: Great Lakes Higher Education Guaranty Corporation. Recipients: No recipient indicated U1 - Sponsor: Institute for Research on Poverty. Recipients: No recipient indicated U1 - Sponsor: Spencer Foundation. Recipients: No recipient indicated U1 - Sponsor: William T. Grant Foundation. Recipients: No recipient indicated DO - 10.1086/685442 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-24141-003&site=ehost-live&scope=site UR - srab@education.wisc.edu DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Kelly, Jessica M. AU - Pearce, Elizabeth E. AU - Martin, Douglas R. AU - Byrne, Mark E. T1 - Lyoprotectants modify and stabilize self-assembly of polymersomes. JO - Polymer JF - Polymer Y1 - 2016/03/22/ VL - 87 M3 - Article SP - 316 EP - 322 SN - 00323861 AB - Polymersome formation in water was confirmed with average polymersome diameters of 237.2 ± 66.5 nm over 150 min. Empty polymersomes created by dissolving poly(ethylene glycol)-b-poly(lactic acid) in water increased to 4.63 ± 0.01 times their size after lyophilization, showing lack of long-term stability. The use of lyoprotectants, mannitol and inulin, to maintain particle size distribution (PSD) was studied. The incorporation of both molecules was confirmed and showed no detrimental effects on PSD during formation. Differences in moisture content were found after lyophilization between samples incorporating inulin and mannitol. After lyophilization, PSD of polymersomes lyophilized with inulin was maintained. Polymersomes lyophilized with mannitol showed a significant decrease in diameter, a potential advantage for delivery of therapeutics. It was hypothesized that lyoprotectants replaced water, maintaining polymersome structure under stressful processing conditions. The ability to reconstitute polymersome drug delivery carriers without altering size distribution is paramount to the creation of effective and efficient drug delivery systems. [ABSTRACT FROM AUTHOR] AB - Copyright of Polymer is the property of Elsevier Science Publishing Company, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - MOLECULAR self-assembly KW - FREEZE-drying KW - POLYMERSOMES KW - POLYETHYLENE glycol KW - POLYLACTIC acid KW - PARTICLE size distribution KW - Drug delivery KW - Lyoprotectant KW - Polymeric vesicles KW - Polymersome N1 - Accession Number: 113540237; Kelly, Jessica M. 1,2,3 Pearce, Elizabeth E. 1 Martin, Douglas R. 2,3,4 Byrne, Mark E. 1,3,5; Email Address: byrnem@rowan.edu; Affiliation: 1: Biomimetic & Biohybrid Materials, Biomedical Devices, and Drug Delivery Laboratories, Department of Chemical Engineering, Samuel Ginn College of Engineering, Auburn, AL 36849, USA 2: Scott-Ritchey Research Center, College of Veterinary Medicine, Auburn, AL 36849, USA 3: US Department of Education GAANN Graduate Fellowship Program in Biological & Pharmaceutical Engineering, Auburn University, Auburn, AL 36849, USA 4: Department of Anatomy, Physiology, and Pharmacology, College of Veterinary Medicine, Auburn, AL 36849, USA 5: Biomimetic & Biohybrid Materials, Biomedical Devices, & Drug Delivery Laboratories, Department of Biomedical Engineering, Rowan University, Glassboro, NJ 08028, USA; Source Info: Mar2016, Vol. 87, p316; Subject Term: MOLECULAR self-assembly; Subject Term: FREEZE-drying; Subject Term: POLYMERSOMES; Subject Term: POLYETHYLENE glycol; Subject Term: POLYLACTIC acid; Subject Term: PARTICLE size distribution; Author-Supplied Keyword: Drug delivery; Author-Supplied Keyword: Lyoprotectant; Author-Supplied Keyword: Polymeric vesicles; Author-Supplied Keyword: Polymersome; Number of Pages: 7p; Document Type: Article L3 - 10.1016/j.polymer.2016.02.007 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=113540237&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR T1 - Regional Skin Temperature Response to Moderate Aerobic Exercise Measured by Infrared Thermography. AU - de Andrade Fernandes, Alex AU - dos Santos Amorim, Paulo Roberto AU - Brito, Ciro José AU - Sillero-Quintana, Manuel AU - Bouzas Marins, João Carlos JO - Asian Journal of Sports Medicine JF - Asian Journal of Sports Medicine Y1 - 2016/03// VL - 7 IS - 1 SP - 1 EP - 8 SN - 2008000X N1 - Accession Number: 116304104; Author: de Andrade Fernandes, Alex: 1,2,3 email: alex.andrade@ifmg.edu.br. Author: dos Santos Amorim, Paulo Roberto: 1 Author: Brito, Ciro José: 4 Author: Sillero-Quintana, Manuel: 5 Author: Bouzas Marins, João Carlos: 1 ; Author Affiliation: 1 Department of Physical Education, Human Performance Laboratory, Federal University of Viçosa, Viçosa, Brazil: 2 Federal Institute for Education, Sciences and Technology of Minas Gerais, Bambuí, Brazil: 3 School of Physical Education, Physiotherapy and Occupational Therapy, Federal University of Minas Gerais, Belo Horizonte, Brazil: 4 Department of Physical Education, Federal University of Juiz de Fora, Governador Valadares, Brazil: 5 Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, Madrid, Spain; No. of Pages: 8; Language: English; Publication Type: Article; Update Code: 20160623 N2 - Background: Infrared thermography (IRT) does not require contact with the skin, and it is a convenient, reliable and non-invasive technique that can be used for monitoring the skin temperature (TSK). Objectives: The aim of this study was to monitor the variations in the regional TSK during exercise on 28 regions of interest (ROIs) (forehead, face, chest, abdomen, back, lumbar, anterior and posterior neck, and posterior and anterior views of the right and left hands, forearms, upper arms, thighs, and legs) with IRT. Patients and Methods: 12 physically active young males were monitored with IRT during the following three phases: a) 30 minutes before exercise b) while performing one hour of moderate intensity exercise on a treadmill at 60% of the VO2max, and c) 60 minutes after exercise. Results: During pre-exercise, all TSK reached a steady-state (P < 0.05), which ensured adequate thermal stabilisation. At the beginning of exercise, there was a significant reduction in the TSK in most ROIs after 10 minutes of activity, except for the lower limbs (legs and thighs). After one hour of recovery, in the anterior view of the hands and thighs and in the posterior view of the legs, there were significant increases in the TSK compared to pre-exercise. Conclusions: There were significant distinctions in the skin temperature distribution during exercise according to the activity of the area under consideration during exercise, which may be important in the development of physiological models and heat flux analyses for different purposes. ABSTRACT FROM AUTHOR KW - *AEROBIC exercises KW - *BODY temperature regulation KW - *SKIN temperature KW - MEDICAL thermography KW - TIME KW - Exercise KW - Infrared Thermography KW - Skin Temperature KW - Thermoregulation UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=116304104&site=ehost-live&scope=site DP - EBSCOhost DB - s3h ER - TY - JOUR ID - 116304104 T1 - Regional Skin Temperature Response to Moderate Aerobic Exercise Measured by Infrared Thermography. AU - de Andrade Fernandes, Alex AU - dos Santos Amorim, Paulo Roberto AU - Brito, Ciro José AU - Sillero-Quintana, Manuel AU - Bouzas Marins, João Carlos Y1 - 2016/03// N1 - Accession Number: 116304104. Language: English. Entry Date: 20160627. Revision Date: 20160627. Publication Type: Article. Journal Subset: Allied Health; Biomedical; Double Blind Peer Reviewed; Expert Peer Reviewed; Middle East; Peer Reviewed. KW - Skin Temperature KW - Aerobic Exercises KW - Thermography -- Methods KW - Human KW - Body Temperature Regulation -- Evaluation KW - Male KW - Young Adult KW - Time Factors SP - 1 EP - 8 JO - Asian Journal of Sports Medicine JF - Asian Journal of Sports Medicine JA - ASIAN J SPORTS MED VL - 7 IS - 1 PB - Tehran University of Medical Sciences SN - 2008-000X AD - Department of Physical Education, Human Performance Laboratory, Federal University of Viçosa, Viçosa, Brazil AD - Federal Institute for Education, Sciences and Technology of Minas Gerais, Bambuí, Brazil AD - School of Physical Education, Physiotherapy and Occupational Therapy, Federal University of Minas Gerais, Belo Horizonte, Brazil AD - Department of Physical Education, Federal University of Juiz de Fora, Governador Valadares, Brazil AD - Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, Madrid, Spain DO - 10.5812/asjsm.29243 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=116304104&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR AU - Papay, John P.1, Johnpapay@brown.edu AU - Murnane, Richard J.2 AU - Willett, John B.3 T1 - The Impact of Test Score Labels on Human-Capital Investment Decisions. JO - Journal of Human Resources JF - Journal of Human Resources J1 - Journal of Human Resources PY - 2016///Spring2016 Y1 - 2016///Spring2016 VL - 51 IS - 2 CP - 2 M3 - Article SP - 357 EP - 388 SN - 0022166X AB - Students receive abundant information about their educational performance, but how this information affects future educational-investment decisions is not well understood. Increasingly, results from state-mandated standardized tests are an important source of information. Students receive a score and a label that summarizes their performance on these tests. Using a regression-discontinuity design, we find persistent effects of earning a more positive label on the collegegoing decisions of urban, low-income students. These findings are important not only for understanding students' educational-investment decisions and the consequences of state testing practices but alsofor researchers using the regression-discontinuity design. [ABSTRACT FROM AUTHOR] KW - Human capital KW - Educational programs KW - Low-income students KW - College students KW - Investments N1 - Accession Number: 114707924; Authors:Papay, John P. 1 Email Address: Johnpapay@brown.edu; Murnane, Richard J. 2; Willett, John B. 3; Affiliations: 1: Assistant Professor of education and economics at Brown University; 2: Thompson Research Professor at the Harvard Graduate School of Education and a research associate at the National Bureau of Economic Research; 3: Eliot Research Professor at the Harvard Graduate School of Education. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305E100013 to Harvard University and by the Spencer Foundation; Subject: Human capital; Subject: Investments; Subject: Educational programs; Subject: Low-income students; Subject: College students; Number of Pages: 32p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=114707924&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 2016-06149-003 AN - 2016-06149-003 AU - Borman, Geoffrey D. AU - Grigg, Jeffrey AU - Hanselman, Paul T1 - An effort to close achievement gaps at scale through self-affirmation. JF - Educational Evaluation and Policy Analysis JO - Educational Evaluation and Policy Analysis JA - Educ Eval Policy Anal Y1 - 2016/03// VL - 38 IS - 1 SP - 21 EP - 42 CY - US PB - Sage Publications SN - 0162-3737 SN - 1935-1062 N1 - Accession Number: 2016-06149-003. Partial author list: First Author & Affiliation: Borman, Geoffrey D.; Institute of Education Sciences (IES), Interdisciplinary Training Program, University of Wisconsin-Madison, Madison, WI, US. Other Publishers: American Educational Research Assn. Release Date: 20170209. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: School Based Intervention; Stereotyped Attitudes; Writing Skills; Achievement Gap. Minor Descriptor: Minority Groups; Threat; Values. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Tests & Measures: Wisconsin Knowledge and Concepts Exam. Methodology: Empirical Study; Field Study; Quantitative Study. Supplemental Data: Appendixes Internet; Tables and Figures Internet. Page Count: 22. Issue Publication Date: Mar, 2016. Publication History: Accepted Date: Feb 19, 2015; Revised Date: Dec 27, 2014; First Submitted Date: Jan 14, 2014. Copyright Statement: AERA. 2015. AB - In this districtwide scale-up, we randomly assigned seventh-grade students within 11 schools to receive a series of writing exercises designed to promote values affirmation. Impacts on cumulative seventh-grade grade point average (GPA) for the district’s racial/ethnic minority students who may be subject to stereotype threat are consistent with but smaller than those from prior smaller scale studies. Also, we find some evidence of impact on minority students’ standardized mathematics test scores. These effects address a substantial portion of the achievement gap unexplained by demographics and prior achievement—the portion of the gap potentially attributable to stereotype threat. Our results suggest that persistent achievement gaps, which may be explained by subtle social and psychological phenomena, can be mitigated by brief, yet theoretically precise, social-psychological interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - stereotype threat KW - self-affirmation KW - scale-up KW - randomized trial KW - achievement gap KW - 2016 KW - School Based Intervention KW - Stereotyped Attitudes KW - Writing Skills KW - Achievement Gap KW - Minority Groups KW - Threat KW - Values KW - 2016 U1 - Sponsor: US Department of Education, Institute of Education Sciences, US. Grant: R305A110136; R305C050055. Recipients: No recipient indicated U1 - Sponsor: Spencer Foundation. Grant: 201500044. Recipients: No recipient indicated DO - 10.3102/0162373715581709 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-06149-003&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-55982-016 AN - 2015-55982-016 AU - Kornmann, Jessica AU - Kammerer, Yvonne AU - Anjewierden, Anjo AU - Zettler, Ingo AU - Trautwein, Ulrich AU - Gerjets, Peter T1 - How children navigate a multiperspective hypermedia environment: The role of spatial working memory capacity. JF - Computers in Human Behavior JO - Computers in Human Behavior JA - Comput Human Behav Y1 - 2016/02// VL - 55 IS - Part A SP - 145 EP - 158 CY - Netherlands PB - Elsevier Science SN - 0747-5632 AD - Kornmann, Jessica, Knowledge Media Research Center, Schleichstr. 6, 72076, Tubingen, Germany N1 - Accession Number: 2015-55982-016. Partial author list: First Author & Affiliation: Kornmann, Jessica; Knowledge Media Research Center, Tubingen, Germany. Release Date: 20160718. Correction Date: 20160922. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Elementary School Students; Instructional Media; Short Term Memory; Spatial Memory; Electronic Learning. Minor Descriptor: Hypermedia. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Tests & Measures: Exploration Task; Spatial Span Task. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 14. Issue Publication Date: Feb, 2016. Publication History: First Posted Date: Sep 21, 2015; Accepted Date: Aug 31, 2015; Revised Date: Aug 28, 2015; First Submitted Date: May 18, 2015. Copyright Statement: All rights reserved. Elsevier Ltd. 2015. AB - The use of hypermedia environments is increasing in school education. The interactivity in hypermedia environments challenges learners to autonomously navigate such environments. Particularly in multiperspective hypermedia environments (MHEs), which emphasize the multiperspectivity of a topic, it is important to apply navigational behaviors that take advantage of this information structure through which different perspectives can be selected and compared. However, we argue that and test whether the availability of sufficient spatial working memory (WM) resources is an important precondition for effectively engaging in this type of perspective processing. Specifically, we examined N = 97 German fourth-graders' navigational behaviors (i.e., perspective processing, content processing, and irrelevant processing) during hypermedia learning and their relation to spatial WM and performance. To this end, we developed an MHE on the biodiversity of 24 fish species. Participants’ navigational behavior was determined via log file analyses, while their performance was assessed by exploration questions and inferential questions (about fish) and by scientific transfer questions (about the biodiversity of another species). Our results indicated that spatial WM was positively related to perspective processing, which was positively related to performance. Mediation analyses revealed that perspective processing partially explained the relation between spatial WM and performance. Thus, both spatial WM and perspective processing are important for benefitting from MHEs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Navigational behavior KW - Working memory KW - Hypermedia learning KW - Cognitive flexibility theory KW - Elementary school children KW - 2016 KW - Elementary School Students KW - Instructional Media KW - Short Term Memory KW - Spatial Memory KW - Electronic Learning KW - Hypermedia KW - 2016 U1 - Sponsor: Hector Foundation II. Recipients: No recipient indicated DO - 10.1016/j.chb.2015.08.054 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-55982-016&site=ehost-live&scope=site UR - p.gerjets@iwm-tuebingen.de UR - ulrich.trautwein@uni-tuebingen.de UR - ingo.zettler@psy.ku.dk UR - a.a.anjewierden@utwente.nl UR - y.kammerer@iwm-tuebingen.de UR - j.kornmann@iwm-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-57473-041 AN - 2015-57473-041 AU - Liu, Lu-lu AU - Chen, Xing-jie AU - Cui, Ji-fang AU - Wang, Jing AU - Zhang, Yi-bing AU - Neumann, David L. AU - Shum, David H.K. AU - Wang, Ya AU - Chan, Raymond C.K. T1 - Age differences in delay discounting in Chinese adults. JF - Personality and Individual Differences JO - Personality and Individual Differences JA - Pers Individ Dif Y1 - 2016/02// VL - 90 SP - 205 EP - 209 CY - Netherlands PB - Elsevier Science SN - 0191-8869 AD - Wang, Ya, Institute of Psychology, Chinese Academy of Science, 16 Lincui Road, Chaoyang District, Beijing, China, 100101 N1 - Accession Number: 2015-57473-041. Partial author list: First Author & Affiliation: Liu, Lu-lu; Neuropsychology and Applied Cognitive Neuroscience Lab, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China. Release Date: 20160714. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Age Differences; Decision Making; Delay of Gratification; Life Span. Minor Descriptor: Monetary Rewards; South Asian Cultural Groups. Classification: Personality Traits & Processes (3120). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340). Tests & Measures: Mini Mental State Examination; Monetary Choice Questionnaire DOI: 10.1037/t10044-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 5. Issue Publication Date: Feb, 2016. Publication History: First Posted Date: Nov 14, 2015; Accepted Date: Nov 4, 2015; Revised Date: Nov 3, 2015; First Submitted Date: Aug 19, 2015. Copyright Statement: All rights reserved. Elsevier Ltd. 2015. AB - Delay discounting is the decrease in subjective value of a reward as the interval of receiving it is increased. Previous studies have found inconsistent results on the relationship between age and delay discounting, and few studies have been conducted using Chinese participants. The current study aimed to clarify this relationship using a relatively large sample of Chinese adults with a wide age range (viz., 18 to 86years old). A total of 1288 individuals completed the Monetary Choice Questionnaire. Results showed that the rate of delay discounting increased with age across adulthood, with younger participants (18–30years) discounting less than both middle-aged participants (31–60years) and older participants (over 60years); and middle-aged participants discounting less than older participants. Furthermore, when the reward magnitude was large, participants were more likely to wait for delayed rewards. The increase in delay discounting rate from middle-aged adults to older adults might be explained by the life-cycle theory. The increase in delay discounting rate from young adults to middle-aged adults may reflect that young adults expect much time and a variety of future positive life events in the rest of their lives. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Delay discounting KW - Monetary reward KW - Age differences KW - Lifespan KW - Chinese KW - 2016 KW - Age Differences KW - Decision Making KW - Delay of Gratification KW - Life Span KW - Monetary Rewards KW - South Asian Cultural Groups KW - 2016 U1 - Sponsor: National Science Foundation, China. Grant: 31571130; 81571317. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Youth Innovation Promotion Association, China. Grant: Y1CX131003. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Institute of Psychology, Key Laboratory of Mental Health, China. Grant: 113000C136. Recipients: No recipient indicated U1 - Sponsor: Beijing Training Project for the Leading Talents in S & T, China. Grant: Z151100000315020. Recipients: No recipient indicated U1 - Sponsor: CAS/SAFEA International Partnership Program for Creative Research Teams. Grant: Y2CX131003. Recipients: No recipient indicated DO - 10.1016/j.paid.2015.11.006 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-57473-041&site=ehost-live&scope=site UR - wangyazsu@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-55982-054 AN - 2015-55982-054 AU - Griffiths, David AU - García Peñalvo, Francisco José T1 - Informal learning recognition and management. JF - Computers in Human Behavior JO - Computers in Human Behavior JA - Comput Human Behav Y1 - 2016/02// VL - 55 IS - Part A SP - 501 EP - 503 CY - Netherlands PB - Elsevier Science SN - 0747-5632 AD - Griffiths, David N1 - Accession Number: 2015-55982-054. Partial author list: First Author & Affiliation: Griffiths, David; School of Education and Psychology, University of Bolton, Bolton, United Kingdom. Release Date: 20160718. Correction Date: 20160922. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Education; Knowledge Management; Learning Environment; Learning Strategies; Teaching Methods. Minor Descriptor: Knowledge Transfer; Scientific Communication. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). References Available: Y. Page Count: 3. Issue Publication Date: Feb, 2016. Copyright Statement: All rights reserved. Elsevier Ltd. 2015. AB - This article presents the overview of research papers featured in the current special issue of Computers in Human Behavior. The papers in this special issue were conceived as a response to the problem of transferring knowledge and experiences from informal to formal learning contexts. The papers in this special issue also analyze: ways that formal education can renew itself from contact with informal education; methods which enable formal education to extend its reach to aspects of learner activity which are currently beyond its reach, and studies; methods for enhancing the environment and processes of informal learning, without seeking to formalize them. The papers in this special address these points in the following ways. Firstly, three papers focus primarily on bringing informal practices to formal education. Secondly, two papers use technology to analyze learners activities, and so extend the reach of formal learning methods to cover areas which are presently ignored and/or handled informally. And thirdly, three papers reveal patterns of interaction that can enhance informal learning. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - informal learning recognition KW - informal learning management KW - knowledge transfer KW - learner activities KW - learning environment KW - educational practices KW - scientific communication KW - 2016 KW - Education KW - Knowledge Management KW - Learning Environment KW - Learning Strategies KW - Teaching Methods KW - Knowledge Transfer KW - Scientific Communication KW - 2016 DO - 10.1016/j.chb.2015.10.019 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-55982-054&site=ehost-live&scope=site UR - fgarcia@usal.es UR - d.e.griffiths@bolton.ac.uk DP - EBSCOhost DB - psyh ER - TY - CHAP ID - 2016-02743-004 AN - 2016-02743-004 AU - Nagengast, Benjamin AU - Trautwein, Ulrich ED - Corno, Lyn ED - Anderman, Eric M. ED - Corno, Lyn, (Ed) ED - Anderman, Eric M., (Ed) T1 - The prospects and limitations of latent variable models in educational psychology. T2 - Handbook of educational psychology, 3rd ed. Y1 - 2016/// SP - 41 EP - 58 CY - New York, NY, US PB - Routledge/Taylor & Francis Group SN - 978-0-415-89482-1 SN - 978-0-415-89481-4 SN - 978-1-315-68824-4 N1 - Accession Number: 2016-02743-004. Partial author list: First Author & Affiliation: Nagengast, Benjamin; Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tubingen, Germany. Release Date: 20160818. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. Book Type: Handbook/Manual. ISBN: 978-0-415-89482-1, Paperback; 978-0-415-89481-4, Hardcover; 978-1-315-68824-4, Digital (undefined format). Language: English. Major Descriptor: Educational Psychology; Methodology; Simulation. Classification: Educational Psychology (3500). Population: Human (10). Age Group: Childhood (birth-12 yrs) (100); Adolescence (13-17 yrs) (200). Intended Audience: Psychology: Professional & Research (PS). Page Count: 18. AB - In this chapter, we will focus on developments in latent variable modeling and methodology over the course of the last 10 years. We will begin by reviewing developments in measurement models, focusing on generalized latent variable modeling, measurement invariance, and exploratory measurement models. Next, we will discuss advances in structural models (multilevel structural equation models and non-linear models). Finally, we will focus on causal inference in quasi experimental designs and mediation modeling. Our discussion will be illustrated with examples from educational psychology that highlight methodological challenges and demonstrate the contributions and limitations of latent variable models in addressing such challenges. We have attempted to limit the technical details of our presentation and to point interested readers toward accessible and relevant sources whenever possible. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - educational psychology KW - latent variable modeling KW - methodology KW - structural models KW - 2016 KW - Educational Psychology KW - Methodology KW - Simulation KW - 2016 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-02743-004&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Schnabel, Deborah B. L.1, deborah.schnabel@gmail.com AU - Kelava, Augustin2 AU - van de Vijver, Fons J. R.3 T1 - The Effects of Using Collaborative Assessment With Students Going Abroad: Intercultural Competence Development, Self-Understanding, Self-Confidence, and Stages of Change. JO - Journal of College Student Development JF - Journal of College Student Development J1 - Journal of College Student Development PY - 2016/01// Y1 - 2016/01// VL - 57 IS - 1 CP - 1 M3 - Article SP - 79 EP - 94 SN - 08975264 AB - For this study we examined collaborative assessment in counseling 820 German students who were going abroad and who were exposed to the Test to Measure Intercultural Competence (TMIC). A randomized pretest-posttest control group design was used. The control group did not get any test feedback. The remaining groups received written feedback or written plus oral collaborative test feedback. Repeated measures linear mixed effects modeling showed that collaborative test feedback positively influenced students' self-appraisal of their intercultural competence (TMIC-SA); their values on three stages of change; as well as their self-understanding, self-confidence, and perceived benefit from test participation. It is concluded that collaborative assessment and feedback can enhance self-appraised intercultural competence, thereby showing its potential in intercultural training. [ABSTRACT FROM AUTHOR] KW - Multicultural education KW - Cross-cultural communication KW - Foreign students -- Attitudes KW - Self-confidence KW - Self-perception N1 - Accession Number: 112777066; Authors:Schnabel, Deborah B. L. 1 Email Address: deborah.schnabel@gmail.com; Kelava, Augustin 2; van de Vijver, Fons J. R. 3; Affiliations: 1: Research fellow, Hector Research Institute of Education Sciences and Psychology at Eberhard Karls Universitaet Tuebingen, Germany; 2: Full Professor, Hector Research Institute of Education Sciences and Psychology at Eberhard Karls Universitaet Tuebingen, Germany; 3: Professor of Cross-Cultural Psychology at Tilburg University, The Netherlands; Subject: Foreign students -- Attitudes; Subject: Self-confidence; Subject: Self-perception; Subject: Multicultural education; Subject: Cross-cultural communication; Number of Pages: 16p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=112777066&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - CHAP ID - 2016-21731-008 AN - 2016-21731-008 AU - Trautwein, Ulrich AU - Möller, Jens ED - Lipnevich, Anastasiya A. ED - Preckel, Franzis ED - Roberts, Richard D. ED - Lipnevich, Anastasiya A., (Ed) ED - Preckel, Franzis, (Ed) ED - Roberts, Richard D., (Ed) T1 - Self-concept: Determinants and consequences of academic self-concept in school contexts. T2 - Psychosocial skills and school systems in the 21st century: Theory, research, and practice. T3 - The Springer series on human exceptionality; ISSN: 1572-5642 (Print) Y1 - 2016/// SP - 187 EP - 214 CY - Cham, Switzerland PB - Springer International Publishing SN - 1572-5642 SN - 978-3-319-28604-4 SN - 978-3-319-28606-8 AD - Trautwein, Ulrich, Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Europastrasse 6, Tubingen, Germany N1 - Accession Number: 2016-21731-008. Partial author list: First Author & Affiliation: Trautwein, Ulrich; Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tubingen, Germany. Release Date: 20160630. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 978-3-319-28604-4, Hardcover; 978-3-319-28606-8, Digital (undefined format). Language: English. Major Descriptor: Academic Achievement; Academic Self Concept; Educational Psychology. Minor Descriptor: Practice. Classification: Academic Learning & Achievement (3550). Population: Human (10). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 28. AB - This chapter discusses the determinants and consequences of academic self-concept in school contexts. Several psychological disciplines have contributed to research on self-concept. The present chapter is primarily informed by research in educational psychology because of its specific relevance for educational practice. Furthermore, the dominant focus of the present chapter is on academic self-concept as one central domain of self-concept. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - academic self-concept KW - academic achievement KW - educational psychology KW - educational practice KW - 2016 KW - Academic Achievement KW - Academic Self Concept KW - Educational Psychology KW - Practice KW - 2016 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-21731-008&site=ehost-live&scope=site UR - jmoeller@psychologie.uni-kiel.de UR - Ulrich.trautwein@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-51303-006 AN - 2015-51303-006 AU - Alexander, Patricia A. AU - Dumas, Denis AU - Grossnickle, Emily M. AU - List, Alexandra AU - Firetto, Carla M. T1 - Measuring relational reasoning. JF - Journal of Experimental Education JO - Journal of Experimental Education JA - J Exp Educ Y1 - 2016/01// VL - 84 IS - 1 SP - 119 EP - 151 CY - United Kingdom PB - Taylor & Francis SN - 0022-0973 SN - 1940-0683 AD - Alexander, Patricia A., University of Maryland, College Park, Department of Human Development and Quantitative Methodology, 3304 Benjamin Building, College Park, MD, US, 20742 N1 - Accession Number: 2015-51303-006. Partial author list: First Author & Affiliation: Alexander, Patricia A.; Department of Human Development, University of Maryland, College Park, College Park, MD, US. Other Publishers: Heldref Publications. Release Date: 20151214. Correction Date: 20160714. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Education; Psychometrics; Reasoning; Test Reliability; Test Validity. Minor Descriptor: Cognitive Ability; Individual Differences; Perfectionism. Classification: Educational Measurement (2227); Educational Psychology (3500). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Tests & Measures: Test of Relational Reasoning DOI: 10.1037/t51675-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 33. Issue Publication Date: Jan, 2016. Copyright Statement: Taylor & Francis Group, LLC AB - Relational reasoning is the foundational cognitive ability to discern meaningful patterns within an informational stream, but its reliable and valid measurement remains problematic. In this investigation, the measurement of relational reasoning unfolded in three stages. Stage 1 entailed the establishment of a research-based conceptualization of the construct and the development of a corresponding Test of Relational Reasoning (TORR). Stage 2 focused on the reliability and validity of data from the TORR. Analyses showed the data from the TORR to be reliable indicators of students' ability to reason relationally, and TORR performance predicted students' performance on SAT verbal and math problems. Stage 3 examined the underlying structure of the construct through Confirmatory Factor Analysis (CFA). Of the three CFA models tested, models with dedicated factors for analogical, anomalous, antinomous, and antithetical reasoning were deemed the best fit for the data. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - cognitive processes/development KW - factor analysis KW - individual differences KW - reasoning testing KW - 2016 KW - Education KW - Psychometrics KW - Reasoning KW - Test Reliability KW - Test Validity KW - Cognitive Ability KW - Individual Differences KW - Perfectionism KW - 2016 DO - 10.1080/00220973.2014.963216 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-51303-006&site=ehost-live&scope=site UR - palexand@umd.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-17759-001 AN - 2015-17759-001 AU - Rieger, Sven AU - Göllner, Richard AU - Trautwein, Ulrich AU - Roberts, Brent W. T1 - Low self-esteem prospectively predicts depression in the transition to young adulthood: A replication of Orth, Robins, and Roberts (2008). JF - Journal of Personality and Social Psychology JO - Journal of Personality and Social Psychology JA - J Pers Soc Psychol Y1 - 2016/01// VL - 110 IS - 1 SP - e16 EP - e22 CY - US PB - American Psychological Association SN - 0022-3514 SN - 1939-1315 AD - Rieger, Sven, Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Europastr. 6, 72072, Tubingen, Germany N1 - Accession Number: 2015-17759-001. PMID: 25915130 Partial author list: First Author & Affiliation: Rieger, Sven; Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tubingen, Germany. Release Date: 20150427. Correction Date: 20160502. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Trautwein, Ulrich. Major Descriptor: Major Depression; Self-Esteem; Emerging Adulthood. Minor Descriptor: Adult Development. Classification: Social Psychology (3000). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Allgemeine Depressionskala-German version; Rosenberg Self-Esteem Scale DOI: 10.1037/t01038-000; Center for Epidemiologic Studies Depression Scale. Methodology: Empirical Study; Experimental Replication; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 7. Issue Publication Date: Jan, 2016. Publication History: First Posted Date: Apr 27, 2015; Accepted Date: Feb 4, 2015; Revised Date: Jan 27, 2015; First Submitted Date: Nov 24, 2014. Copyright Statement: American Psychological Association. 2015. AB - The present study is a close replication of the work of Orth, Robins, and Roberts (2008). Orth et al. (2008) tested three theoretical models of the relation between self-esteem and depression—the vulnerability model, the scar model, and the common factor model—using longitudinal, cross-lagged panel designs. The authors concluded that depression and self-esteem were not the same construct (contrary to the common-factor model), and furthermore, the results were clearly in line with the vulnerability model and not with the scar model (low self-esteem predicts subsequent levels of depression and not vice versa). In addition, the results held for both men and women. To conduct a very close replication of the work of Orth et al. (2008), we used data from another large longitudinal study (N = 2,512), which is highly similar in study design and that contains the same measures (self-esteem and depression). The present study replicated the results of the Orth et al. (2008) study in a notable manner, in regard to the comparability of the coefficients, and therefore, corroborates the vulnerability model (and not the scar- or the common-factor model). (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - replication KW - self-esteem KW - depression KW - young adulthood KW - 2016 KW - Major Depression KW - Self-Esteem KW - Emerging Adulthood KW - Adult Development KW - 2016 U1 - Sponsor: Ministry of Science Research and the Arts, Germany. Grant: 33-7532.20/735. Recipients: Trautwein, Ulrich DO - 10.1037/pspp0000037 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-17759-001&site=ehost-live&scope=site UR - sven.rieger@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Evans, Shari D. AU - Yi, Charlie AU - Baker, Blossom B. AU - Crowley, Eugene AU - King, Debbie S. AU - Korinek, Adam W. AU - Reinsch, N. Lamar T1 - “A Smile I Could Not Explain”. JO - Business & Professional Communication Quarterly JF - Business & Professional Communication Quarterly Y1 - 2015/12// VL - 78 IS - 4 M3 - Article SP - 385 EP - 406 SN - 23294906 AB - This article reports a discourse analysis of journals from adult learners during a 1-week residency in Cape Town, South Africa. The theoretical posture is a critical dialogic perspective, making use of a postcolonial understanding of intercultural interactions. The purpose of the study was exploratory. The analysis suggests that demographic variables (e.g., race), prior international travel, and experiences during the residency influence the amount and pace of cognitive change. Results include both questions for future research and suggestions for educators. [ABSTRACT FROM AUTHOR] AB - Copyright of Business & Professional Communication Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - Dialogics -- Research KW - Critical analysis KW - Educators KW - Discourse analysis -- Research KW - Adult students -- Research KW - Leadership -- Research KW - critical KW - dialogic KW - international KW - leadership KW - residency N1 - Accession Number: 111819250; Evans, Shari D. 1; Yi, Charlie 2; Baker, Blossom B. 3; Crowley, Eugene 4; King, Debbie S. 5; Korinek, Adam W. 6; Reinsch, N. Lamar 7; Email Address: reinschl@georgetown.edu; Affiliations: 1: iTitheFirst, LLC, South Korea; 2: United States Department of Education, USA; 3: JB Technologies, Inc., USA; 4: Sanofi Aventis, USA; 5: DSK Solutions, Inc., USA; 6: The KEYW Corporation, USA; 7: Georgetown University, USA; Issue Info: Dec2015, Vol. 78 Issue 4, p385; Thesaurus Term: Dialogics -- Research; Thesaurus Term: Critical analysis; Thesaurus Term: Educators; Subject Term: Discourse analysis -- Research; Subject Term: Adult students -- Research; Subject Term: Leadership -- Research; Author-Supplied Keyword: critical; Author-Supplied Keyword: dialogic; Author-Supplied Keyword: international; Author-Supplied Keyword: leadership; Author-Supplied Keyword: residency; Number of Pages: 22p; Illustrations: 5 Diagrams, 1 Chart; Document Type: Article; Full Text Word Count: 8735 L3 - 10.1177/2329490615616815 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ufh&AN=111819250&site=ehost-live&scope=site DP - EBSCOhost DB - ufh ER - TY - JOUR ID - 2015-56553-002 AN - 2015-56553-002 AU - Clark, Melissa A. AU - Gleason, Philip M. AU - Tuttle, Christina Clark AU - Silverberg, Marsha K. T1 - Do charter schools improve student achievement? JF - Educational Evaluation and Policy Analysis JO - Educational Evaluation and Policy Analysis JA - Educ Eval Policy Anal Y1 - 2015/12// VL - 37 IS - 4 SP - 419 EP - 436 CY - US PB - Sage Publications SN - 0162-3737 SN - 1935-1062 AD - Clark, Melissa A. N1 - Accession Number: 2015-56553-002. Partial author list: First Author & Affiliation: Clark, Melissa A.; Mathematica Policy Research, Princeton, NJ, US. Other Publishers: American Educational Research Assn. Release Date: 20160912. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Charter Schools; Middle Schools. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Methodology: Empirical Study; Followup Study; Quantitative Study. Supplemental Data: Appendixes Internet; Tables and Figures Internet. Page Count: 18. Issue Publication Date: Dec, 2015. Publication History: Accepted Date: Sep 29, 2014; Revised Date: Jul 13, 2014; First Submitted Date: Apr 17, 2014. Copyright Statement: AERA. 2014. AB - This article presents findings from a lottery-based study of the impacts of a broad set of 33 charter middle schools across 13 states on student achievement. To estimate charter school impacts, we compare test score outcomes of students admitted to these schools through the randomized admissions lotteries with outcomes of applicants who were not admitted. We find that impacts varied considerably across schools and students, with more positive impacts for more disadvantaged schools and students and more negative impacts for the more advantaged. On average across the schools in the study, the impacts of charter middle schools on student achievement were negative but not statistically significant, regardless of whether we examined the impact of the offer of admission or actual attendance at these schools. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - educational policy KW - program evaluation KW - methodology KW - econometric analysis KW - experimental design KW - 2015 KW - Academic Achievement KW - Charter Schools KW - Middle Schools KW - 2015 DO - 10.3102/0162373714558292 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-56553-002&site=ehost-live&scope=site UR - marsha.silverberg@ed.gov UR - ctuttle@mathematica-mpr.com UR - pgleason@mathematica-mpr.com UR - mclark@mathematica-mpr.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-51988-004 AN - 2015-51988-004 AU - Decristan, Jasmin AU - Klieme, Eckhard AU - Kunter, Mareike AU - Hochweber, Jan AU - Büttner, Gerhard AU - Fauth, Benjamin AU - Hondrich, A. Lena AU - Rieser, Svenja AU - Hertel, Silke AU - Hardy, Ilonca T1 - Embedded formative assessment and classroom process quality: How do they interact in promoting science understanding? JF - American Educational Research Journal JO - American Educational Research Journal JA - Am Educ Res J Y1 - 2015/12// VL - 52 IS - 6 SP - 1133 EP - 1159 CY - US PB - Sage Publications SN - 0002-8312 SN - 1935-1011 AD - Decristan, Jasmin, German Institute for International Educational Research (DIPF),, Schlossstr. 29, 60486, Frankfurt a.M., Germany N1 - Accession Number: 2015-51988-004. Partial author list: First Author & Affiliation: Decristan, Jasmin; German Institute for International Educational Research (DIPF), Frankfurt a.M., Germany. Other Publishers: American Educational Research Assn. Release Date: 20161020. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Curriculum; Educational Measurement; Science Education; Teacher Effectiveness; Teaching. Minor Descriptor: Elementary School Students. Classification: Educational Psychology (3500). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adulthood (18 yrs & older) (300). Tests & Measures: Test of Science Understanding. Methodology: Empirical Study; Quantitative Study. Page Count: 27. Issue Publication Date: Dec, 2015. Publication History: Accepted Date: Mar 10, 2015; Revised Date: Oct 8, 2014; First Submitted Date: Apr 28, 2014. Copyright Statement: AERA. 2015. AB - In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students’ learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - assessment KW - classroom research KW - science education KW - school/teacher effectiveness KW - 2015 KW - Curriculum KW - Educational Measurement KW - Science Education KW - Teacher Effectiveness KW - Teaching KW - Elementary School Students KW - 2015 U1 - Sponsor: Hessian Initiative for the Development of scientific and Economic Excellence (LOEWE). Recipients: No recipient indicated DO - 10.3102/0002831215596412 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-51988-004&site=ehost-live&scope=site UR - decristan@dipf.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-55261-006 AN - 2015-55261-006 AU - Harrison-Felix, Cynthia AU - Pretz, Christopher AU - Hammond, Flora M. AU - Cuthbert, Jeffrey P. AU - Bell, Jeneita AU - Corrigan, John AU - Miller, A. Cate AU - Haarbauer-Krupa, Juliet T1 - Life expectancy after inpatient rehabilitation for traumatic brain injury in the United States. JF - Journal of Neurotrauma JO - Journal of Neurotrauma JA - J Neurotrauma Y1 - 2015/12/01/ VL - 32 IS - 23 SP - 1893 EP - 1901 CY - US PB - Mary Ann Liebert, Inc. SN - 0897-7151 SN - 1557-9042 AD - Harrison-Felix, Cynthia, Research Department, Craig Hospital, 3425 S. Clarkson Street, Englewood, CO, US, 80113 N1 - Accession Number: 2015-55261-006. PMID: 25057965 Partial author list: First Author & Affiliation: Harrison-Felix, Cynthia; Research Department, Craig Hospital, Englewood, CO, US. Release Date: 20160118. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Death and Dying; Life Expectancy; Rehabilitation; Traumatic Brain Injury. Classification: Neurological Disorders & Brain Damage (3297); Rehabilitation (3380). Population: Human (10); Male (30); Female (40); Inpatient (50). Location: US. Age Group: Adulthood (18 yrs & older) (300); Aged (65 yrs & older) (380). Tests & Measures: Functional Independence Measure DOI: 10.1037/t02229-000; Disability Rating Scale DOI: 10.1037/t29015-000; Glasgow Coma Scale DOI: 10.1037/t28450-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 9. Issue Publication Date: Dec 1, 2015. Copyright Statement: Mary Ann Liebert, Inc. AB - This study characterized life expectancy after traumatic brain injury (TBI). The TBI Model Systems (TBIMS) National Database (NDB) was weighted to represent those ≥ 16 years of age completing inpatient rehabilitation for TBI in the United States (US) between 2001 and 2010. Analyses included Standardized Mortality Ratios (SMRs), Cox regression, and life expectancy. The US mortality rates by age, sex, race, and cause of death for 2005 and 2010 were used for comparison purposes. Results indicated that a total of 1325 deaths occurred in the weighted cohort of 6913 individuals. Individuals with TBI were 2.23 times more likely to die than individuals of comparable age, sex, and race in the general population, with a reduced average life expectancy of 9 years. Independent risk factors for death were: older age, male gender, less-than-high school education, previously married at injury, not employed at injury, more recent year of injury, fall-related TBI, not discharged home after rehabilitation, less functional independence, and greater disability. Individuals with TBI were at greatest risk of death from seizures; accidental poisonings; sepsis; aspiration pneumonia; respiratory, mental/behavioral, or nervous system conditions; and other external causes of injury and poisoning, compared with individuals in the general population of similar age, gender, and race. This study confirms prior life expectancy study findings, and provides evidence that the TBIMS NDB is representative of the larger population of adults receiving inpatient rehabilitation for TBI in the US. There is an increased risk of death for individuals with TBI requiring inpatient rehabilitation. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - brain injury KW - chronic KW - life expectancy KW - mortality KW - rehabilitation KW - 2015 KW - Death and Dying KW - Life Expectancy KW - Rehabilitation KW - Traumatic Brain Injury KW - 2015 U1 - Sponsor: US Department of Health and Human Services, Centers for Disease Control and Prevention, US. Recipients: No recipient indicated U1 - Sponsor: US Department of Education, Office of Special Education and Rehabilitative Services, US. Recipients: No recipient indicated U1 - Sponsor: NIDRR. Recipients: No recipient indicated U1 - Sponsor: Traumatic Brain Injury Model Systems National Data and Statistical Center, US. Grant: H133A110006. Other Details: NIDRR. Recipients: No recipient indicated U1 - Sponsor: NIDRR, Traumatic Brain Injury Model System Center, US. Grant: H133A120086. Other Details: Ohio State University. Recipients: No recipient indicated U1 - Sponsor: Indiana University, US. Grant: H133A120035. Recipients: No recipient indicated DO - 10.1089/neu.2014.3353 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-55261-006&site=ehost-live&scope=site UR - CHarrison-Felix@craighospital.org DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-57905-001 AN - 2015-57905-001 AU - Brandt, Holger AU - Umbach, Nora AU - Kelava, Augustin T1 - The standardization of linear and nonlinear effects in direct and indirect applications of structural equation mixture models for normal and nonnormal data. JF - Frontiers in Psychology JO - Frontiers in Psychology JA - Front Psychol Y1 - 2015/11/30/ VL - 6 CY - Switzerland PB - Frontiers Media S.A. SN - 1664-1078 AD - Brandt, Holger N1 - Accession Number: 2015-57905-001. PMID: 26648886 Partial author list: First Author & Affiliation: Brandt, Holger; Hector Research Institute of Education Sciences and Psychology, Eberhard Karls Universitat Tubingen, Tubingen, Germany. Other Publishers: Frontiers Research Foundation. Release Date: 20160512. Correction Date: 20160919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Analysis of Variance; Error of Measurement; Linear Regression; Structural Equation Modeling. Classification: General Psychology (2100). Population: Human (10). Methodology: Empirical Study; Mathematical Model; Quantitative Study. Supplemental Data: Experimental Materials Internet. References Available: Y. ArtID: 1813. Issue Publication Date: Nov 30, 2015. Publication History: First Posted Date: Nov 30, 2015; Accepted Date: Nov 10, 2015; First Submitted Date: Jun 4, 2015. Copyright Statement: This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Brandt, Umbach and Kelava. 2015. AB - The application of mixture models to flexibly estimate linear and nonlinear effects in the SEM framework has received increasing attention (e.g., Jedidi et al., 1997b; Bauer, 2005; Muthén and Asparouhov, 2009; Wall et al., 2012; Kelava and Brandt, 2014; Muthén and Asparouhov, 2014). The advantage of mixture models is that unobserved subgroups with class-specific relationships can be extracted (direct application), or that the mixtures can be used as a statistical tool to approximate nonnormal (latent) distributions (indirect application). Here, we provide a general standardization procedure for linear and nonlinear interaction and quadratic effects in mixture models. The procedure can also be applied to multiple group models or to single class models with nonlinear effects like LMS (Klein and Moosbrugger, 2000). We show that it is necessary to take nonnormality of the data into account for a correct standardization. We present an empirical example from education science applying the proposed procedure. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - interaction effect KW - quadratic effect KW - nonlinear effect KW - mixture model KW - nonnormality KW - standardization KW - 2015 KW - Analysis of Variance KW - Error of Measurement KW - Linear Regression KW - Structural Equation Modeling KW - 2015 U1 - Sponsor: Deutsche Forschungsgemeinschaft, Germany. Grant: KE 1664/1-1; KE 1664/1-2; BR 5175/1-2. Recipients: No recipient indicated U1 - Sponsor: University of Tübingen, Germany. Other Details: Open Access Publishing Fund. Recipients: No recipient indicated UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-57905-001&site=ehost-live&scope=site UR - holger.brandt@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-56042-013 AN - 2015-56042-013 AU - Schnabel, Deborah B. L. AU - Kelava, Augustin AU - van de Vijver, Fons J. R. AU - Seifert, Lena T1 - Examining psychometric properties, measurement invariance, and construct validity of a short version of the Test to Measure Intercultural Competence (TMIC-S) in Germany and Brazil. JF - International Journal of Intercultural Relations JO - International Journal of Intercultural Relations JA - Int J Intercult Relat Y1 - 2015/11// VL - 49 SP - 137 EP - 155 CY - Netherlands PB - Elsevier Science SN - 0147-1767 SN - 1873-7552 AD - Schnabel, Deborah B. L., Europastrasse 6, 72072, Tuebingen, Germany N1 - Accession Number: 2015-56042-013. Partial author list: First Author & Affiliation: Schnabel, Deborah B. L.; Hector Research Institute of Education Sciences and Psychology, Eberhard Karls Universitaet Tuebingen, Tuebingen, Germany. Other Publishers: New Brunswick, N.J.: Transaction Periodicals Consortium; Pergamon Press. Release Date: 20160516. Correction Date: 20160714. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Acculturation; Competence; Measurement; Psychometrics. Minor Descriptor: Cross Cultural Differences; Social Skills; Test Validity. Classification: Tests & Testing (2220); Culture & Ethnology (2930). Population: Human (10); Male (30); Female (40). Location: Brazil; Germany. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Behavioral Assessment Scale for Intercultural Communication; Cross-Cultural Adaptability Inventory; Cultural Intelligence Scale DOI: 10.1037/t24375-000; Test to Measure Intercultural Competence—Short Version DOI: 10.1037/t51186-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 19. Issue Publication Date: Nov, 2015. Publication History: First Posted Date: Sep 21, 2015; Accepted Date: Aug 27, 2015; Revised Date: Aug 24, 2015; First Submitted Date: Aug 10, 2014. Copyright Statement: Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). The Authors. 2015. AB - The goal of this study was to develop and validate a short version (TMIC-S) of the Test to Measure Intercultural Competence (TMIC; Schnabel, Kelava, Seifert, & Kuhlbrodt, 2015). TMIC-S measures six malleable abilities that support handling novel or difficult cross-cultural situations. The short TMIC-S version, comprising 25 self-report and six situational judgment items, was administered to 1032 Germans and 769 Brazilians. Confirmatory factor analysis (CFA) showed a good fit of the sixfactor multimethod model in both samples. Measurement invariance was examined by multigroup CFA, which showed metric and scalar invariance of the TMIC-S. An initial construct validation was addressed by computing correlations of the German and Brazilian TMIC-S versions with the Cultural Intelligence Scale (Van Dyne, Ang, & Koh, 2008). Additionally, prior intercultural experience was positively associated with latent TMIC-S means in both samples, highlighting criterion validity. Thus, TMIC-S is a valid instrument, which can be administered efficiently. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Intercultural competence KW - Multimethod test KW - Situational judgment test KW - Measurement KW - invariance KW - Cross-cultural generalizability KW - 2015 KW - Acculturation KW - Competence KW - Measurement KW - Psychometrics KW - Cross Cultural Differences KW - Social Skills KW - Test Validity KW - 2015 DO - 10.1016/j.ijintrel.2015.08.002 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-56042-013&site=ehost-live&scope=site UR - deborah.schnabel@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-37654-012 AN - 2015-37654-012 AU - Flunger, Barbara AU - Trautwein, Ulrich AU - Nagengast, Benjamin AU - Lüdtke, Oliver AU - Niggli, Alois AU - Schnyder, Inge T1 - The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year. JF - Learning and Instruction JO - Learning and Instruction JA - Learn Instr Y1 - 2015/10// VL - 39 SP - 97 EP - 106 CY - Netherlands PB - Elsevier Science SN - 0959-4752 AD - Flunger, Barbara, Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Europastrasse 6, D-72072, Tubingen, Germany N1 - Accession Number: 2015-37654-012. Partial author list: First Author & Affiliation: Flunger, Barbara; Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tubingen, Germany. Release Date: 20151026. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Flunger, Barbara. Major Descriptor: Academic Achievement; Homework. Minor Descriptor: Learning; Teaching. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Location: Switzerland. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200). Tests & Measures: Homework Effort Scale; Homework Time Scale; Emotional Engagement Scale; Cognitive Engagement Scale; French Standardized Achievement Test; Agentic Engagement Scale DOI: 10.1037/t27797-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 10. Issue Publication Date: Oct, 2015. Publication History: First Posted Date: Jun 18, 2015; Accepted Date: May 27, 2015; Revised Date: May 16, 2015; First Submitted Date: Dec 12, 2014. Copyright Statement: All rights reserved. Elsevier Ltd. 2015. AB - Homework time and achievement are only modestly associated, whereas homework effort has consistently been shown to positively predict later achievement. We argue that time spent on homework can be an important predictor of achievement when combined with measures of homework effort. Latent profile analyses were applied to a longitudinal data set with 1915 eighth-grade students who had been surveyed on their homework behavior in French as a second language. There were three main findings. First, based on their values for homework time and homework effort, five distinct learning types were identified: fast learner, high-effort learner, average student, struggling learner, and minimalist. Second, latent transition analyses confirmed that these learning types were stably identified over time. Third, longitudinal analyses predicting Time 2 academic achievement indicated that time spent on homework can be associated with positive (as in the high-effort learner) and negative (as in the struggling learner) outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Learning types KW - Homework time KW - Homework effort KW - Person-centered approach KW - 2015 KW - Academic Achievement KW - Homework KW - Learning KW - Teaching KW - 2015 U1 - Sponsor: German Research Foundation, Germany. Grant: FL 867/1-1. Recipients: Flunger, Barbara; Trautwein, Ulrich; Nagengast, Benjamin; Lüdtke, Oliver DO - 10.1016/j.learninstruc.2015.05.008 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-37654-012&site=ehost-live&scope=site UR - inge.schnyder@unifr.ch UR - niggliA@edufr.ch UR - oluedtke@ipn.uni-kiel.de UR - benjamin.nagengast@uni-tuebingen.de UR - ulrich.trautwein@uni-tuebingen.de UR - barbara.flunger@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-43375-001 AN - 2015-43375-001 AU - Wang, Jing AU - Xia, Tiansheng AU - Xu, Liling AU - Ru, Taotao AU - Mo, Ce AU - Wang, Ting Ting AU - Mo, Lei T1 - What is beautiful brings out what is good in you: The effect of facial attractiveness on individuals' honesty. JF - International Journal of Psychology JO - International Journal of Psychology JA - Int J Psychol Y1 - 2015/09/17/ CY - United Kingdom PB - Wiley-Blackwell Publishing Ltd. SN - 0020-7594 SN - 1464-066X N1 - Accession Number: 2015-43375-001. Partial author list: First Author & Affiliation: Wang, Jing; Center for Studies of Psychological Application & School of Psychology, South China Normal University, Guangzhou, China. Other Publishers: Taylor & Francis. Release Date: 20150921. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Language: English. Major Descriptor: No terms assigned. Classification: General Psychology (2100). Publication History: Accepted Date: Aug 15, 2015; First Submitted Date: Jan 14, 2015. Copyright Statement: International Union of Psychological Science. 2015. AB - This study tested whether the presence of an attractive face would influence individuals' honesty. In 2 experiments, 225 participants were asked to predict the outcome of computerised coin‐flips and to self‐report the accuracy of their predictions. Self‐reports were made in the presence of a facial photo of a female who had been rated before the experiment as high attractive, middle attractive or low attractive by other volunteers. Participants were rewarded based on their self‐reported (not actual) accuracy. The results showed that subjects tended to give more dishonest self‐reports when presented with middle or low attractive facial images than when presented with high attractive images, with self‐reported accuracy being significantly higher than the random level. The results of this study show that presented with an attractive face, subjects tend to engage in behaviours that conform to moral codes. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Beauty KW - Moral behaviour KW - Dishonest behaviour KW - Moral judgement KW - 2015 KW - No terms assigned KW - 2015 DO - 10.1002/ijop.12218 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-43375-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-32545-001 AN - 2015-32545-001 AU - Gaspard, Hanna AU - Dicke, Anna-Lena AU - Flunger, Barbara AU - Brisson, Brigitte Maria AU - Häfner, Isabelle AU - Nagengast, Benjamin AU - Trautwein, Ulrich T1 - Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. JF - Developmental Psychology JO - Developmental Psychology Y1 - 2015/09// VL - 51 IS - 9 SP - 1226 EP - 1240 CY - US PB - American Psychological Association SN - 0012-1649 SN - 1939-0599 AD - Gaspard, Hanna, Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, Tübingen, Germany, 72072 N1 - Accession Number: 2015-32545-001. PMID: 26192044 Partial author list: First Author & Affiliation: Gaspard, Hanna; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany. Release Date: 20150720. Correction Date: 20150817. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Trautwein, Ulrich. Major Descriptor: Mathematics; Motivation; School Based Intervention; Student Attitudes; Values. Minor Descriptor: Classrooms; Theories. Classification: Classroom Dynamics & Student Adjustment & Attitudes (3560). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Adolescence (13-17 yrs) (200). Methodology: Empirical Study; Quantitative Study. Supplemental Data: Tables and Figures Internet. References Available: Y. Page Count: 15. Issue Publication Date: Sep, 2015. Publication History: First Posted Date: Jul 20, 2015; Accepted Date: May 20, 2015; Revised Date: Mar 20, 2015; First Submitted Date: Sep 3, 2014. Copyright Statement: American Psychological Association. 2015. AB - Interventions targeting students’ perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students’ value beliefs for mathematics (i.e., intrinsic value, attainment value, utility value, and cost) could be fostered with relevance interventions in the classroom. Eighty-two classrooms were randomly assigned to 1 of 2 experimental conditions or a waiting control condition. Both experimental groups received a 90-min intervention within the classroom on the relevance of mathematics, consisting of a psychoeducational presentation and relevance-inducing tasks (either writing a text or evaluating interview quotations). Intervention effects were evaluated via self-reports of 1,916 participating students 6 weeks and 5 months after the intervention in the classroom. Both intervention conditions fostered more positive value beliefs among students at both time points. Compared with the control condition, classes in the quotations condition reported higher utility value, attainment value, and intrinsic value, and classes in the text condition reported higher utility value. Thus, stronger effects on students’ value beliefs were found for the quotations condition than for the text condition. When assessing intervention effects separately for females and males, some evidence for stronger effects for females than for males was found. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract) KW - intervention KW - motivation KW - mathematics KW - gender KW - expectancy-value theory KW - task value KW - 2015 KW - Mathematics KW - Motivation KW - School Based Intervention KW - Student Attitudes KW - Values KW - Classrooms KW - Theories U1 - Sponsor: German Research Foundation, Germany. Grant: TR 553/7-1. Other Details: and to Oliver Lüdtke. Recipients: Trautwein, Ulrich; Nagengast, Benjamin DO - 10.1037/dev0000028 L3 - 10.1037/dev0000028.supp (Supplemental) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2015-32545-001&site=ehost-live&scope=site UR - hanna.gaspard@uni-tuebingen.de DP - EBSCOhost DB - pdh ER - TY - JOUR AU - Ni Wu AU - Jia-Li Wu T1 - Rural Disadvantaged Children's Educational Problems and Related Policies in China. JO - International Journal of Intelligent Technologies & Applied Statistics JF - International Journal of Intelligent Technologies & Applied Statistics Y1 - 2015/09// VL - 8 IS - 3 M3 - Article SP - 225 EP - 235 PB - Airiti Press Inc. SN - 19985010 AB - This manuscript sets out to state the complicated educational situation of rural disadvantaged children and related policies suggestions. By analyzing the local survey data, we find that the rural disadvantaged children's educational problems is of great importance and has a strategic significance in promoting a new socialist rural construction, urbanization and industrialization process, building a harmonious society. [ABSTRACT FROM AUTHOR] AB - Copyright of International Journal of Intelligent Technologies & Applied Statistics is the property of Airiti Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - DISADVANTAGED environment KW - EDUCATIONAL equalization KW - EDUCATION & state KW - RURAL development KW - URBANIZATION KW - CHINA KW - Educational problems KW - Policy KW - Rural disadvantaged children N1 - Accession Number: 110167393; Ni Wu 1; Email Address: bice-cn@163.com Jia-Li Wu 2; Affiliation: 1: Research Center for Education Policy, National Institute of Education Sciences, Bei jing, China 2: Faculty of Education, Southwest University, Chongqing, China; Source Info: 2015, Vol. 8 Issue 3, p225; Subject Term: DISADVANTAGED environment; Subject Term: EDUCATIONAL equalization; Subject Term: EDUCATION & state; Subject Term: RURAL development; Subject Term: URBANIZATION; Subject Term: CHINA; Author-Supplied Keyword: Educational problems; Author-Supplied Keyword: Policy; Author-Supplied Keyword: Rural disadvantaged children; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 925120 Administration of Urban Planning and Community and Rural Development; Number of Pages: 11p; Document Type: Article L3 - 10.6148/IJITAS.2015.0803.03 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=110167393&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2014-48912-001 AN - 2014-48912-001 AU - Damian, Rodica Ioana AU - Su, Rong AU - Shanahan, Michael AU - Trautwein, Ulrich AU - Roberts, Brent W. T1 - Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood. JF - Journal of Personality and Social Psychology JO - Journal of Personality and Social Psychology Y1 - 2015/09// VL - 109 IS - 3 SP - 473 EP - 489 CY - US PB - American Psychological Association SN - 0022-3514 SN - 1939-1315 AD - Damian, Rodica Ioana, Department of Psychology, University of Illinois at Urbana-Champaign, 603 E. Daniel Street, Champaign, IL, US, 61820 N1 - Accession Number: 2014-48912-001. PMID: 25402679 Partial author list: First Author & Affiliation: Damian, Rodica Ioana; Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL, US. Release Date: 20141117. Correction Date: 20150817. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Roberts, Brent W. Major Descriptor: Family Background; Individual Differences; Intelligence; Occupational Status; Personality Traits. Minor Descriptor: Disadvantaged; Education; Status. Classification: Personality Traits & Processes (3120); Industrial & Organizational Psychology (3600). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300). Tests & Measures: Project Talent Personality Inventory; Project Talent Original Survey. Methodology: Empirical Study; Followup Study; Quantitative Study. References Available: Y. Page Count: 17. Issue Publication Date: Sep, 2015. Publication History: First Posted Date: Nov 17, 2014; Accepted Date: Sep 10, 2014; Revised Date: Sep 9, 2014; First Submitted Date: Jun 4, 2014. Copyright Statement: American Psychological Association. 2014. AB - This study investigated the interplay of family background and individual differences, such as personality traits and intelligence (measured in a large U.S. representative sample of high school students; N = 81,000) in predicting educational attainment, annual income, and occupational prestige 11 years later. Specifically, we tested whether individual differences followed 1 of 3 patterns in relation to parental socioeconomic status (SES) when predicting attained status: (a) the independent effects hypothesis (i.e., individual differences predict attainments independent of parental SES level), (b) the resource substitution hypothesis (i.e., individual differences are stronger predictors of attainments at lower levels of parental SES), and (c) the Matthew effect hypothesis (i.e., “the rich get richer”; individual differences are stronger predictors of attainments at higher levels of parental SES). We found that personality traits and intelligence in adolescence predicted later attained status above and beyond parental SES. A standard deviation increase in individual differences translated to up to 8 additional months of education, $4,233 annually, and more prestigious occupations. Furthermore, although we did find some evidence for both the resource substitution and the Matthew effect hypotheses, the most robust pattern across all models supported the independent effects hypothesis. Intelligence was the exception, the interaction models being more robust. Finally, we found that although personality traits may help compensate for background disadvantage to a small extent, they do not usually lead to a “full catch-up” effect, unlike intelligence. This was the first longitudinal study of status attainment to test interactive models of individual differences and background factors. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract) KW - personality KW - education KW - occupational prestige KW - socioeconomic status KW - resource substitution KW - 2015 KW - Family Background KW - Individual Differences KW - Intelligence KW - Occupational Status KW - Personality Traits KW - Disadvantaged KW - Education KW - Status U1 - Sponsor: National Institute on Aging. Grant: R01 AG21178. Recipients: Roberts, Brent W. (Prin Inv) DO - 10.1037/pspp0000024 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2014-48912-001&site=ehost-live&scope=site UR - ridamian@illinois.edu DP - EBSCOhost DB - pdh ER - TY - JOUR AU - Wang, Ya AU - Chen, Xing-jie AU - Cui, Ji-fang AU - Liu, Lu-lu T1 - Testing the Zimbardo Time Perspective Inventory in the Chinese context. JO - PsyCh Journal JF - PsyCh Journal Y1 - 2015/09// VL - 4 IS - 3 M3 - Article SP - 166 EP - 175 SN - 20460252 AB - In this study, the authors evaluated the Chinese version of the Zimbardo Time Perspective Inventory ( ZTPI). The ZTPI was tested among a sample of 303 university students. A subsample of 51 participants was then asked to complete the ZTPI again along with another set of questionnaires. The five-factor model of a 20-item short version of the ZTPI showed good model fit, internal consistency, and test-retest reliability. The 20-item Chinese version of the ZTPI also provided good validity, showing correlations with other variables in expected directions. Past- Positive was positively correlated with reappraisal and negatively correlated with suppression emotion regulation strategies, and Present- Hedonistic was positively correlated with reappraisal emotion regulation strategies. These findings indicate that the ZTPI is a reliable and valid instrument for measuring time perspective in the Chinese setting. [ABSTRACT FROM AUTHOR] AB - Copyright of PsyCh Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - TIME perspective KW - TIME management KW - STATISTICAL reliability KW - COLLEGE students -- Psychology KW - TIME perception KW - PSYCHOLOGICAL aspects KW - Chinese KW - emotion regulation KW - time perspective KW - Zimbardo Time Perspective Inventory N1 - Accession Number: 109345057; Wang, Ya 1 Chen, Xing-jie 1,2 Cui, Ji-fang 3 Liu, Lu-lu 1,2; Affiliation: 1: Neuropsychology and Applied Cognitive Neuroscience Lab, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences 2: University of Chinese Academy of Sciences 3: Information Center, National Institute of Education Sciences; Source Info: Sep2015, Vol. 4 Issue 3, p166; Subject Term: TIME perspective; Subject Term: TIME management; Subject Term: STATISTICAL reliability; Subject Term: COLLEGE students -- Psychology; Subject Term: TIME perception; Subject Term: PSYCHOLOGICAL aspects; Author-Supplied Keyword: Chinese; Author-Supplied Keyword: emotion regulation; Author-Supplied Keyword: time perspective; Author-Supplied Keyword: Zimbardo Time Perspective Inventory; Number of Pages: 10p; Document Type: Article L3 - 10.1002/pchj.103 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=109345057&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Xiao, Fengqiu AU - Zheng, Zhiwei AU - Wang, Ya AU - Cui, Jifang AU - Chen, Yinghe T1 - Conflict monitoring and stimulus categorization processes involved in the prosocial attitude implicit association test: Evidence from event-related potentials. JO - Social Neuroscience JF - Social Neuroscience Y1 - 2015/08// VL - 10 IS - 4 M3 - Article SP - 408 EP - 417 SN - 17470919 AB - The implicit association test (IAT) is a promising method used to assess individual implicit attitudes by indirectly measuring the strengths of associations between target and attribute categories. To date, the cognitive processes involved in the prosocial attitude IAT task have received little attention. The present study examined the temporal dynamics of the IAT that measures prosocial attitude using event-related potentials (ERPs). ERP results revealed enhanced N2 amplitudes for incongruent trials when compared with congruent trials and enhanced P300 amplitudes for congruent trials when compared with incongruent trials. In addition, the N2 amplitude differences were significantly correlated with individual prosocial behavior (the amount of donation). Our findings suggest that conflict monitoring and stimulus categorization processes are involved in the prosocial attitude IAT task and that the ERP indices of IATs that measure prosocial attitude may predict individual prosocial behavior. [ABSTRACT FROM AUTHOR] AB - Copyright of Social Neuroscience is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - STIMULUS & response (Psychology) KW - PROSOCIAL behavior KW - EVOKED potentials (Electrophysiology) KW - PERITECTIC reactions KW - AMPLITUDE estimation KW - Event-related potentials KW - Implicit association test KW - N2 KW - P300 KW - Prosocial attitude N1 - Accession Number: 102577988; Xiao, Fengqiu 1 Zheng, Zhiwei 2 Wang, Ya 3 Cui, Jifang 4 Chen, Yinghe 1; Affiliation: 1: Institute of Developmental Psychology, School of Psychology, Beijing Normal University, Beijing, China 2: Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China 3: Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China 4: Information Center, National Institute of Education Sciences, Beijing, China; Source Info: Aug2015, Vol. 10 Issue 4, p408; Subject Term: STIMULUS & response (Psychology); Subject Term: PROSOCIAL behavior; Subject Term: EVOKED potentials (Electrophysiology); Subject Term: PERITECTIC reactions; Subject Term: AMPLITUDE estimation; Author-Supplied Keyword: Event-related potentials; Author-Supplied Keyword: Implicit association test; Author-Supplied Keyword: N2; Author-Supplied Keyword: P300; Author-Supplied Keyword: Prosocial attitude; Number of Pages: 10p; Document Type: Article L3 - 10.1080/17470919.2014.1003598 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=102577988&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2015-25747-008 AN - 2015-25747-008 AU - Itzek-Greulich, Heike AU - Flunger, Barbara AU - Vollmer, Christian AU - Nagengast, Benjamin AU - Rehm, Markus AU - Trautwein, Ulrich T1 - Effects of a science center outreach lab on school students' achievement—Are student lab visits needed when they teach what students can learn at school? JF - Learning and Instruction JO - Learning and Instruction JA - Learn Instr Y1 - 2015/08// VL - 38 SP - 43 EP - 52 CY - Netherlands PB - Elsevier Science SN - 0959-4752 AD - Itzek-Greulich, Heike, Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Europastrasse 6, 72072, Tubingen, Germany N1 - Accession Number: 2015-25747-008. Partial author list: First Author & Affiliation: Itzek-Greulich, Heike; Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tubingen, Germany. Release Date: 20150706. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Learning; School Based Intervention; Science Education. Minor Descriptor: Schools; Sciences. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Adolescence (13-17 yrs) (200). Tests & Measures: Student Questionnaire. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 10. Issue Publication Date: Aug, 2015. Publication History: First Posted Date: Apr 19, 2015; Accepted Date: Mar 24, 2015; Revised Date: Mar 14, 2015; First Submitted Date: Sep 16, 2014. Copyright Statement: All rights reserved. Elsevier Ltd. 2015. AB - This study examined the effectiveness of labwork settings in science education with a pretest-posttest design. Sixty-eight ninth-grade classes (N = 1773) were randomly assigned to three experimental conditions and a control condition. The first condition was taught the topic of the chemistry of starch in School only, the second condition was taught in the Science Center Outreach Lab (SCOL) only, the third condition was taught in a combined setting encompassing both a SCOL visit and classroom learning (SCOL & school), and the fourth was a control condition. A multilevel analysis investigated differences in achievement with experimental conditions as predictors on the class level and gender, language spoken at home, and pretest scores as predictors on the student level. The intervention was effective in all three experimental conditions with higher achievement than the control condition. Students in the combined setting (SCOL & school), our reference group in the multilevel analysis, learned more than the students in the control condition. However, since students' achievement in the SCOL only and School only conditions did not differ significantly from the SCOL & school condition, it seems that the learning goals of the SCOL can also be achieved at school (at least when labwork is provided). (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Achievement KW - Educational setting KW - Science education KW - Science center outreach lab (SCOL) KW - School intervention KW - 2015 KW - Academic Achievement KW - Learning KW - School Based Intervention KW - Science Education KW - Schools KW - Sciences KW - 2015 U1 - Sponsor: Fonds der Chemischen Industrie, Germany. Other Details: (Förderlinie Chemiedidaktik). Recipients: No recipient indicated U1 - Sponsor: EXPERIMENTA gGmbH. Recipients: No recipient indicated U1 - Sponsor: University of Education Ludwigsburg, Germany. Other Details: Forschungsförderung. Recipients: No recipient indicated DO - 10.1016/j.learninstruc.2015.03.003 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-25747-008&site=ehost-live&scope=site UR - ORCID: 0000-0003-0647-0057 UR - ORCID: 0000-0002-7763-7013 UR - UR - ulrich.trautwein@uni-tuebingen.de UR - rehm@ph-heidelberg.de UR - benjamin.nagengast@uni-tuebingen.de UR - vollmer@ph-heidelberg.de UR - barbara.flunger@uni-tuebingen.de UR - heike.itzek-greulich@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2014-44657-001 AN - 2014-44657-001 AU - Gaspard, Hanna AU - Dicke, Anna-Lena AU - Flunger, Barbara AU - Schreier, Brigitte AU - Häfner, Isabelle AU - Trautwein, Ulrich AU - Nagengast, Benjamin T1 - More value through greater differentiation: Gender differences in value beliefs about math. JF - Journal of Educational Psychology JO - Journal of Educational Psychology JA - J Educ Psychol Y1 - 2015/08// VL - 107 IS - 3 SP - 663 EP - 677 CY - US PB - American Psychological Association SN - 0022-0663 SN - 1939-2176 AD - Gaspard, Hanna, Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072, Tübingen, Germany N1 - Accession Number: 2014-44657-001. Partial author list: First Author & Affiliation: Gaspard, Hanna; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany. Other Publishers: Warwick & York. Release Date: 20141027. Correction Date: 20150914. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Trautwein, Ulrich. Major Descriptor: Human Sex Differences; Mathematics; Mathematics Education; Student Attitudes; Values. Minor Descriptor: Theories. Classification: Educational Psychology (3500). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Adolescence (13-17 yrs) (200). Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 15. Issue Publication Date: Aug, 2015. Publication History: First Posted Date: Oct 27, 2014; Accepted Date: Aug 15, 2014; Revised Date: Aug 15, 2014; First Submitted Date: Oct 2, 2013. Copyright Statement: American Psychological Association. 2014. AB - Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on inconsistencies in research findings on gender differences in math values that might partially be due to differences in the operationalization of the value construct. To this end, we examined if subfacets of the 4 value components could be established empirically and if gender differences could be found on these facets. A total of 1,868 9th-grade students completed a set of 37 items assessing their value beliefs in mathematics. Confirmatory factor analyses supported the conceptual differentiation of value beliefs into a total of 11 value facets. Whereas the factor structure was invariant across gender, there were considerable differences in mean levels favoring boys on some but not all value facets. These gender differences depended not only on the value component but also on the specific facet under consideration. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - mathematics KW - expectancy-value theory KW - gender differences KW - task value KW - 2015 KW - Human Sex Differences KW - Mathematics KW - Mathematics Education KW - Student Attitudes KW - Values KW - Theories KW - 2015 U1 - Sponsor: German Research Foundation, Germany. Grant: TR 553/7-1. Other Details: also awarded to Oliver Lüdtke. Recipients: Trautwein, Ulrich; Nagengast, Benjamin U1 - Sponsor: Ministry of Science, Research and the Arts, Germany. Other Details: Hanna Gaspard, Brigitte Schreier, and Isabelle Häfner are members of the Cooperative Research Training Group of the University of Education, Ludwigsburg, and the University of Tübingen, which is supported by the Ministry of Science, Research and the Arts in Baden- Württemberg.. Recipients: Gaspard, Hanna; Schreier, Brigitte; Häfner, Isabelle U1 - Sponsor: Excellence Initiative. Other Details: Hanna Gaspard and Isabelle Häfner are also doctoral students of the LEAD Graduate School [GSC 1028], funded by the Excellence Initiative of the German federal and state governments. Recipients: Gaspard, Hanna; Häfner, Isabelle DO - 10.1037/edu0000003 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-44657-001&site=ehost-live&scope=site UR - UR - ORCID: 0000-0001-8830-8031 UR - hanna.gaspard@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Nevski, Elyna AU - Vintera, Kristi T1 - Parents' opinions on parental mediation strategies used to instruct toddlers. JO - Estonian Journal of Education / Eesti Haridusteaduste Ajakiri JF - Estonian Journal of Education / Eesti Haridusteaduste Ajakiri Y1 - 2015/07// VL - 3 IS - 2 M3 - Article SP - 76 EP - 78 SN - 2346562X AB - The article discusses children's use of technology which provide an opportunity to improve early learning through educational content based on themes such as language, shape, color, music, reading, and numbers. KW - LEARNING KW - COMPUTER network resources KW - EDUCATIONAL innovations KW - READING KW - infant KW - parental involvement KW - toddler KW - touch-screens KW - video-deficit N1 - Accession Number: 114208338; Nevski, Elyna 1 Vintera, Kristi 1; Affiliation: 1: Tallinn University, Institute of Education Sciences on strategies among infants and toddlers; Source Info: 2015, Vol. 3 Issue 2, p76; Subject Term: LEARNING; Subject Term: COMPUTER network resources; Subject Term: EDUCATIONAL innovations; Subject Term: READING; Author-Supplied Keyword: infant; Author-Supplied Keyword: parental involvement; Author-Supplied Keyword: toddler; Author-Supplied Keyword: touch-screens; Author-Supplied Keyword: video-deficit; Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=114208338&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Marins, João Carlos Bouzas AU - Formenti, Damiano AU - Costa, Carlos Magno Amaral AU - de Andrade Fernandes, Alex AU - Sillero-Quintana, Manuel T1 - Circadian and gender differences in skin temperature in militaries by thermography. JO - Infrared Physics & Technology JF - Infrared Physics & Technology Y1 - 2015/07// VL - 71 M3 - Article SP - 322 EP - 328 SN - 13504495 AB - Aim The purpose of this study was to determine gender differences in skin temperature ( T sk ) for 21 regions of interest (ROIs) of the body throughout the day in a military sample using infrared thermography. Methods The T sk of 20 male (23.2 ± 2.9 yr) and 20 female (20.5 ± 1.3 yr) Brazilian Air Force Military members were evaluated with four thermograms collected at 7:00 AM ( T sk7 ) and 7:00 PM ( T sk19 ) by a Fluke® thermal camera. The ROIs analyzed included the abdomen and bilateral anterior and posterior views of the hands, forearms, arms, thighs, and legs. Student’s t -tests were performed on independent samples ( α = 0.05). Results With the exception of the hands, men’s T sk7 was significantly higher than that of women ( p < 0.05). However, in the late evening ( T sk19 ), only the temperatures of the posterior side of the thigh and leg were significantly lower ( p < 0.05) in women. Conclusions In the early morning, men present a greater average T sk than women across all evaluated ROIs; however, those differences disappear after 12 h, except for the posterior thighs and legs. The hands were the sole areas showing similar temperatures at both time points. [ABSTRACT FROM AUTHOR] AB - Copyright of Infrared Physics & Technology is the property of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CIRCADIAN rhythms KW - GENDER differences (Psychology) KW - SKIN temperature KW - THERMOGRAPHY KW - TEMPERATURE measuring instruments KW - Body temperature regulation KW - Skin temperature KW - Thermography KW - Thermoregulation N1 - Accession Number: 108654309; Marins, João Carlos Bouzas 1 Formenti, Damiano 2; Email Address: damiano.formenti@unimi.it Costa, Carlos Magno Amaral 1 de Andrade Fernandes, Alex 3 Sillero-Quintana, Manuel 4; Affiliation: 1: Human Performance Laboratory – LAPEH, Universidade Federal de Viçosa, Viçosa, Brazil 2: Department of Biomedical Sciences for Health, Università degli Studi di Milano, Milano, Italy 3: Department of Physical Education, Federal Institute for Education, Sciences and Technology of Minas Gerais, Bambuí, Brazil 4: Faculty of Physical Activity and Sport Sciences – INEF, Universidad Politécnica de Madrid, Madrid, Spain; Source Info: Jul2015, Vol. 71, p322; Subject Term: CIRCADIAN rhythms; Subject Term: GENDER differences (Psychology); Subject Term: SKIN temperature; Subject Term: THERMOGRAPHY; Subject Term: TEMPERATURE measuring instruments; Author-Supplied Keyword: Body temperature regulation; Author-Supplied Keyword: Skin temperature; Author-Supplied Keyword: Thermography; Author-Supplied Keyword: Thermoregulation; Number of Pages: 7p; Document Type: Article L3 - 10.1016/j.infrared.2015.05.008 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=108654309&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Gurantz, Oded1, ogurantz@stanford.edu T1 - Who Loses Out? Registration Order, Course Availability, and Student Behaviors in Community College. JO - Journal of Higher Education JF - Journal of Higher Education J1 - Journal of Higher Education PY - 2015/07//Jul/Aug2015 Y1 - 2015/07//Jul/Aug2015 VL - 86 IS - 4 CP - 4 M3 - Article SP - 524 EP - 565 SN - 00221546 AB - In California, the combination of budget cuts and high unemployment from the Great Recession has resulted in "overcrowded" conditions, with more students attempting to enroll in fewer available classes. State-level policy recommendations have focused on altering registration priorities to mitigate the impact of overcrowding, but it is unclear whether these changes will impact enrollment, as little is known about student behavior within these systems. Present-biased individuals who must engage in immediate efforts to obtain delayed rewards may procrastinate before beginning a task and vary in how intensely they engage in a task once they begin, and registration is found to be no exception. Varying levels of delay and intensity were found to be predictive of students' course-taking patterns, even after controlling for a wide range of background characteristics, including previous registration delay and intensity. As a result, many courses that met graduation or transfer requirements had seat availability during the registration process and only closed near the beginning of the semester, which is in contrast to common narratives of overcrowding. Student registration is an understudied part of the college process, but suboptimal registration behaviors are shown to have significant consequences on the likelihood of college enrollment and retention. [ABSTRACT FROM AUTHOR] KW - Community colleges KW - Junior colleges KW - Students -- Psychology -- Research KW - Procrastination N1 - Accession Number: 103183788; Authors:Gurantz, Oded 1 Email Address: ogurantz@stanford.edu; Affiliations: 1: Institute of Education Sciences Fellow and doctoral student in Educational Policy, Stanford University; Subject: Students -- Psychology -- Research; Subject: Community colleges; Subject: Junior colleges; Subject: Procrastination; Subject: California; Author-Supplied Keyword: community college; Author-Supplied Keyword: overcrowding; Author-Supplied Keyword: procrastination; Author-Supplied Keyword: registration; Number of Pages: 40p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=103183788&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 2015-18459-001 AN - 2015-18459-001 AU - Trautwein, Ulrich AU - Lüdtke, Oliver AU - Nagy, Nicole AU - Lenski, Anna AU - Niggli, Alois AU - Schnyder, Inge T1 - Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects? JF - Journal of Personality and Social Psychology JO - Journal of Personality and Social Psychology JA - J Pers Soc Psychol Y1 - 2015/07// VL - 109 IS - 1 SP - 142 EP - 162 CY - US PB - American Psychological Association SN - 0022-3514 SN - 1939-1315 AD - Trautwein, Ulrich, Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastrasse 6, 72072, Tübingen, Germany N1 - Accession Number: 2015-18459-001. PMID: 25915134 Partial author list: First Author & Affiliation: Trautwein, Ulrich; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany. Release Date: 20150427. Correction Date: 20160616. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement Prediction; Conscientiousness; Interests. Classification: Educational Psychology (3500). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Adolescence (13-17 yrs) (200). Tests & Measures: NEO Five-Factor Inventory-German version; Big Five Inventory-German version; Academic Effort Measure; Domain-Specific Individual Interest Measure; Individual Interest Measure DOI: 10.1037/t30857-000; NEO Personality Inventory DOI: 10.1037/t07564-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 21. Issue Publication Date: Jul, 2015. Publication History: First Posted Date: Apr 27, 2015; Accepted Date: Jan 18, 2015; Revised Date: Dec 13, 2014; First Submitted Date: May 3, 2014. Copyright Statement: American Psychological Association. 2015. AB - Although both conscientiousness and domain-specific interest are believed to be major determinants of academic effort, they have rarely been brought together in empirical studies. In the present research, it was hypothesized that both interest and conscientiousness uniquely predict academic effort and statistically interact with each other to predict academic effort. In 4 studies with 2,557, 415, 1,025, and 1,531 students, respectively, conscientiousness and interest meaningfully and uniquely predicted academic effort. In addition, conscientiousness interacted with interest in a compensatory pattern, indicating that conscientiousness is especially important when a student finds a school subject uninteresting and that domain-specific interest plays a particularly important role for students low in conscientiousness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - conscientiousness KW - interest KW - academic effort KW - 2015 KW - Academic Achievement Prediction KW - Conscientiousness KW - Interests KW - 2015 DO - 10.1037/pspp0000034 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-18459-001&site=ehost-live&scope=site UR - ulrich.trautwein@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-20962-002 AN - 2015-20962-002 AU - Liu, Ru-De AU - Ding, Yi AU - Gao, Bing-Cheng AU - Zhang, Dake T1 - The relations between number property strategies, working memory, and multiplication in elementary students. JF - Journal of Experimental Education JO - Journal of Experimental Education JA - J Exp Educ Y1 - 2015/07// VL - 83 IS - 3 SP - 319 EP - 343 CY - United Kingdom PB - Taylor & Francis SN - 0022-0973 SN - 1940-0683 AD - Liu, Ru-De, School of Psychology, Beijing Normal University, Beijing, China, 100875 N1 - Accession Number: 2015-20962-002. Partial author list: First Author & Affiliation: Liu, Ru-De; Beijing Normal University, Beijing, China. Other Publishers: Heldref Publications. Release Date: 20150608. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Liu, Ru-De. Major Descriptor: Elementary School Students; Mathematics Achievement; Numbers (Numerals); Short Term Memory. Minor Descriptor: Problem Solving. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Tests & Measures: Phonological Loop Task; Visuospatial Sketchpad Task. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 25. Issue Publication Date: Jul, 2015. Copyright Statement: Taylor & Francis Group, LLC AB - This study aimed to examine the relations among property strategies, working memory, and multiplication tasks with 101 Chinese fourth-grade students. Two multiplication property strategies (associative and distributive) were compared with no strategy and demonstrated differentiated effects on students’ accuracy and reaction time. Associative property strategy outperformed the distributive strategy and no strategy on the measures of accuracy and reaction time. The findings support the problem difficulty effect. The findings indicate that if a strategy does not necessarily simplify a problem, it might not help to enhance accuracy, suggesting that multiplication property strategies should be used with respect to the structural features of the problems. Among more difficult problems, visuospatial sketchpad consistently explained unique variances in problem accuracy. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Chinese elementary students KW - property strategies KW - problem difficulty KW - multiplication KW - working memory KW - 2015 KW - Elementary School Students KW - Mathematics Achievement KW - Numbers (Numerals) KW - Short Term Memory KW - Problem Solving KW - 2015 U1 - Sponsor: Beijing Educational Research Eleventh-Fifth Project, China. Grant: ABA07014. Recipients: Liu, Ru-De U1 - Sponsor: Fordham University, US. Recipients: Ding, Yi DO - 10.1080/00220973.2013.876606 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-20962-002&site=ehost-live&scope=site UR - yding4@fordham.edu UR - liurude@126.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-35159-003 AN - 2015-35159-003 AU - Brandt, Holger AU - Klein, Andreas G. T1 - A heterogeneous growth curve model for nonnormal data. JF - Multivariate Behavioral Research JO - Multivariate Behavioral Research JA - Multivariate Behav Res Y1 - 2015/07// VL - 50 IS - 4 SP - 416 EP - 435 CY - United Kingdom PB - Taylor & Francis SN - 0027-3171 SN - 1532-7906 AD - Brandt, Holger, Eberhard Karls Universitat Tubingen, Hector Research Institute of Education Sciences and Psychology, Europastr. 6, D-72072, Tubingen, Germany N1 - Accession Number: 2015-35159-003. PMID: 26610155 Partial author list: First Author & Affiliation: Brandt, Holger; Hector Research Institute of Education Sciences and Psychology, Eberhard Karls University, Tubingen, Germany. Other Publishers: Lawrence Erlbaum. Release Date: 20150817. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Experimentation; Simulation; Growth Factor. Classification: Research Methods & Experimental Design (2260). Population: Human (10). Methodology: Empirical Study; Mathematical Model; Quantitative Study; Scientific Simulation. References Available: Y. Page Count: 20. Issue Publication Date: Jul, 2015. Copyright Statement: Taylor & Francis Group, LLC AB - The heterogeneous growth curve model (HGM; Klein & Muthén, 2006) is a method for modeling heterogeneity of growth rates with a heteroscedastic residual structure for the slope factor. It has been developed as an extension of a conventional growth curve model and a complementary tool to growth curve mixture models. In this article, a robust version of the heterogeneous growth curve model (HGM-R) is presented that extends the original HGM with a mixture model to allow for an unbiased parameter estimation under the condition of nonnormal data. In two simulation studies, the performance of the method is examined under the condition of nonnormality and a misspecified heteroscedastic residual structure. The results of the simulation studies suggest an unbiased estimation of the heterogeneity by the HGM-R when sample size was large enough and a good approximation of the heteroscedastic residual structure even when the functional form of the heteroscedasticity was misspecified. The practical application of the approach is demonstrated for a data set from HIV-infected patients. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - growth curve KW - heterogeneous growth curve KW - research KW - 2015 KW - Experimentation KW - Simulation KW - Growth Factor KW - 2015 U1 - Sponsor: Deutsche Forschungsgemeinschaft, Germany. Grant: KE 1664/1-1. Recipients: No recipient indicated DO - 10.1080/00273171.2015.1022639 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-35159-003&site=ehost-live&scope=site UR - holger.brandt@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-55556-001 AN - 2015-55556-001 AU - Chen, Xing-Jie AU - Liu, Lu-Lu AU - Cui, Ji-Fang AU - Wang, Ya AU - Shum, David H. K. AU - Chan, Raymond C. K. T1 - Chinese and Australians showed difference in mental time travel in emotion and content but not specificity. JF - Frontiers in Psychology JO - Frontiers in Psychology JA - Front Psychol Y1 - 2015/06/26/ VL - 6 CY - Switzerland PB - Frontiers Media S.A. SN - 1664-1078 AD - Wang, Ya, Neuropsychology and Applied Cognitive Neuroscience Laboratory, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang, Beijing, China, 100101 N1 - Accession Number: 2015-55556-001. Partial author list: First Author & Affiliation: Chen, Xing-Jie; Neuropsychology and Applied Cognitive Neuroscience Laboratory, Institute of Psychology, Chinese Academy of Sciences, Beijing, China. Other Publishers: Frontiers Research Foundation. Release Date: 20160104. Correction Date: 20160919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Autobiographical Memory; Cognitive Ability; Cross Cultural Differences; Emotions; Time Perception. Minor Descriptor: Future; Memory. Classification: Cognitive Processes (2340). Population: Human (10); Male (30); Female (40). Location: Australia; China. Age Group: Adulthood (18 yrs & older) (300). Methodology: Empirical Study; Quantitative Study. References Available: Y. ArtID: 879. Issue Publication Date: Jun 26, 2015. Publication History: First Posted Date: Jun 26, 2015; Accepted Date: Jun 15, 2015; First Submitted Date: Mar 31, 2015. Copyright Statement: This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Chen, Liu, Cui, Wang, Shum and Chan. 2015. AB - Mental time travel refers to the ability to recall episodic past and imagine future events. The present study aimed to investigate cultural differences in mental time travel between Chinese and Australian university students. A total of 231 students (108 Chinese and 123 Australians) participated in the study. Their mental time travel abilities were measured by the Sentence Completion for Events from the Past Test (SCEPT) and the Sentence Completion for Events in the Future Test (SCEFT). Results showed that there were no cultural differences in the number of specific events generated for the past or future. Significant differences between the Chinese and Australian participants were found mainly in the emotional valence and content of the events generated. Both Chinese and Australian participants generated more specific positive events compared to negative events when thinking about the future and Chinese participants were more positive about their past than Australian participants when recalling specific events. For content, Chinese participants recalled more events about their interpersonal relationships, while Australian participants imagined more about personal future achievements. These findings shed some lights on cultural differences in episodic past and future thinking. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - cultural differences KW - future thinking KW - mental time travel KW - autobiographical memory KW - Chinese KW - Australian KW - 2015 KW - Autobiographical Memory KW - Cognitive Ability KW - Cross Cultural Differences KW - Emotions KW - Time Perception KW - Future KW - Memory KW - 2015 U1 - Sponsor: National Science Foundation of China, China. Grant: 30900403; 81088001; 91132701. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, China. Grant: Y1CX131003. Other Details: Youth Innovation Promotion Association. Recipients: No recipient indicated U1 - Sponsor: Institute of Psychology, Key Laboratory of Mental Health, China. Recipients: No recipient indicated U1 - Sponsor: SAFEA, CAS, International Partnership Programme for Creative Research Teams, China. Grant: Y2CX131003. Recipients: No recipient indicated U1 - Sponsor: Australian Government, Australia. Other Details: Endeavour Fellowship. Recipients: No recipient indicated UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-55556-001&site=ehost-live&scope=site UR - wangyazsu@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Xing-Jie Chen AU - Lu-Lu Liu AU - Ji-Fang Cui AU - Ya Wang AU - Shum, David H. K. AU - Chan, Raymond C. K. AU - Talarico, Jennifer M. AU - Paglieri, Fabio T1 - Chinese and Australians showed difference in mental time travel in emotion and content but not specificity. JO - Frontiers in Psychology JF - Frontiers in Psychology Y1 - 2015/06// M3 - Article SP - 1 EP - 8 SN - 16641078 AB - Mental time travel refers to the ability to recall episodic past and imagine future events. The present study aimed to investigate cultural differences in mental time travel between Chinese and Australian university students. A total of 231 students (108 Chinese and 123 Australians) participated in the study. Their mental time travel abilities were measured by the Sentence Completion for Events from the Past Test (SCEPT) and the Sentence Completion for Events in the Future Test (SCEFT). Results showed that there were no cultural differences in the number of specific events generated for the past or future. Significant differences between the Chinese and Australian participants were found mainly in the emotional valence and content of the events generated. Both Chinese and Australian participants generated more specific positive events compared to negative events when thinking about the future and Chinese participants were more positive about their past than Australian participants when recalling specific events. For content, Chinese participants recalled more events about their interpersonal relationships, while Australian participants imagined more about personal future achievements. These findings shed some lights on cultural differences in episodic past and future thinking. [ABSTRACT FROM AUTHOR] AB - Copyright of Frontiers in Psychology is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - TIME travel KW - EMOTIONS (Psychology) KW - IMAGINATION KW - CHINESE -- Psychology KW - AUSTRALIANS KW - PSYCHOLOGY KW - COLLEGE students KW - Australian KW - autobiographical memory KW - Chinese KW - cultural differences KW - future thinking KW - mental time travel N1 - Accession Number: 108537656; Xing-Jie Chen 1,2 Lu-Lu Liu 1,2 Ji-Fang Cui 3 Ya Wang 1; Email Address: wangyazsu@gmail.com Shum, David H. K. 4 Chan, Raymond C. K. 1 Talarico, Jennifer M. 5 Paglieri, Fabio 6; Affiliation: 1: Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China 2: University of Chinese Academy of Sciences, Beijing, China, 3: Information Center, National Institute of Education Sciences, Beijing, China, 4: Behavioural Basis of Health Program and Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, Australia 5: Lafayette College, USA 6: Istituto di Scienze e Tecnologie della Cognizione - Consiglio Nazionale delle Ricerche, Italy; Source Info: Jun2015, p1; Subject Term: TIME travel; Subject Term: EMOTIONS (Psychology); Subject Term: IMAGINATION; Subject Term: CHINESE -- Psychology; Subject Term: AUSTRALIANS; Subject Term: PSYCHOLOGY; Subject Term: COLLEGE students; Author-Supplied Keyword: Australian; Author-Supplied Keyword: autobiographical memory; Author-Supplied Keyword: Chinese; Author-Supplied Keyword: cultural differences; Author-Supplied Keyword: future thinking; Author-Supplied Keyword: mental time travel; Number of Pages: 8p; Document Type: Article L3 - 10.3389/fpsyg.2015.00879 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=108537656&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Kornmann, Jessica AU - Zettler, Ingo AU - Kammerer, Yvonne AU - Gerjets, Peter AU - Trautwein, Ulrich T1 - What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence. JO - High Ability Studies JF - High Ability Studies Y1 - 2015/06// VL - 26 IS - 1 M3 - Article SP - 75 EP - 92 PB - Routledge SN - 13598139 AB - Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these students, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprisingN = 81 fourth graders, both WM and intelligence showed the same predictive value for characterizing teacher-nominated gifted children, pointing to the importance of the thus-far-unattended WM for characterizing these students. [ABSTRACT FROM PUBLISHER] AB - Copyright of High Ability Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CHILDREN -- Research KW - GIFTED children KW - EXCEPTIONAL children KW - TEACHERS KW - SHORT-term memory KW - INTELLECT KW - elementary school KW - gifted nomination KW - giftedness KW - intelligence KW - working memory N1 - Accession Number: 108465194; Kornmann, Jessica 1,2 Zettler, Ingo 1,3 Kammerer, Yvonne 2 Gerjets, Peter 2 Trautwein, Ulrich 1; Affiliation: 1: Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany 2: Knowledge Media Research Center, Tübingen, Germany 3: Department of Psychology, University of Copenhagen, København K, Denmark; Source Info: Jun2015, Vol. 26 Issue 1, p75; Subject Term: CHILDREN -- Research; Subject Term: GIFTED children; Subject Term: EXCEPTIONAL children; Subject Term: TEACHERS; Subject Term: SHORT-term memory; Subject Term: INTELLECT; Author-Supplied Keyword: elementary school; Author-Supplied Keyword: gifted nomination; Author-Supplied Keyword: giftedness; Author-Supplied Keyword: intelligence; Author-Supplied Keyword: working memory; Number of Pages: 18p; Illustrations: 1 Diagram, 4 Charts; Document Type: Article L3 - 10.1080/13598139.2015.1033513 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=108465194&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Guan, Connie1 AU - Harris, Lindsay2 AU - Meng, Wanjin3 AU - Perfetti, Charles4 T1 - Erratum to: Writing quality predicts Chinese learning. JO - Reading & Writing JF - Reading & Writing J1 - Reading & Writing PY - 2015/06// Y1 - 2015/06// VL - 28 IS - 6 CP - 6 M3 - Erratum SP - 915 EP - 915 SN - 09224777 AB - A correction to the article “Writing quality predicts Chinese learning" that was published in the April 4, 2015 issue is presented. KW - Learning ability KW - Chinese language -- Writing N1 - Accession Number: 102747745; Authors:Guan, Connie 1; Harris, Lindsay 2; Meng, Wanjin 3; Perfetti, Charles 4; Affiliations: 1: University of Science and Technology Beijing, Beijing China; 2: Northern Illinois University, Dekalb USA; 3: China National Institute of Education Sciences, Beijing China; 4: University of Pittsburgh, Pittsburgh USA; Subject: Chinese language -- Writing; Subject: Learning ability; Number of Pages: 1p; Record Type: Erratum L3 - 10.1007/s11145-015-9563-2 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=102747745&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Tingting Wang AU - Lei Mo AU - Ce Mo AU - Li Hai Tan AU - Cant, Jonathan S. AU - Luojin Zhong AU - Cupchik, Gerald T1 - Is moral beauty different from facial beauty? Evidence from an fMRI study. JO - Social Cognitive & Affective Neuroscience JF - Social Cognitive & Affective Neuroscience Y1 - 2015/06// VL - 10 IS - 6 M3 - Article SP - 814 EP - 823 SN - 17495016 AB - Is moral beauty different from facial beauty? Two functional magnetic resonance imaging experiments were performed to answer this question. Experiment 1 investigated the network of moral aesthetic judgments and facial aesthetic judgments. Participants performed aesthetic judgments and gender judgments on both faces and scenes containing moral acts. The conjunction analysis of the contrasts 'facial aesthetic judgment > facial gender judgment' and 'scene moral aesthetic judgment > scene gender judgment' identified the common involvement of the orbitofrontal cortex (OFC), inferior temporal gyrus and medial superior frontal gyrus, suggesting that both types of aesthetic judgments are based on the orchestration of perceptual, emotional and cognitive components. Experiment 2 examined the network of facial beauty and moral beauty during implicit perception. Participants performed a non-aesthetic judgment task on both faces (beautiful vs common) and scenes (containing morally beautiful vs neutral information). We observed that facial beauty (beautiful faces > common faces) involved both the cortical reward region OFC and the subcortical reward region putamen, whereas moral beauty (moral beauty scenes>moral neutral scenes) only involved the OFC. Moreover, compared with facial beauty, moral beauty spanned a larger-scale cortical network, indicating more advanced and complex cerebral representations characterizing moral beauty. [ABSTRACT FROM AUTHOR] AB - Copyright of Social Cognitive & Affective Neuroscience is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - FUNCTIONAL magnetic resonance imaging KW - MAGNETIC resonance imaging KW - SOCIAL perception KW - AFFECTIVE neuroscience KW - NEUROPSYCHOLOGY KW - facial beauty KW - fMRI KW - moral beauty KW - OFC KW - putamen N1 - Accession Number: 103289631; Tingting Wang 1,2 Lei Mo 1; Email Address: molei@scnu.edu.cn Ce Mo 1 Li Hai Tan 3 Cant, Jonathan S. 4 Luojin Zhong 1 Cupchik, Gerald 4; Affiliation: 1: Center for the Study of Applied Psychology, South China Normal University, Guangdong, China 2: Research Center for Psychology and Special Education, National Institute of Education Sciences, Beijing, China 3: State Key Laboratory of Brain and Cognitive Sciences, University of Hong Kong, Hong Kong, China 4: Psychology Department, University of Toronto Scarborough, Toronto, ON, Canada; Source Info: Jun2015, Vol. 10 Issue 6, p814; Subject Term: FUNCTIONAL magnetic resonance imaging; Subject Term: MAGNETIC resonance imaging; Subject Term: SOCIAL perception; Subject Term: AFFECTIVE neuroscience; Subject Term: NEUROPSYCHOLOGY; Author-Supplied Keyword: facial beauty; Author-Supplied Keyword: fMRI; Author-Supplied Keyword: moral beauty; Author-Supplied Keyword: OFC; Author-Supplied Keyword: putamen; NAICS/Industry Codes: 621512 Diagnostic Imaging Centers; Number of Pages: 10p; Document Type: Article L3 - 10.1093/scan/nsu123 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=103289631&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2014-55627-001 AN - 2014-55627-001 AU - Cruz-Benito, Juan AU - Therón, Roberto AU - García-Peñalvo, Francisco J. AU - Pizarro Lucas, Emiliana T1 - Discovering usage behaviors and engagement in an Educational Virtual World. JF - Computers in Human Behavior JO - Computers in Human Behavior JA - Comput Human Behav Y1 - 2015/06// VL - 47 SP - 18 EP - 25 CY - Netherlands PB - Elsevier Science SN - 0747-5632 AD - Cruz-Benito, Juan, GRIAL Research Group, Department of Computers and Automatics, Research Institute for Education Sciences (IUCE), University of Salamanca, Paseo de Canalejas 169, 37008, Salamanca, Spain N1 - Accession Number: 2014-55627-001. Partial author list: First Author & Affiliation: Cruz-Benito, Juan; GRIAL Research Group, Department of Computers and Automatics, Research Institute for Education Sciences (IUCE), University of Salamanca, Salamanca, Spain. Release Date: 20141222. Correction Date: 20150406. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Behavior; Education; Student Engagement; Virtual Reality. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Location: Spain. Age Group: Adulthood (18 yrs & older) (300). Methodology: Nonclinical Case Study. References Available: Y. Page Count: 8. Issue Publication Date: Jun, 2015. Publication History: First Posted Date: Dec 11, 2014. Copyright Statement: All rights reserved. Elsevier Ltd. 2014. AB - This paper explores data retrieved from an Educational Virtual World to identify and validate behavior and usage patterns and engagement indicators. This data exploration is intended not to validate pre-defined questions or specific goals (for example, a comparison between engagement and academic scores) but to discover usage trends and obtain insights about users’ usage of the system and their knowledge of and proficiency with the available resources and features. The engagement indicators and knowledge obtained from the analysis of these indicators regarding the users of the system, their desires, and their competencies with virtual resources will facilitate decision-making and planning by managers of the Virtual World to improve system adoption and learning effectiveness, correct usage mistakes, perform actions to enhance user exploitation of available features, and provide information to users on system usage. This knowledge and the actions based on it are capital in an eLearning ecosystem such as an Educational Virtual World, where students are able to perform tasks in 3D at any time or location without supervision. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Usage behavior KW - Usage patterns KW - Behavior patterns KW - Engagement indicators KW - Educational Virtual Worlds KW - 2015 KW - Behavior KW - Education KW - Student Engagement KW - Virtual Reality KW - 2015 DO - 10.1016/j.chb.2014.11.028 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-55627-001&site=ehost-live&scope=site UR - UR - ORCID: 0000-0003-2045-8329 UR - mili@usal.es UR - fgarcia@usal.es UR - theron@usal.es UR - juancb@usal.es DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-08111-001 AN - 2015-08111-001 AU - Guan, Connie Qun AU - Harris, Lindsay N. AU - Meng, Wanjin AU - Perfetti, Charles A. T1 - Writing quality predicts Chinese learning. JF - Reading and Writing JO - Reading and Writing JA - Read Writ Y1 - 2015/06// VL - 28 IS - 6 SP - 763 EP - 795 CY - Germany PB - Springer SN - 0922-4777 SN - 1573-0905 AD - Guan, Connie Qun, University of Science and Technology Beijing, Beijing, China N1 - Accession Number: 2015-08111-001. Partial author list: First Author & Affiliation: Guan, Connie Qun; University of Science and Technology Beijing, Beijing, China. Release Date: 20150223. Correction Date: 20151012. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Guan, Connie Qun. Major Descriptor: Foreign Languages; Handwriting; Reading. Minor Descriptor: Alphabets; Orthography. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340). Tests & Measures: Character Meaning Matching Task; Lexical-decision Task DOI: 10.1037/t19791-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 33. Issue Publication Date: Jun, 2015. Publication History: First Posted Date: Feb 20, 2015. Copyright Statement: Springer Science+Business Media Dordrecht. 2015. AB - [Correction Notice: An Erratum for this article was reported in Vol 28(6) of Reading and Writing (see record [rid]2015-43649-002[/rid]).The original article was published incorrectly with an error in the affiliation. The correct version is given in the erratum.] To examine the importance of manual character writing to reading in a new writing system, 48 adult Chinese-as-a-foreign-language students were taught characters in either a character writing-to-read or an alphabet typing-to-read condition, and engaged in corresponding handwriting or typing training for five consecutive days. Prior knowledge of orthography and phonology was assessed before training. At the end of each training day, improved orthographic quality was assessed via increased skill in producing Chinese characters at both the component and global levels. In addition, pretests and posttests were administered at each training day, and the proportional changes were used as the measure of learning gains. Outcomes replicated earlier findings of improved phonological knowledge following pinyin-typing practice and improved semantic knowledge following handwriting practice. Improvement in handwriting quality played a significant role in predicting reading gains after controlling for prior knowledge. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Handwriting KW - Orthography KW - Reading acquisition KW - Chinese L2 learning KW - 2015 KW - Foreign Languages KW - Handwriting KW - Reading KW - Alphabets KW - Orthography KW - 2015 U1 - Sponsor: Fundamental Research Funds for the Central Universities of China, China. Grant: frf-br-B; frf-br-14-028A. Other Details: China’s Young Talent Plan. Recipients: Guan, Connie Qun U1 - Sponsor: National Institutes of Health, US. Grant: 1R01 HD058566 01A1. Recipients: No recipient indicated U1 - Sponsor: National Science Foundation. Grant: SBE-0836012. Other Details: To University of Pittsburgh. Recipients: No recipient indicated DO - 10.1007/s11145-015-9549-0 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-08111-001&site=ehost-live&scope=site UR - wanjinmeng@yahoo.com UR - conniequnguan@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-43649-002 AN - 2015-43649-002 AU - Guan, Connie Qun AU - Harris, Lindsay N. AU - Meng, Wanjin AU - Perfetti, Charles A. T1 - 'Writing quality predicts Chinese learning': Erratum. JF - Reading and Writing JO - Reading and Writing JA - Read Writ Y1 - 2015/06// VL - 28 IS - 6 SP - 915 EP - 915 CY - Germany PB - Springer SN - 0922-4777 SN - 1573-0905 AD - Guan, Connie Qun, University of Science and Technology Beijing, Beijing, China N1 - Accession Number: 2015-43649-002. Partial author list: First Author & Affiliation: Guan, Connie Qun; University of Science and Technology Beijing, Beijing, China. Release Date: 20151019. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Erratum/Correction. Language: English. Major Descriptor: Foreign Languages; Handwriting; Reading. Minor Descriptor: Alphabets; Orthography. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Page Count: 1. Issue Publication Date: Jun, 2015. Publication History: First Posted Date: Apr 4, 2015. Copyright Statement: Springer Science+Business Media Dordrecht. 2015. AB - Reports an error in 'Writing quality predicts Chinese learning' by Connie Qun Guan, Charles A. Perfetti and Wanjin Meng (Reading and Writing, 2015[Jun], Vol 28[6], 763-795). The original article was published incorrectly with an error in the affiliation. The correct version is given in this erratum. (The following abstract of the original article appeared in record [rid]2015-08111-001[/rid]). To examine the importance of manual character writing to reading in a new writing system, 48 adult Chinese-as-a-foreign-language students were taught characters in either a character writing-to-read or an alphabet typing-to-read condition, and engaged in corresponding handwriting or typing training for five consecutive days. Prior knowledge of orthography and phonology was assessed before training. At the end of each training day, improved orthographic quality was assessed via increased skill in producing Chinese characters at both the component and global levels. In addition, pretests and posttests were administered at each training day, and the proportional changes were used as the measure of learning gains. Outcomes replicated earlier findings of improved phonological knowledge following pinyin-typing practice and improved semantic knowledge following handwriting practice. Improvement in handwriting quality played a significant role in predicting reading gains after controlling for prior knowledge. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Handwriting KW - Orthography KW - Reading acquisition KW - Chinese L2 learning KW - 2015 KW - Foreign Languages KW - Handwriting KW - Reading KW - Alphabets KW - Orthography KW - 2015 DO - 10.1007/s11145-015-9563-2 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-43649-002&site=ehost-live&scope=site UR - ORCID: 0000-0001-8573-6153 UR - UR - wanjinmeng@yahoo.com UR - conniequnguan@gmail.com DP - EBSCOhost DB - psyh ER - TY - ABST AU - Esmaeili L. AU - Salman Yazdi R. AU - Esfandi H. AU - Afraz K. AU - Rajabian Naghdari M. T1 - Effect of 655 nm diode LASER irradiation on human sperm cell motility and ROS (Reactive Oxygen Species) production. JO - Iranian Journal of Reproductive Medicine JF - Iranian Journal of Reproductive Medicine Y1 - 2015/04/02/Apr2015 Supplement M3 - Abstract SP - 24 EP - 24 SN - 16806433 AB - Introduction: Sperm motility is known as an effective parameter in male fertility and it depends on energy consumption. Low-level LASER irradiation could increase energy supply to the cell by producing of adenosine triphosphate (ATP). Materials and Methods: Sperm motilities are assessed by means of Computer-Aided Sperm Analysis (CASA), and ROS levels are evaluated by chemiluminescence (CL) technique; all according to the WHO 2010 manual. Data analysis was performed using SPSS software and GEE analysis, and statistical significance was set at p<0.05. In total 25 human semen samples of asthenospermic patients (25-45 years old) with appropriate volume (4 ml) were used in this study. The patients were referred to the Royan Infertility Center for the first time. They were seeking for infertility treatment and had received no medication before. All samples were collected in special containers and treated for routine Semen Analysis according to the WHO 2010 manual. Fresh human semen specimens were divided into 4 equal portions, irradiated by 655 nm diode GalnAlP LASER irradiation with varying doses as: 0 (control), 4, 6 andl 0 J/Cnr. At the time of 0, 30, 45 and 60 min following irradiation, sperm motilities and ROS levels were assessed in all samples. Results: LASER irradiation could increase sperm motility but it did not have any significant effect on ROS production in sperms. Sperm motility of the control groups significantly decreased after 30, 45 and 60 min of irradiation time, while in the irradiated groups remained constant or slightly increased. Significant increases have been observed in dose of 10 J/cm2 at the time of 60 min. ROS levels in irradiated groups slightly increased in comparison to control groups, but it was not statistically significant. Conclusion: These results suggest that irradiating human sperms with 655 nm diode laser at 4, 6 and 10 J/cm2 energy density doses can improve their progressive motility which may be related to increasing of energetic efficiency. The maximum effect appears on dose of 10 J/cm2, and at the time of 60 min after irradiation. The results of ROS levels assessment in control and irradiated groups showed that LASER irradiation did not have harmful effects like oxidative stress on sperm cells. [ABSTRACT FROM AUTHOR] AB - Copyright of Iranian Journal of Reproductive Medicine is the property of Iranian Journal of Reproductive Medicine (IJRM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SPERM motility KW - RESEARCH KW - ADENOSINE triphosphate KW - ABSTRACTS KW - Laser irradiation KW - Reactive Oxygen Species (ROS) KW - Sperm cell motility N1 - Accession Number: 109910547; Esmaeili L. 1; Email Address: lili_esmaili55@yahoo.com Salman Yazdi R. 2 Esfandi H. 3 Afraz K. 4 Rajabian Naghdari M. 5; Affiliation: 1: US Department of Education, Royan Institute for Reproductive Biomedicine. Mashhad PNU University, Tehran, Iran 2: Royan Institute for Reproductive Biomedicine. ACECR. Iran University, Tehran. Iran 3: Royan Institute for Reproductive Biomedicine, Tehran University, Tehran, Iran 4: Royan Institute for Reproductive Biomedicine, Oloom Tahghighat, Tehran, Iran 5: Faculty of Sciences, PNU University. Mashhad, Iran; Source Info: Apr2015 Supplement, p24; Subject Term: SPERM motility; Subject Term: RESEARCH; Subject Term: ADENOSINE triphosphate; Subject Term: ABSTRACTS; Author-Supplied Keyword: Laser irradiation; Author-Supplied Keyword: Reactive Oxygen Species (ROS); Author-Supplied Keyword: Sperm cell motility; Number of Pages: 1/2p; Document Type: Abstract UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=109910547&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - García-Rodríguez, José León AU - García-Rodríguez, Francisco J. AU - Castilla-Gutiérrez, Carlos AU - Major, Silvério Adriano T1 - Oil, Power, and Poverty in Angola. JO - African Studies Review JF - African Studies Review Y1 - 2015/04// VL - 58 IS - 1 M3 - Article SP - 159 EP - 176 SN - 00020206 AB - Angola is a large country with a relatively small population and abundant natural resources, including oil reserves. The high price fetched by oil, the mainstay of the Angolan economy, on international markets has helped this leading producer attain growth rates that are among the highest in the world. However, Angola is also noted for its unequal distribution of wealth and notorious political corruption. This article seeks to explore this paradox within the framework of the so-called resource curse theory and analyze the role played by the oil industry in the process. (English) [ABSTRACT FROM AUTHOR] AB - L'Angola est un grand pays avec une population relativement faible et des ressources naturelles abondantes, notamment des réserves importantes de pétrole. Le prix élevé atteint par le pétrole, pilier de l'économie angolaise, sur les marchés internationaux a aidé ce top producteur à atteindre des taux de croissance parmi les plus élevés dans le monde. Toutefois, l'Angola est également connu pour sa distribution inégale des richesses et sa corruption politique notoire. Cet article cherche à explorer ce paradoxe dans le cadre de la théorie dite de la "malédiction des ressources," et il analyse le rôle joué par l'industrie pétrolière dans cette situation. (French) [ABSTRACT FROM AUTHOR] AB - Copyright of African Studies Review is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - PETROLEUM KW - POVERTY KW - POLITICAL corruption KW - ECONOMIC development KW - PETROLEUM industry KW - PETROLEUM reserves KW - SALES & prices KW - ANGOLA KW - Angola KW - Oil KW - political corruption KW - poverty KW - resource curse N1 - Accession Number: 102698992; García-Rodríguez, José León 1; Email Address: jleongar@ull.es García-Rodríguez, Francisco J. 2; Email Address: fgarciar@ull.es Castilla-Gutiérrez, Carlos 3; Email Address: ccastigu@ull.es Major, Silvério Adriano 4; Email Address: silmajor02@hotmail.com; Affiliation: 1: Associate professor of human geography, University of La Laguna (Spain) 2: Lecturer in business organization, University of La Laguna (Spain) 3: Associate professor of applied economics, University of La Laguna (Spain) 4: Associate professor of physical geography, Bengo University Institute for Education Sciences, Agostinho Neto University (Angola); Source Info: Apr2015, Vol. 58 Issue 1, p159; Subject Term: PETROLEUM; Subject Term: POVERTY; Subject Term: POLITICAL corruption; Subject Term: ECONOMIC development; Subject Term: PETROLEUM industry; Subject Term: PETROLEUM reserves; Subject Term: SALES & prices; Subject Term: ANGOLA; Author-Supplied Keyword: Angola; Author-Supplied Keyword: Oil; Author-Supplied Keyword: political corruption; Author-Supplied Keyword: poverty; Author-Supplied Keyword: resource curse; NAICS/Industry Codes: 211113 Conventional oil and gas extraction; NAICS/Industry Codes: 213112 Support Activities for Oil and Gas Operations; NAICS/Industry Codes: 324191 Petroleum Lubricating Oil and Grease Manufacturing; NAICS/Industry Codes: 324199 All Other Petroleum and Coal Products Manufacturing; NAICS/Industry Codes: 412110 Petroleum and petroleum products merchant wholesalers; NAICS/Industry Codes: 454311 Heating oil dealers; NAICS/Industry Codes: 211111 Crude Petroleum and Natural Gas Extraction; NAICS/Industry Codes: 424720 Petroleum and Petroleum Products Merchant Wholesalers (except Bulk Stations and Terminals); NAICS/Industry Codes: 424710 Petroleum Bulk Stations and Terminals; NAICS/Industry Codes: 486110 Pipeline Transportation of Crude Oil; Number of Pages: 18p; Document Type: Article L3 - 10.1017/asr.2015.8 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=102698992&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Golle, Jessika AU - Probst, Fabian AU - Mast, Fred W. AU - Lobmaier, Janek S. T1 - Preference for Cute Infants Does Not Depend on Their Ethnicity or Species: Evidence from Hypothetical Adoption and Donation Paradigms. JO - PLoS ONE JF - PLoS ONE Y1 - 2015/04// VL - 10 IS - 4 M3 - Article SP - 1 EP - 19 PB - Public Library of Science SN - 19326203 AB - Results of previous work suggest a preference of adult observers for cute compared to less cute infants. In Study 1 we investigated whether the preference for cute infants depends on the ethnicity and species of the infant. We simultaneously presented two faces (one cute and one less cute) and asked Caucasian participants to choose the infant to whom they would rather give a toy (Task 1) and which infant they would rather adopt (Task 2). The infants were Caucasian or African human babies or dog puppies. For all face categories and in both tasks we found a strong preference for cute infants. A possible reason for preferring cute infants may be that cute infants look healthier than less cute infants. To investigate whether cuteness is associated with the assessment of health we conducted Study 2. Faces of Caucasian and African infants and dog puppies were rated for cuteness and health. The findings revealed a significant relationship between health and cuteness evaluation across all stimuli. We suggest that one reason why cute infants are preferred might be because they are perceived as being healthier. [ABSTRACT FROM AUTHOR] AB - Copyright of PLoS ONE is the property of Public Library of Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CUTENESS (Aesthetics) KW - ETHNICITY KW - ADOPTION KW - SPECIES KW - INFANTS -- Health KW - CAUCASIAN race KW - AFRICANS KW - Research Article N1 - Accession Number: 102401546; Golle, Jessika 1,2,3 Probst, Fabian 1,2 Mast, Fred W. 1,2 Lobmaier, Janek S. 1,2; Email Address: janek.lobmaier@psy.unibe.ch; Affiliation: 1: Department of Psychology, University of Bern, Bern, Switzerland 2: Center for Cognition, Learning, and Memory, University of Bern, Bern, Switzerland 3: Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany; Source Info: Apr2015, Vol. 10 Issue 4, p1; Subject Term: CUTENESS (Aesthetics); Subject Term: ETHNICITY; Subject Term: ADOPTION; Subject Term: SPECIES; Subject Term: INFANTS -- Health; Subject Term: CAUCASIAN race; Subject Term: AFRICANS; Author-Supplied Keyword: Research Article; Number of Pages: 19p; Document Type: Article L3 - 10.1371/journal.pone.0121554 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=102401546&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2015-18276-001 AN - 2015-18276-001 AU - Friedrich, Alena AU - Flunger, Barbara AU - Nagengast, Benjamin AU - Jonkmann, Kathrin AU - Trautwein, Ulrich T1 - Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement. JF - Contemporary Educational Psychology JO - Contemporary Educational Psychology JA - Contemp Educ Psychol Y1 - 2015/04// VL - 41 SP - 1 EP - 12 CY - Netherlands PB - Elsevier Science SN - 0361-476X AD - Friedrich, Alena, Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Europastr. 6, 72072, Tubingen, Germany N1 - Accession Number: 2015-18276-001. Partial author list: First Author & Affiliation: Friedrich, Alena; Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tubingen, Germany. Release Date: 20150518. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Trautwein, Ulrich. Major Descriptor: Academic Achievement; Classrooms; Mathematics Achievement; Teacher Expectations. Classification: Classroom Dynamics & Student Adjustment & Attitudes (3560). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300). Tests & Measures: Self-Description Questionnaire-German Version; Cognitive Ability Test DOI: 10.1037/t08580-000. Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 12. Issue Publication Date: Apr, 2015. Publication History: First Posted Date: Oct 29, 2014. Copyright Statement: All rights reserved. Elsevier Inc. 2014. AB - According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expectancy effects on students' achievement at the student level only (does a specific student improve?) rather than at the classroom level (do classes improve when teachers have generally high expectations of their students?). The present study scrutinized the Pygmalion effect in a longitudinal study by using a large sample in regular classrooms and by differentiating between two achievement outcomes (grades and an achievement test) and two levels of analyses (the individual and classroom levels). Furthermore, students' self-concept was studied as a possible mediator of the teacher expectancy effect on achievement. Data come from a study with 73 teachers and their 1289 fifth-grade students. Multilevel regression analyses yielded three main results. First, Pygmalion effects were found at the individual level for both achievement outcomes. Second, multilevel mediation analyses showed that teacher expectancy effects were partly mediated by students' self-concept. Third, teachers' average expectancy effects at the class level were found to be nonsignificant when students' prior achievement was controlled. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Teachers' expectancies KW - Pygmalion effect KW - Students' self-concept KW - Multilevel modeling KW - Math achievement KW - 2015 KW - Academic Achievement KW - Classrooms KW - Mathematics Achievement KW - Teacher Expectations KW - 2015 U1 - Sponsor: German Federal Ministry for Education and Research, Germany. Grant: 01JH0918. Other Details: Bernhard Schmitz. Recipients: Trautwein, Ulrich U1 - Sponsor: Ministry of Science, Research, and the Arts in Baden-Württemberg. Other Details: Graduate School Empirical Educational Research. Recipients: Friedrich, Alena DO - 10.1016/j.cedpsych.2014.10.006 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-18276-001&site=ehost-live&scope=site UR - alena.friedrich@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-09995-008 AN - 2015-09995-008 AU - Roloff Henoch, Janina AU - Klusmann, Uta AU - Lüdtke, Oliver AU - Trautwein, Ulrich T1 - Who becomes a teacher? Challenging the 'negative selection' hypothesis. JF - Learning and Instruction JO - Learning and Instruction JA - Learn Instr Y1 - 2015/04// VL - 36 SP - 46 EP - 56 CY - Netherlands PB - Elsevier Science SN - 0959-4752 AD - Roloff Henoch, Janina, Leibniz Institute for Science and Mathematics Education, University of Kiel, Olshausenstr. 62, 24118, Kiel, Germany N1 - Accession Number: 2015-09995-008. Partial author list: First Author & Affiliation: Roloff Henoch, Janina; Leibniz Institute for Science and Mathematics Education, Kiel, Germany. Release Date: 20150330. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Cognitive Ability; Occupational Choice; Personality; Teacher Characteristics; Teachers. Classification: Educational Psychology (3500). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Cognitive Abilities Test-German Version; General Interest Structure Test; Personality Measure. Methodology: Empirical Study; Longitudinal Study; Mathematical Model; Quantitative Study. Supplemental Data: Other Internet. References Available: Y. Page Count: 11. Issue Publication Date: Apr, 2015. Publication History: First Posted Date: Dec 18, 2014; Accepted Date: Nov 26, 2014; Revised Date: Aug 12, 2014; First Submitted Date: Jan 20, 2014. Copyright Statement: All rights reserved. Elsevier Ltd. 2014. AB - Previous findings on teacher candidates' characteristics seem to support the assumption of a 'negative selection' into the teaching profession, with teacher candidates showing less favorable individual characteristics than students in other subject areas. Against the background of current concerns about the supply of high-quality teachers, particularly in the field of science, technology, engineering, and mathematics (STEM), the present research used longitudinal data from more than 1400 students in Germany to compare teacher candidates' demographic, cognitive and personality characteristics with those of students in other subject areas. The study overcomes limitations in prior studies in that it (1) assessed personal characteristics before study entry in order to exclude 'contamination' effects, (2) selected an appropriate control group, and (3) differentiated between STEM and non-STEM study majors. The results did not find any empirical support for the negative selection hypothesis in terms of cognitive and personality characteristics in Germany. Instead, vocational interests (especially social interests) emerged as the most important predictor of the enrollment in a teacher education program. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Teacher candidates KW - STEM KW - Cognitive characteristics KW - Vocational interests KW - Personality KW - 2015 KW - Cognitive Ability KW - Occupational Choice KW - Personality KW - Teacher Characteristics KW - Teachers KW - 2015 U1 - Sponsor: German Federal Ministry for Education and Research, Germany. Grant: 01PK11011B; 01PK11011C; 01PK11011D. Recipients: No recipient indicated DO - 10.1016/j.learninstruc.2014.11.005 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-09995-008&site=ehost-live&scope=site UR - ORCID: 0000-0003-0647-0057 UR - UR - roloffhenoch@ipn.uni-kiel.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-04612-001 AN - 2015-04612-001 AU - Chen, Xing-jie AU - Wang, Ya AU - Liu, Lu-lu AU - Cui, Ji-fang AU - Gan, Ming-yuan AU - Shum, David H. K. AU - Chan, Raymond C. K. T1 - The effect of implementation intention on prospective memory: A systematic and meta-analytic review. JF - Psychiatry Research JO - Psychiatry Research JA - Psychiatry Res Y1 - 2015/03/30/ VL - 226 IS - 1 SP - 14 EP - 22 CY - Netherlands PB - Elsevier Science SN - 0165-1781 AD - Wang, Ya, Institute of Psychology, Chinese Academy of Science, 16 Lincui Road, Chaoyang District, Beijing, China, 100101 N1 - Accession Number: 2015-04612-001. PMID: 25639373 Partial author list: First Author & Affiliation: Chen, Xing-jie; Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China. Release Date: 20150202. Correction Date: 20150413. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Intention; Prospective Memory. Minor Descriptor: Literature Review; Meta Analysis; Self-Regulation. Classification: Learning & Memory (2343). Population: Human (10). Age Group: Adulthood (18 yrs & older) (300). Methodology: Literature Review; Systematic Review; Meta Analysis. References Available: Y. Page Count: 9. Issue Publication Date: Mar 30, 2015. Publication History: First Posted Date: Jan 16, 2015; Accepted Date: Jan 12, 2015; Revised Date: Jan 9, 2015; First Submitted Date: Jun 26, 2014. Copyright Statement: All rights reserved. Elsevier Ireland Ltd. 2015. AB - Prospective memory (PM) refers to remembering to perform a planned action at a future time. Implementation intention is an encoding method in the form of 'if situation Y is encountered, then I will initiate the goal-directed behavior X'. It has been applied to improve PM performances. The present study conducted a systematic and meta-analytic review on the effect and mechanism of implementation intention on PM. In the meta-analysis, 36 comparisons were included. The results showed that for healthy young adults, the overall effect of implementation intention in improving PM performances was significant with a medium effect size (d = 0.445). The combined verbal and imagery form of implementation intention had a relatively larger effect size (d = 0.590). For older adults, implementation intention had a medium to large effect size on their PM performances (d = 0.680). As for the mechanism, implementation intention seemed to reduce ongoing task performances in young adults as reflected by longer reaction time (d = 0.224) though the effect size was small. The present study supports the positive effect of implementation intention on PM. The mechanism and potential implications of this promising strategy especially for clinical/sub-clinical people are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Implementation intention KW - Prospective memory KW - Meta-analysis KW - Clinical samples KW - 2015 KW - Intention KW - Prospective Memory KW - Literature Review KW - Meta Analysis KW - Self-Regulation KW - 2015 U1 - Sponsor: Chinese Academy of Sciences, Institute of Psychology, Key Laboratory of Mental Health, China. Grant: 113000C136. Recipients: No recipient indicated U1 - Sponsor: National Natural Science Foundation of China, China. Grant: 30900403. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Youth Innovation Promotion Association, China. Grant: Y1CX131003. Recipients: No recipient indicated U1 - Sponsor: CAS, SAFEA, International Partnership Programme for Creative Research Teams, China. Grant: Y2CX131003. Recipients: No recipient indicated DO - 10.1016/j.psychres.2015.01.011 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-04612-001&site=ehost-live&scope=site UR - ORCID: 0000-0002-4810-9262 UR - ORCID: 0000-0001-5764-6740 UR - UR - wangyazsu@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2016-24208-001 AN - 2016-24208-001 AU - Cui, Ji-Fang AU - Wang, Ya AU - Shi, Hai-Song AU - Liu, Lu-Lu AU - Chen, Xing-Jie AU - Chen, Ying-He T1 - Effects of working memory load on uncertain decision-making: Evidence from the Iowa Gambling Task. JF - Frontiers in Psychology JO - Frontiers in Psychology JA - Front Psychol Y1 - 2015/02/19/ VL - 6 CY - Switzerland PB - Frontiers Media S.A. SN - 1664-1078 AD - Chen, Ying-He, Institute of Developmental Psychology, Beijing Normal University, 19 XinjiekouWai Street, Beijing, China, 100875 N1 - Accession Number: 2016-24208-001. PMID: 25745409 Partial author list: First Author & Affiliation: Cui, Ji-Fang; National Institute of Education Sciences, Beijing, China. Other Publishers: Frontiers Research Foundation. Release Date: 20160818. Correction Date: 20160919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Decision Making; Implicit Learning; Short Term Memory. Minor Descriptor: Biological Markers. Classification: Cognitive Processes (2340). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Methodology: Empirical Study; Quantitative Study. ArtID: 162. Issue Publication Date: Feb 19, 2015. Publication History: First Posted Date: Feb 19, 2015; Accepted Date: Feb 1, 2015; First Submitted Date: Oct 9, 2014. Copyright Statement: This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Cui,Wang, Shi, Liu, Chen and Chen. 2015. AB - The Iowa Gambling Task (IGT) simulates uncertain gains and losses in real life situations and thus is a good measure of uncertain decision-making. The role of working memory (WM) in IGT performance still remains unclear. The present study aimed to examine the effect of WM on IGT performance. Three groups of participants matched on gender ratio were randomly assigned to no WM load, low WM load, and high WM load conditions. Initially the three groups did not show significant difference in WM capacity. They finished a modified version of IGT and then their implicit learning effect and explicit cognition on IGT were assessed. Results indicated a linear increasing trend of IGT performance among high WM load, low WM load and no WM load groups; participants in the no WM load and low WM load groups revealed implicit learning effect, while participants in the high WM load group did not; all participants showed explicit cognition on IGT to the same level. These results suggested that participants in the high WM load group showed good explicit cognition to IGT but showed poor performance.This pattern is similar to frontal patients. Further studies should be conducted to explore this issue. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Iowa GamblingTask KW - uncertain decision-making KW - working memory KW - somatic marker hypothesis KW - implicit learning KW - 2015 KW - Decision Making KW - Implicit Learning KW - Short Term Memory KW - Biological Markers KW - 2015 U1 - Sponsor: National Science Foundation of China, China. Grant: 31271106; 30900403. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Institute of Psychology, China. Grant: O9CX073007. Other Details: Young Investigator Scientific Fund. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Institute of Psychology, Key Laboratory of Mental Health, China. Grant: Y1CX131003. Other Details: Youth Innovation Promotion Association Funding. Recipients: No recipient indicated U1 - Sponsor: Ministry of Education. Grant: 12JJD190001. Other Details: SOCIAL base. Recipients: No recipient indicated U1 - Sponsor: Beijing Social Science Foundation, China. Grant: 12JYA003. Recipients: No recipient indicated UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-24208-001&site=ehost-live&scope=site UR - chenyinghe@bnu.edu.cn DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Peng, Niya T1 - Feminist thinking in late seventh-century China. JO - Equality, Diversity & Inclusion JF - Equality, Diversity & Inclusion Y1 - 2015/02// VL - 34 IS - 1 M3 - Article SP - 67 EP - 83 SN - 20407149 AB - Purpose -- The purpose of this paper is to offer novel insights into: knowledge of proto-feminism through description and analysis of the rule of the seventh century female Emperor Wu Zetian; postcolonial theory by revealing the existence and proto-feminist activities of a non-western female leader; and the literature on gender and invisibility through a study of a leading figure that is relatively unknown to western feminists and is even, in feminist terms, something of a neglected figure. Design/methodology/approach -- In order to examine Wu's proto-feminist practices as recorded in historical materials, we use critical hermeneutics as a tool for textual interpretation, through the following four stages: choosing texts from historical records and writings of Wu; analyzing the historical sociocultural context; analyzing the relationship between the text and the context; and offering a conceptual framework as a richer explanation. Findings -- Wu's life activities demonstrate proto-feminism in late seventh century China in at least four aspects: gender equality in sexuality, in social status, in politics, and women's pursuit of power and leadership. Research limitations/implications -- Future research may dig into the paradox of Wu's proto-feminist practices, the relationship between organizational power and feminism/proto-feminism, and the ways in which Wu's activities differ from other powerful women across cultures, etc. Practical implications -- The study encourages a rethink of women and leadership style in non-western thought. Social implications -- The study supports Calás and Smircich's 2005 call for greater understanding of feminist thought outside of western thought and a move to transglobal feminism. Originality/value -- This study recovers long lost stories of women leadership that are "invisible" in many ways in the historical narratives, and contributes to postcolonial feminism by revealing the existence of indigenous proto-feminist practice in China long before western-based feminism and postcolonial feminism emerged. [ABSTRACT FROM AUTHOR] AB - Copyright of Equality, Diversity & Inclusion is the property of Emerald Group Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - FEMINISTS KW - SEVENTH century KW - HERMENEUTICS KW - CHINA KW - China KW - Critical hermeneutics KW - Feminist thought KW - Proto-feminism KW - seventh century KW - Wu Zetian KW - WU Zetian N1 - Accession Number: 100803736; Peng, Niya 1; Email Address: albert.mills@smu.ca; Affiliations: 1: National Institute of Education Sciences, Beijing, China, and Tianyuan Yu and Albert Mills Saint Mary's University, Halifax, Canada; Issue Info: 2015, Vol. 34 Issue 1, p67; Subject Term: FEMINISTS; Subject Term: SEVENTH century; Subject Term: HERMENEUTICS; Subject: CHINA; Author-Supplied Keyword: China; Author-Supplied Keyword: Critical hermeneutics; Author-Supplied Keyword: Feminist thought; Author-Supplied Keyword: Proto-feminism; Author-Supplied Keyword: seventh century; Author-Supplied Keyword: Wu Zetian; People: WU Zetian; Number of Pages: 17p; Document Type: Article; Full Text Word Count: 9147 L3 - 10.1108/EDI-12-2012-0112 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=100803736&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR ID - 2014-52182-005 AN - 2014-52182-005 AU - Marsh, Herbert W. AU - Lüdtke, Oliver AU - Nagengast, Benjamin AU - Trautwein, Ulrich AU - Abduljabbar, Adel Salah AU - Abdelfattah, Faisal AU - Jansen, Malte T1 - Dimensional comparison theory: Paradoxical relations between self-beliefs and achievements in multiple domains. JF - Learning and Instruction JO - Learning and Instruction JA - Learn Instr Y1 - 2015/02// VL - 35 SP - 16 EP - 32 CY - Netherlands PB - Elsevier Science SN - 0959-4752 AD - Marsh, Herbert W., Institute for Positive Psychology and Education, Australian Catholic University, QLD, Australia N1 - Accession Number: 2014-52182-005. Partial author list: First Author & Affiliation: Marsh, Herbert W.; Australian Catholic University, QLD, Australia. Release Date: 20141222. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Marsh, Herbert W. Major Descriptor: Academic Achievement; Mathematics; Self-Concept; Self-Efficacy; Frame of Reference. Minor Descriptor: Mathematics Achievement; Schools; Structural Equation Modeling. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Location: Germany. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Tests & Measures: Academic Self-Concept Measure; Homework Self-Efficacy Scale. Methodology: Empirical Study; Quantitative Study. Supplemental Data: Experimental Materials Internet; Tables and Figures Internet. References Available: Y. Page Count: 17. Issue Publication Date: Feb, 2015. Publication History: First Posted Date: Sep 30, 2014; Accepted Date: Aug 27, 2014; Revised Date: Aug 16, 2014; First Submitted Date: Mar 18, 2014. Copyright Statement: All rights reserved. Elsevier Ltd. 2014. AB - The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains, in which achievement in each domain has a positive effect on self-concept in the matching domain (e.g., mathematics achievement on mathematics self-concept) but a negative (contrastive) effect on self-concept in the non-matching domain (e.g., mathematics achievement on verbal self-concept). Extending the I/E model, Dimensional Comparison Theory (DCT) posits that self-evaluations are based on dimensional comparisons (e.g., how my accomplishments in one domain compare with my accomplishments in another domain) as well as the more traditional social and temporal comparisons, and on other sources of information about one's accomplishments. Extending the traditional tests of the I/E model, DCT predicts strong contrast effects only for contrasting domains that are at the opposite ends of the theoretical continuum of academic self-concept (far comparisons: e.g., the negative effect of math achievement on verbal self-concept), but much weaker negative contrast or even positive assimilation effects for complementary domains that are close to each other (near domains: e.g., positive effects of math achievement on physics self-concept; positive effects of native language on foreign language self-concept). Here we illustrate new predictions, theoretical insights, and methodology associated with DCT based on multiple academic domains (native language, foreign language, history, biology, physics and math), showing significant contrast effects for far comparisons and significantly less contrast or assimilation effects for near domains. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Internal/external frame of reference effect KW - Assimilation and contrast effects KW - Social and dimensional comparison processes KW - Self-concept vs. self-efficacy KW - Multilevel structural equation models KW - 2015 KW - Academic Achievement KW - Mathematics KW - Self-Concept KW - Self-Efficacy KW - Frame of Reference KW - Mathematics Achievement KW - Schools KW - Structural Equation Modeling KW - 2015 U1 - Sponsor: Australian Research Council, Australia. Grant: DP130102713. Recipients: Marsh, Herbert W. DO - 10.1016/j.learninstruc.2014.08.005 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-52182-005&site=ehost-live&scope=site UR - herb.marsh@acu.edu.au DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-02486-006 AN - 2015-02486-006 AU - Marsh, Herbert W. AU - Abduljabbar, Adel Salah AU - Parker, Philip D. AU - Morin, Alexandre J. S. AU - Abdelfattah, Faisal AU - Nagengast, Benjamin AU - Möller, Jens AU - Abu-Hilal, Maher M. T1 - The internal/external frame of reference model of self-concept and achievement relations: Age-cohort and cross-cultural differences. JF - American Educational Research Journal JO - American Educational Research Journal JA - Am Educ Res J Y1 - 2015/02// VL - 52 IS - 1 SP - 168 EP - 202 CY - US PB - Sage Publications SN - 0002-8312 SN - 1935-1011 AD - Marsh, Herbert W., Institute for Positive Psychology and Education, Australian Catholic University, 25A Barker Road, Strathfield, Australia, 2135 N1 - Accession Number: 2015-02486-006. Partial author list: First Author & Affiliation: Marsh, Herbert W.; Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, NSW, Australia. Other Publishers: American Educational Research Assn. Release Date: 20150302. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Marsh, Herbert W. Major Descriptor: Academic Achievement; Age Differences; Cross Cultural Differences; Self-Concept; Frame of Reference. Minor Descriptor: Cross Cultural Psychology; Developmental Psychology. Classification: Academic Learning & Achievement (3550). Population: Human (10). Location: Australia; Hong Kong; Iran; Italy; Japan; Kuwait; Norway; Scotland; Slovak Republic; Taiwan; Tunisia; England; US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200). Tests & Measures: Program for International Student Assessment; Academic Achievement Test DOI: 10.1037/t27647-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 35. Issue Publication Date: Feb, 2015. Publication History: Accepted Date: Jul 16, 2014; Revised Date: Mar 10, 2014; First Submitted Date: Nov 16, 2013. Copyright Statement: AERA. 2014. AB - The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International Mathematics and Science Study (TIMSS) data supports the generalizability of these predictions in relation to: mathematics and science domains, intrinsic motivation as well as self-concept, and age and nationality, based on nationally representative matched samples of fourth- and eighth-grade students from three Middle Eastern Islamic, five Western, and four Asian countries (N = 117,321 students) with important theoretical, developmental, cross-cultural, and methodological implications. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - internal/external frame of reference mode KW - substantive-methodological synergy KW - positive developmental psychology KW - cross-cultural psychology KW - 2015 KW - Academic Achievement KW - Age Differences KW - Cross Cultural Differences KW - Self-Concept KW - Frame of Reference KW - Cross Cultural Psychology KW - Developmental Psychology KW - 2015 U1 - Sponsor: Australian Research Council, Australia. Grant: DP130102713. Recipients: Marsh, Herbert W.; Parker, Philip D.; Morin, Alexandre J. S. DO - 10.3102/0002831214549453 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-02486-006&site=ehost-live&scope=site UR - ORCID: 0000-0001-6898-4788 UR - ORCID: 0000-0002-4604-8566 UR - UR - mhilal@squ.edu.om UR - herb.marsh@acu.edu.au DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-47882-001 AN - 2015-47882-001 AU - Kelava, Augustin AU - Muma, Michael AU - Deja, Marlene AU - Dagdagan, Jack Y. AU - Zoubir, Abdelhak M. T1 - A new approach for the quantification of synchrony of multivariate non-stationary psychophysiological variables during emotion eliciting stimuli. JF - Frontiers in Psychology JO - Frontiers in Psychology JA - Front Psychol Y1 - 2015/01/20/ VL - 5 CY - Switzerland PB - Frontiers Media S.A. SN - 1664-1078 AD - Kelava, Augustin, Hector Research Institute of Education Sciences and Psychology, Eberhard Karls Universitat Tubingen, Europastr. 6, 72072, Tubingen, Germany N1 - Accession Number: 2015-47882-001. PMID: 25653624 Partial author list: First Author & Affiliation: Kelava, Augustin; Hector Research Institute of Education Sciences and Psychology, Eberhard Karls Universitat Tubingen, Tubingen, Germany. Other Publishers: Frontiers Research Foundation. Release Date: 20151109. Correction Date: 20160919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Emotional Regulation; Emotional Responses; Psychophysiology. Classification: Psychophysiology (2560). Population: Human (10). References Available: Y. ArtID: 1507. Issue Publication Date: Jan 20, 2015. Publication History: First Posted Date: Jan 20, 2015; Accepted Date: Dec 6, 2014; First Submitted Date: Sep 1, 2014. Copyright Statement: This is an openaccess article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Kelava, Muma, Deja, Dagdagan and Zoubir. 2015. AB - Emotion eliciting situations are accompanied by changes of multiple variables associated with subjective, physiological and behavioral responses. The quantification of the overall simultaneous synchrony of psychophysiological reactions plays a major role in emotion theories and has received increased attention in recent years. From a psychometric perspective, the reactions represent multivariate non-stationary intra-individual time series. In this paper, a new time-frequency based latent variable approach for the quantification of the synchrony of the responses is presented. The approach is applied to empirical data, collected during an emotion eliciting situation. The results are compared with a complementary inter-individual approach of Hsieh et al. (2011). Finally, the proposed approach is discussed in the context of emotion theories, and possible future applications and limitations are provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - multivariate KW - synchrony KW - coherence KW - emotion regulation KW - psychophysiology KW - time series KW - frequency KW - latent variables KW - 2015 KW - Emotional Regulation KW - Emotional Responses KW - Psychophysiology KW - 2015 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-47882-001&site=ehost-live&scope=site UR - augustin.kelava@uni-tuebingen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-26035-001 AN - 2015-26035-001 AU - Wang, Tingting AU - Mo, Lei AU - Vartanian, Oshin AU - Cant, Jonathan S. AU - Cupchik, Gerald T1 - An investigation of the neural substrates of mind wandering induced by viewing traditional Chinese landscape paintings. JF - Frontiers in Human Neuroscience JO - Frontiers in Human Neuroscience JA - Front Hum Neurosci Y1 - 2015/01/06/ VL - 8 CY - Switzerland PB - Frontiers Media S.A. SN - 1662-5161 AD - Mo, Lei, Department of Psychology, South China Normal University, Guangzhou, China, 510631 N1 - Accession Number: 2015-26035-001. PMID: 25610386 Partial author list: First Author & Affiliation: Wang, Tingting; Research Center for Psychology and Special Education, National Institute of Education Sciences, Beijing, China. Other Publishers: Frontiers Research Foundation. Release Date: 20150706. Correction Date: 20160919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Object Recognition; Parietal Lobe; Cognitive Control; Functional Magnetic Resonance Imaging. Minor Descriptor: Attention; Painting (Art). Classification: Neuropsychology & Neurology (2520). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Flanker Task. Methodology: Brain Imaging; Empirical Study; Quantitative Study. References Available: Y. ArtID: 1018. Issue Publication Date: Jan 6, 2015. Publication History: First Posted Date: Jan 6, 2015; Accepted Date: Dec 3, 2014; First Submitted Date: Oct 17, 2014. Copyright Statement: This is an openaccess article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Wang, Mo, Vartanian, Cant and Cupchik. 2015. AB - The present study was conducted to investigate whether the calming effect induced by viewing traditional Chinese landscape paintings would make disengagement from that mental state more difficult, as measured by performance on a cognitive control task. In Experiment 1 we examined the subjective experience of viewing traditional Chinese landscape paintings vs. realistic oil landscape paintings in a behavioral study. Our results confirmed that, as predicted, traditional Chinese landscape paintings induce greater levels of relaxation and mind wandering and lower levels of object-oriented absorption and recognition, compared to realistic oil landscape paintings. In Experiment 2 we used functional Magnetic Resonance Imaging to explore the behavioral and neural effects of viewing traditional Chinese landscape paintings on a task requiring cognitive control (i.e., the flanker task)—administered immediately following exposure to paintings. Contrary to our prediction, the behavioral data demonstrated that compared to realistic oil landscape paintings, exposure to traditional Chinese landscape paintings had no effect on performance on the flanker task. However, the neural data demonstrated an interaction effect such that there was greater activation in the inferior parietal cortex and the superior frontal gyrus on incongruent compared with congruent flanker trials when participants switched from viewing traditional Chinese landscape paintings to the flanker task than when they switched from realistic oil landscape paintings. These results suggest that switching from traditional Chinese landscape paintings placed greater demands on the brain’s attention and working memory networks during the flanker task than did switching from realistic oil landscape paintings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Chinese painting KW - relaxation KW - flanker task KW - cognitive control KW - attention KW - 2015 KW - Object Recognition KW - Parietal Lobe KW - Cognitive Control KW - Functional Magnetic Resonance Imaging KW - Attention KW - Painting (Art) KW - 2015 DO - 10.3389/fnhum.2014.01018 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-26035-001&site=ehost-live&scope=site UR - cupchik@utsc.utoronto.ca UR - molei@scnu.edu.cn DP - EBSCOhost DB - psyh ER - TY - Gen ID - 9999-51186-000 AN - 9999-51186-000 AU - Schnabel, Deborah B. L. AU - Kelava, Augustin AU - van de Vijver, Fons J. R. AU - Seifert, Lena T1 - Test to Measure Intercultural Competence—Short Version JF - PsycTESTS JO - PsycTESTS Y1 - 2015/// AD - Schnabel, Deborah B. L., Europastrasse 6, 72072, Tuebingen, Germany AV - Commercial: No; Permissions: Contact Corresponding Author; Fee: No. Test Items: No N1 - Accession Number: 9999-51186-000. Acronyms: TMIC-S; TMIC. Partial author list: First Author & Affiliation: Schnabel, Deborah B. L.; Eberhard Karls Universitaet Tuebingen, Hector Research Institute of Education Sciences and Psychology, Germany. Release Date: 20160711. Instrument Type: Inventory/Questionnaire. Test Location: Appendix A, Page 150. Test Format: The Test to Measure Intercultural Competence—Short Version has a total of 31 items with 25 self-report and six situational judgment items rated on a 6-point Likert scale from 'does not apply at all' to 'fully applies.'. Language: English; German; Portuguese. Constructs: Intercultural Competence; Classification: Culture, Racial, and Ethnic Identity (5700). Population: Human (10); Male (30); Female (40). Age Group: Adulthood (18 yrs & older) (300). N2 - Administration Method: Electronic AB - Purpose: The purpose of the Test to Measure Intercultural Competence—Short Version is to provide a shorter test to measure intercultural competence between different cultures. AB - Description: The Test to Measure Intercultural Competence—Short Version (TMIC-S; Schnabel et al., 2015) measures six malleable abilities that support handling novel or difficult cross-cultural situations; shortened from the 75 item Test to Measure Intercultural Competence (TMIC; Schnabel et al., 2015). The TMIC-S was tested between a group of college German and Brazilian students. The Brazilian version was translated from German and back translated with an expert review of the final version. The Brazilian version was checked for construct and method bias to ensure that the construct being measured did not depend on specific aspects of one culture and that biases in scores are minimized. Eleven TMIC facets were used in the statistical analysis. Multigroup confirmatory factor analysis did not lead to a sufficient fit, therefore further analysis resulted in six intercultural competence facets: Sensitivity in Communication, Cross-Cultural Information Seeking, Socializing, Cultural Identity Reflection, Goal Setting, and Mediation of Interests. Confirmatory factor analysis showed a good fit of the six-factor multimethod model in both samples. Internal consistencies ranged from .78 to .86 in the German sample and from .65 to .77 in the Brazilian sample. The final TMIC-S comprised of 25 self-report and six situational judgment items. (PsycTESTS Database Record (c) 2016 APA, all rights reserved) KW - German Translation KW - Brazilian Portuguese Translation KW - Criterion Validity KW - Cronbach's Alpha KW - Cultural Identity Reflection Scale KW - Difficult Cross Cultural Situations KW - Goal Setting Scale KW - Information Seeking Scale KW - Intercultural Competence KW - Intercultural Experiences KW - Internal Consistency KW - Mediation of Interests Scale KW - Multigroup Confirmatory Factor Analysis KW - Sensitivity in Communication Scale KW - Situational Judgment KW - Socializing Scale KW - Test to Measure Intercultural Competence—Short Version KW - Test Development U5 - Test to Measure Intercultural Competence—Short Version (TMIC-S, TMIC) [Test Development]Examining psychometric properties, measurement invariance, and construct validity of a short version of the Test to Measure Intercultural Competence (TMIC-S) in Germany and Brazil. (AN: 2015-56042-013 from PsycINFO) Schnabel, Deborah B. L.; Kelava, Augustin; van de Vijver, Fons J. R.; Seifert, Lena; Nov, 2015. Source: International Journal of Intercultural Relations. 49, Elsevier Science, Netherlands; Nov, 2015; Administration: Electronic Age Group: Adulthood (18 yrs & older); Population: Human; Male; Female; Location: Germany; Brazil; Sample: College Students Keywords: German Translation; Brazilian Portuguese Translation; Criterion Validity; Cronbach's Alpha; Cultural Identity Reflection Scale; Difficult Cross Cultural Situations; Goal Setting Scale; Information Seeking Scale; Intercultural Competence; Intercultural Experiences; Internal Consistency; Mediation of Interests Scale; Multigroup Confirmatory Factor Analysis; Sensitivity in Communication Scale; Situational Judgment; Socializing Scale; Test to Measure Intercultural Competence—Short Version; Test Development; Subjects: Competence; Cross Cultural Communication; Cross Cultural Differences; Cross Cultural Psychology; Cultural Sensitivity; Experiences (Events); Factor Analysis; Factor Structure; Foreign Language Translation; Goal Setting; Group Identity; Information Seeking; Interests; Judgment; Questionnaires; Self-Report; Social and Interpersonal Measures; Socialization; Test Construction; Test Forms; Test Reliability; Test Validity; DO - 10.1037/t51186-000 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pst&AN=9999-51186-000&site=ehost-live&scope=site UR - deborah.schnabel@gmail.com DP - EBSCOhost DB - pst ER - TY - Gen ID - 9999-47460-000 AN - 9999-47460-000 AU - Flunger, Barbara AU - Trautwein, Ulrich AU - Nagengast, Benjamin AU - Lüdtke, Oliver AU - Niggli, Alois AU - Schnyder, Inge T1 - Homework Effort Measures JF - PsycTESTS JO - PsycTESTS Y1 - 2015/// AD - Flunger, Barbara, University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Europastrasse 6, D-72072, Tübingen, Germany AV - Commercial: No; Permissions: May use for Research/Teaching; Fee: No. Test Items: Yes N1 - Accession Number: 9999-47460-000. Partial author list: First Author & Affiliation: Flunger, Barbara; University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Tübingen, Germany. Release Date: 20160411. Instrument Type: Rating Scale. Test Location: Text, Page 100. Test Format: The 11 items are rated on a 4-point Likert scale.. Language: English. Constructs: Homework Effort; Classification: Education, Teaching, and Student Characteristics (5900). Population: Human (10); Male (30); Female (40). Age Group: Adolescence (13-17 yrs) (200). AB - Purpose: The Homework Effort Measures assess students' homework compliance, homework persistence, and homework seasonal efforts. AB - Description: The Homework Effort Measures (Flunger et al., 2015) was developed within the context of a study of time spent on homework and academic achievement. Eleven items are used to measure the degree to which students seriously work on their homework tasks. Four items address Homework Compliance, 3 items address Homework Persistence, and 4 items address Homework Seasonal Efforts. The items are rated using a 4-point Likert scale ranging from 'completely disagree' to 'completely agree.' The Homework Effort Measures were administered to a sample of eighth-grade students. The Cronbach's alpha coefficient was .62 for Homework Persistence, .68 for Homework Compliance, and .72 for Homework Seasonal Efforts. The intra-class correlation coefficient was 0.04 for Homework Persistence, 0.04 for Homework Compliance, and 0.08 for Homework Seasonal Efforts. (PsycTESTS Database Record (c) 2016 APA, all rights reserved) KW - Academic Achievement KW - Eighth Grade Students KW - Homework Compliance KW - Homework Effort KW - Homework Effort Measures KW - Homework Persistence KW - Homework Seasonal Efforts KW - Internal Consistency Reliability KW - Intra-Class Correlation KW - Test Development KW - Time Spent on Homework U5 - Homework Effort Measures [Test Development]The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year. (AN: 2015-37654-012 from PsycINFO) Flunger, Barbara; Trautwein, Ulrich; Nagengast, Benjamin; Lüdtke, Oliver; Niggli, Alois; Schnyder, Inge; Oct, 2015. Source: Learning and Instruction. 39, Elsevier Science, Netherlands; Oct, 2015; Age Group: Adolescence (13-17 yrs); Population: Human; Male; Female; Location: Switzerland; Sample: Eighth Grade Students Keywords: Academic Achievement; Eighth Grade Students; Homework Compliance; Homework Effort; Homework Effort Measures; Homework Persistence; Homework Seasonal Efforts; Internal Consistency Reliability; Intra-Class Correlation; Test Development; Time Spent on Homework; Subjects: Academic Achievement Motivation; Compliance; Educational Measurement; Energy Expenditure; Homework; Persistence; Rating Scales; Student Attitudes; Test Construction; Test Reliability; DO - 10.1037/t47460-000 L3 - Full; Full text; 999947460_full_001.pdf UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pst&AN=9999-47460-000&site=ehost-live&scope=site UR - inge.schnyder@unifr.ch UR - niggliA@edufr.ch UR - oluedtke@ipn.uni-kiel.de UR - benjamin.nagengast@uni-tuebingen.de UR - ulrich.trautwein@uni-tuebingen.de UR - barbara.flunger@uni-tuebingen.de DP - EBSCOhost DB - pst ER - TY - Gen ID - 9999-47049-000 AN - 9999-47049-000 AU - Wang, Ya AU - Chen, Xing-jie AU - Cui, Ji-fang AU - Liu, Lu-lu T1 - Zimbardo Time Perspective Inventory--Chinese Version JF - PsycTESTS JO - PsycTESTS Y1 - 2015/// AD - Wang, Ya, Chinese Academy of Sciences, Institute of Psychology, 16 Lincui Road, Chaoyang District, Beijing, China, 100101 AV - Commercial: No; Permissions: Contact Publisher and Corresponding Author; Fee: No. Test Items: No N1 - Accession Number: 9999-47049-000. Partial author list: First Author & Affiliation: Wang, Ya; Chinese Academy of Sciences, Institute of Psychology, Neuropsychology and Applied Cognitive Neuroscience Lab, Key Laboratory of Mental Health, Beijing, China. Release Date: 20160411. Correction Date: 20170213. Instrument Type: Inventory/Questionnaire. Test Format: Participants are asked to indicate how characteristic each of 20 items is for them on a five-point Likert scale ranging from 1 (very uncharacteristic) to 5 (very characteristic).. Language: Chinese; English. Constructs: Time Perspective; Classification: Attitudes, Interests, Values, and Expectancies (5300). Population: Human (10); Male (30); Female (40). Age Group: Adulthood (18 yrs & older) (300). Other Versions: 9999-01397-000, Zimbardo Time Perspective Inventory, Original. AB - Purpose: The purpose of the Zimbardo Time Perspective Inventory--Chinese Version is to measure multiple time perspective dimensions in Chinese-speaking participants. AB - Description: The Zimbardo Time Perspective Inventory--Chinese Version (Wang et al., 2015) was developed to measure multiple time perspective dimensions in Chinese-speaking participants. The Zimbardo Time Perspective Inventory (ZTPI; Zimbardo & Boyd, 1999) was translated into Chinese and back-translated into English. The authors then asked a native English speaker to compare the back-translated version and the original version of the scale. Any discrepancies in meaning were noted, and the Chinese translation was revised and then back-translated again until no discrepancies remained. The Chinese ZTPI was tested among a sample of 303 university students in China. The five-factor model (Past-Negative, Present-Hedonistic, Future, Past-Positive, and Present-Fatalistic) of a 20-item short version of the ZTPI showed good model fit, internal consistency, and test-retest reliability. The 20-item Chinese version of the ZTPI also provided good validity, showing correlations with other variables in expected directions. Past-Positive was positively correlated with reappraisal and negatively correlated with suppression emotion regulation strategies, and Present-Hedonistic was positively correlated with reappraisal emotion regulation strategies. (PsycTESTS Database Record (c) 2017 APA, all rights reserved) KW - Convergent Validity KW - Internal Consistency KW - Test Development KW - Test-Retest Reliability KW - Zimbardo Time Perspective Inventory--Chinese Version U5 - Zimbardo Time Perspective Inventory--Chinese Version [Test Development]Testing the Zimbardo Time Perspective Inventory in the Chinese context. (AN: 2015-42001-006 from PsycINFO) Wang, Ya; Chen, Xing‐jie; Cui, Ji‐fang; Liu, Lu‐lu; Sep, 2015. Source: PsyCh Journal. 4(3), Wiley-Blackwell Publishing Ltd., United Kingdom; Sep, 2015; Age Group: Adulthood (18 yrs & older); Population: Human; Male; Female; Sample: University Students; Location: China Keywords: Convergent Validity; Internal Consistency; Test Development; Test-Retest Reliability; Zimbardo Time Perspective Inventory--Chinese Version; Subjects: Foreign Language Translation; Inventories; Test Construction; Test Reliability; Test Validity; Time Perspective; DO - 10.1037/t47049-000 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pst&AN=9999-47049-000&site=ehost-live&scope=site UR - wangyazsu@gmail.com DP - EBSCOhost DB - pst ER - TY - Gen ID - 9999-41143-000 AN - 9999-41143-000 AU - Friedrich, Alena AU - Flunger, Barbara AU - Nagengast, Benjamin AU - Jonkmann, Kathrin AU - Trautwein, Ulrich T1 - Teacher Expectancies of Math Competency Measure JF - PsycTESTS JO - PsycTESTS Y1 - 2015/// AD - Friedrich, Alena, University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Europastr. 6, 72072, Tübingen, Germany AV - Commercial: No; Permissions: May use for Research/Teaching; Fee: No. Test Items: Yes N1 - Accession Number: 9999-41143-000. Partial author list: First Author & Affiliation: Friedrich, Alena; University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Tübingen, Germany. Release Date: 20150907. Correction Date: 20151109. Instrument Type: Rating Scale. Test Location: Table 1, Page 5. Test Format: Responses for the 2 items are on a 4-point Likert-type scale ranging from 1 (completely disagree) to 4 (completely agree).. Language: English. Constructs: Teacher Expectancies of Math Competence; Classification: Education, Teaching, and Student Characteristics (5900). Population: Human (10); Male (30); Female (40). Age Group: Adulthood (18 yrs & older) (300). N2 - Administration Method: Paper AB - Purpose: The Teacher Expectancies of Math Competency Measure was designed to assess teachers' expectancies of their fifth-grade students’ math competence. AB - Description: Used within the context of a study that examined student-level and class-level expectancy effects on important achievement outcomes, school grades and a standardized achievement test, the Teacher Expectancies of Math Competency Measure (Friedrich et al., 2015) assessed teachers' expectancies of their fifth-grade students’ math competence. In line with Jussim and Eccles (1992) as well as Friedrich et al. (2013), two items measured teachers' expectancies. The items were adapted from the mathematic abilities subscale of the German version (Schwanzer et al., 2005) of the Self-Description Questionnaire (SDQ; Marsh, 1990). Teachers were asked to assess each student without reference to the other students in the classroom (e.g., 'The student can solve even difficult mathematical tasks') using a 4-point Likert-type scale ranging from 1 (completely disagree) to 4 (completely agree). Using fifth-grade math teachers for the sample, the internal reliability was high (alpha = .86). (PsycTESTS Database Record (c) 2015 APA, all rights reserved) KW - Internal Consistency KW - Mathematical Achievement KW - Student Performance KW - Teacher Expectancies of Math Competency Measure KW - Test Development U5 - Teacher Expectancies of Math Competency Measure [Test Development]Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement. (AN: 2015-18276-001 from PsycINFO) Friedrich, Alena; Flunger, Barbara; Nagengast, Benjamin; Jonkmann, Kathrin; Trautwein, Ulrich; Apr, 2015. Source: Contemporary Educational Psychology. 41, Elsevier Science, Netherlands; Apr, 2015; Administration: Paper Age Group: Adulthood (18 yrs & older); Population: Human; Male; Female; Location: Germany; Sample: Fifth-Grade Math Teachers Keywords: Internal Consistency; Mathematical Achievement; Student Performance; Teacher Expectancies of Math Competency Measure; Test Development; Subjects: Competence; Educational Measurement; Mathematical Ability; Mathematics Achievement; Rating Scales; Teacher Expectations; Test Construction; Test Forms; DO - 10.1037/t41143-000 L3 - Full; Full text; 999941143_full_001.pdf UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pst&AN=9999-41143-000&site=ehost-live&scope=site UR - alena.friedrich@uni-tuebingen.de DP - EBSCOhost DB - pst ER - TY - Gen ID - 9999-41200-000 AN - 9999-41200-000 AU - Friedrich, Alena AU - Flunger, Barbara AU - Nagengast, Benjamin AU - Jonkmann, Kathrin AU - Trautwein, Ulrich T1 - Student Math Self-Concept Measure JF - PsycTESTS JO - PsycTESTS Y1 - 2015/// AD - Friedrich, Alena, University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Europastr. 6, 72072, Tübingen, Germany AV - Commercial: No; Permissions: May use for Research/Teaching; Fee: No. Test Items: Yes N1 - Accession Number: 9999-41200-000. Partial author list: First Author & Affiliation: Friedrich, Alena; University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Tübingen, Germany. Release Date: 20150713. Correction Date: 20151109. Instrument Type: Rating Scale. Test Format: Four items constitute this measure.. Language: English. Constructs: Mathematics Self-Concept; Classification: Education, Teaching, and Student Characteristics (5900). Population: Human (10); Male (30); Female (40). Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200). N2 - Administration Method: Paper AB - Purpose: The Student Math Self-Concept Measure was designed to assess students' math self-concept. AB - Description: Used within the context of a study that examined the impact of teachers' expectancies on students’ academic progress, the Student Math Self-Concept Measure (Friedrich et al., 2015) assessed students' math self-concept. Four items measured math self-concept. Items were adapted from the SDQ (Self-Description Questionnaire; Marsh, 1990) with identical wording. The scale consists in total of four items, more specifically, two positively and two negatively worded items. In a sample of fifth-grade students, the Cronbach's alpha coefficients at Time 1 (T1) and Time 2 (T2) were .61 and .79, respectively. At T1, only 2 items were used. The intraclass correlations (ICCs) ranged from 0.02 to 0.05 at T2, implying that they were only moderately affected by the nesting in classrooms. (PsycTESTS Database Record (c) 2015 APA, all rights reserved) KW - Internal Consistency KW - Mathematics KW - Student Math Self-Concept Measure KW - Test Development KW - Elementary School Students U5 - Student Math Self-Concept Measure [Test Development]Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement. (AN: 2015-18276-001 from PsycINFO) Friedrich, Alena; Flunger, Barbara; Nagengast, Benjamin; Jonkmann, Kathrin; Trautwein, Ulrich; Apr, 2015. Source: Contemporary Educational Psychology. 41, Elsevier Science, Netherlands; Apr, 2015; Administration: Paper Age Group: Childhood (birth-12 yrs), School Age (6-12 yrs), Adolescence (13-17 yrs); Population: Human; Male; Female; Location: Germany; Sample: Fifth-Grade Students Keywords: Internal Consistency; Mathematics; Student Math Self-Concept Measure; Test Development; Elementary School Students; Subjects: Academic Self Concept; Educational Measurement; Elementary School Students; Mathematical Ability; Mathematics; Rating Scales; Test Construction; Test Reliability; DO - 10.1037/t41200-000 L3 - Full; Full text; 999941200_full_001.pdf UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pst&AN=9999-41200-000&site=ehost-live&scope=site UR - alena.friedrich@uni-tuebingen.de DP - EBSCOhost DB - pst ER - TY - Gen ID - 9999-38534-000 AN - 9999-38534-000 AU - Marsh, Herbert W. AU - Lüdtke, Oliver AU - Nagengast, Benjamin AU - Trautwein, Ulrich AU - Abduljabbar, Adel Salah AU - Abdelfattah, Faisal AU - Jansen, Malte T1 - Academic Self-Concept Measure JF - PsycTESTS JO - PsycTESTS Y1 - 2015/// AD - Marsh, Herbert W., Australian Catholic University, Institute for Positive Psychology and Education, Australia AV - Commercial: No; Permissions: Contact Corresponding Author; Fee: No. Test Items: No N1 - Accession Number: 9999-38534-000. Partial author list: First Author & Affiliation: Marsh, Herbert W.; Australian Catholic University, Institute for Positive Psychology and Education, Australia. Release Date: 20150413. Instrument Type: Rating Scale. Test Location: Text, Page 20. Test Format: A 4-point Likert-type scale (1 = completely disagree, 4 = completely agree) is used for all three items comprising this measure.. Language: English; German. Constructs: Academic Self-Concept; Classification: Education, Teaching, and Student Characteristics (5900). Population: Human (10); Male (30); Female (40). Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). N2 - Administration Method: Paper AB - Purpose: The purpose of the Academic Self-Concept Measure is to assess participants' self-concept in relation to their academic skills in various subjects. AB - Description: The Academic Self-Concept Measure (Marsh et al., 2015) was developed to assess participants' self-concept in relation to their academic skills in various subjects. This measure was designed for a study of the relation between self-belief and achievement among a sample of German students (ages 12-18 years). Academic self-concept was assessed with three items (e.g., 'I am good in English [mathematics/German/Second Foreign Language/ biology]'). Strictly parallel wording was used for all domain-specific items. That is, the items for English, mathematics, German, second foreign language, and biology were exactly the same, except for the name of the subject. A 4-point Likert-type scale (1 = completely disagree, 4 = completely agree) was used for all items. Coefficient alpha estimates of internal consistency were satisfactory for all five academic domains (.79 < alpha < .85). The factor structure (English/mathematics/German/Second Foreign Language/biology) underlying the self-concept responses is well-defined and is consistent with a priori expectations. In support of the convergent validity of the self-concept factors, correlations between each ASC factor and the matching area of achievement were consistently substantial (convergent validities, rs varying from .545 to .695). In support of their discriminant validity, correlations between each ASC factor and non-matching areas of achievement were substantially smaller (rs vary from .096 to .322) than the convergent validities. (PsycTESTS Database Record (c) 2015 APA, all rights reserved) KW - Factor Analysis KW - Academic Self-Concept Measure KW - Test Development KW - Internal Consistency KW - Convergent Validity KW - Discriminant Validity KW - English KW - German KW - Biology KW - Second Foreign Language KW - Mathematics U5 - Academic Self-Concept Measure [Test Development]Dimensional comparison theory: Paradoxical relations between self-beliefs and achievements in multiple domains. (AN: 2014-52182-005 from PsycINFO) Marsh, Herbert W.; Lüdtke, Oliver; Nagengast, Benjamin; Trautwein, Ulrich; Abduljabbar, Adel Salah; Abdelfattah, Faisal; Jansen, Malte; Feb, 2015. Source: Learning and Instruction. 35, Elsevier Science, Netherlands; Feb, 2015; Administration: Paper Age Group: Childhood (birth-12 yrs), School Age (6-12 yrs), Adolescence (13-17 yrs), Adulthood (18 yrs & older), Young Adulthood (18-29 yrs); Population: Human; Male; Female; Sample: German Students (Ages 12-18 Years); Location: Germany Keywords: Factor Analysis; Academic Self-Concept Measure; Test Development; Internal Consistency; Convergent Validity; Discriminant Validity; English; German; Biology; Second Foreign Language; Mathematics; Subjects: Academic Self Concept; Educational Measurement; Factor Analysis; Test Construction; Test Reliability; Test Validity; DO - 10.1037/t38534-000 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pst&AN=9999-38534-000&site=ehost-live&scope=site DP - EBSCOhost DB - pst ER - TY - JOUR AU - Tingting Wang AU - Lei Moa AU - Vartanian, Oshin AU - Cant, Jonathan S. AU - Cupchik, Gerald T1 - An investigation of the neural substrates of mind wandering induced by viewing traditional Chinese landscape paintings. JO - Frontiers in Human Neuroscience JF - Frontiers in Human Neuroscience Y1 - 2015/01// VL - 8 M3 - Article SP - 1 EP - 10 SN - 16625161 AB - The present study was conducted to investigate whether the calming effect induced by viewing traditional Chinese landscape paintings would make disengagement from that mental state more difficult, as measured by performance on a cognitive control task. In Experiment 1 we examined the subjective experience of viewing traditional Chinese landscape paintings vs. realistic oil landscape paintings in a behavioral study. Our results confirmed that, as predicted, traditional Chinese landscape paintings induce greater levels of relaxation and mind wandering and lower levels of object-oriented absorption and recognition, compared to realistic oil landscape paintings. In Experiment 2 we used functional Magnetic Resonance Imaging to explore the behavioral and neural effects of viewing traditional Chinese landscape paintings on a task requiring cognitive control (i.e., the flanker task)-administered immediately following exposure to paintings. Contrary to our prediction, the behavioral data demonstrated that compared to realistic oil landscape paintings, exposure to traditional Chinese landscape paintings had no effect on performance on the flanker task. However, the neural data demonstrated an interaction effect such that there was greater activation in the inferior parietal cortex and the superior frontal gyrus on incongruent compared with congruent flanker trials when participants switched from viewing traditional Chinese landscape paintings to the flanker task than when they switched from realistic oil landscape paintings. These results suggest that switching from traditional Chinese landscape paintings placed greater demands on the brain's attention and working memory networks during the flanker task than did switching from realistic oil landscape paintings. [ABSTRACT FROM AUTHOR] AB - Copyright of Frontiers in Human Neuroscience is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CHINESE landscape painting KW - RELAXATION (Health) KW - RECOGNITION (Psychology) KW - ABSORPTION KW - FUNCTIONAL magnetic resonance imaging KW - attention KW - Chinese painting KW - cognitive control KW - flanker task KW - relaxation N1 - Accession Number: 101654445; Tingting Wang 1,2 Lei Moa 2; Email Address: molei@scnu.edu.cn Vartanian, Oshin 3 Cant, Jonathan S. 3 Cupchik, Gerald 3; Email Address: cupchik@utsc.utoronto.ca; Affiliation: 1: Research Center for Psychology and Special Education, National Institute of Education Sciences, Beijing, China 2: Department of Psychology, South China Normal University, Guangzhou, China 3: Department of Psychology, University of Toronto Scarborough, Toronto, ON, Canada; Source Info: Jan2015, Vol. 8, p1; Subject Term: CHINESE landscape painting; Subject Term: RELAXATION (Health); Subject Term: RECOGNITION (Psychology); Subject Term: ABSORPTION; Subject Term: FUNCTIONAL magnetic resonance imaging; Author-Supplied Keyword: attention; Author-Supplied Keyword: Chinese painting; Author-Supplied Keyword: cognitive control; Author-Supplied Keyword: flanker task; Author-Supplied Keyword: relaxation; Number of Pages: 10p; Document Type: Article L3 - 10.3389/fnhum.2014.01018 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=101654445&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - CHAP ID - 2015-19051-006 AN - 2015-19051-006 AU - Ono, Hiromi AU - Ono, Hiroshi ED - Jackson, Shirley A. ED - Jackson, Shirley A., (Ed) T1 - Anti-immigrant sentiments and immigrant concentration at work in contemporary Japan. T2 - Routledge international handbook of race, class, and gender. T3 - Routledge international handbooks Y1 - 2015/// SP - 61 EP - 72 CY - New York, NY, US PB - Routledge/Taylor & Francis Group SN - 978-0-415-63271-3 SN - 978-0-203-09545-4 N1 - Accession Number: 2015-19051-006. Partial author list: First Author & Affiliation: Ono, Hiromi; US Department of Education, Washington, DC, US. Release Date: 20160822. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. Book Type: Handbook/Manual. ISBN: 978-0-415-63271-3, Hardcover; 978-0-203-09545-4, Digital (undefined format). Language: English. Major Descriptor: Human Sex Differences; Immigration. Minor Descriptor: Competition; Employment Status. Classification: Personnel Attitudes & Job Satisfaction (3650). Population: Human (10); Male (30); Female (40). Location: Japan. Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Intended Audience: Psychology: Professional & Research (PS). Methodology: Empirical Study; Interview; Quantitative Study. References Available: Y. Page Count: 12. AB - The key contribution of this chapter is that it investigates the link among the Japanese population by testing a job competition hypothesis and a group threat hypothesis. Anti-immigrant sentiment in Japan has been generalized to be strong and invariant in the past. Contrary to this presupposition, is anti-immigrant sentiment among the Japanese constructed in part by actual job competition of native born persons with immigrants? Is job competition primarily observed among Japanese persons with low income who have few resources? Or is the impact of immigrant concentration on anti-immigrant sentiment a product of group threat arising from prejudice of native born persons who perceived potential of a job loss? Can we observe gender differences, if any, in the perceptions against immigration? (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - anti-immigrant sentiments KW - immigrant concentration KW - job competition KW - gender differences KW - 2015 KW - Human Sex Differences KW - Immigration KW - Competition KW - Employment Status KW - 2015 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-19051-006&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - CHAP ID - 2015-44585-006 AN - 2015-44585-006 AU - Trautwein, Ulrich AU - Lüdtke, Oliver AU - Nagengast, Benjamin AU - Flunger, Barbara ED - Guay, Frédéric ED - Marsh, Herbert ED - McInerney, Dennis M. ED - Craven, Rhonda G. ED - Guay, Frédéric, (Ed) ED - Marsh, Herbert, (Ed) ED - McInerney, Dennis M., (Ed) ED - Craven, Rhonda G., (Ed) T1 - Too much time has been spent on the time devoted to homework: Motivation is the key construct in homework research. T2 - Self-concept, motivation and identity: Underpinning success with research and practice. T3 - International advances in self research Y1 - 2015/// SP - 151 EP - 171 CY - Charlotte, NC, US PB - IAP Information Age Publishing SN - 978-1-68123-167-9 SN - 978-1-68123-168-6 SN - 978-1-68123-169-3 N1 - Accession Number: 2015-44585-006. Partial author list: First Author & Affiliation: Trautwein, Ulrich; University of Tubingen, Germany. Release Date: 20160114. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 978-1-68123-167-9, Paperback; 978-1-68123-168-6, Hardcover; 978-1-68123-169-3, Digital (undefined format). Language: English. Major Descriptor: Academic Achievement Motivation; Homework. Minor Descriptor: Time Management. Classification: Academic Learning & Achievement (3550). Population: Human (10). Intended Audience: Psychology: Professional & Research (PS). Page Count: 21. AB - In the first part of this chapter, we describe and critically discuss the approaches to associate homework time and school achievement and highlight some general issues in study design and analyses. Using motivational constructs to answer such questions will not only yield a better understanding of the homework process but, more generally, a better understanding of the development and impact of student motivation. Accordingly, in the second part of the chapter, we describe how motivational constructs enrich the understanding of the homework process and how this research in turn adds to the study of motivation more generally. In the third part of the chapter, we describe some potentially productive avenues for future research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - motivation KW - homework KW - school achievement KW - time devotion KW - 2015 KW - Academic Achievement Motivation KW - Homework KW - Time Management KW - 2015 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-44585-006&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2014-50633-004 AN - 2014-50633-004 AU - Loeb, Susanna AU - Soland, James AU - Fox, Lindsay T1 - Is a good teacher a good teacher for all? Comparing value-added of teachers with their English learners and non-English learners. JF - Educational Evaluation and Policy Analysis JO - Educational Evaluation and Policy Analysis JA - Educ Eval Policy Anal Y1 - 2014/12// VL - 36 IS - 4 SP - 457 EP - 475 CY - US PB - Sage Publications SN - 0162-3737 SN - 1935-1062 N1 - Accession Number: 2014-50633-004. Partial author list: First Author & Affiliation: Loeb, Susanna; Stanford University, Stanford, CA, US. Other Publishers: American Educational Research Assn. Release Date: 20150112. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Student Attitudes; Teacher Characteristics; Teacher Effectiveness. Minor Descriptor: English as Second Language. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Florida Comprehensive Assessment Test. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 19. Issue Publication Date: Dec, 2014. Publication History: Accepted Date: Feb 18, 2014; Revised Date: Jan 14, 2014; Nov 21, 2013; First Submitted Date: Apr 16, 2013. Copyright Statement: AERA. 2014. AB - Districts, states, and researchers are using value-added models with increasing frequency to evaluate educational policies and programs, as well as teachers and other educators individually. Despite their prevalence, little research assesses whether value-added measures (VAM) are consistent across student subgroups. Are teachers who are effective with one group of students also effective with others? If they are not, then it may be worthwhile to develop separate measures of teacher effectiveness for different student groups; if they are, a single average measure will likely suffice. Our article uses data from a large urban district with a considerable English learner (EL) population to compare teachers’ VAM with ELs to the same teachers’ VAM with non-ELs. We find that teachers who are effective with ELs also tend to be effective with their non-ELs and vice versa. We also, however, find evidence that some teachers are relatively more effective with ELs than with non-ELs, and that this increased efficacy is predicted by a teacher’s fluency in students’ home language and whether he or she possesses a bilingual teaching certification. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - value added estimation KW - English language learners KW - teacher labor markets KW - teacher policy KW - 2014 KW - Student Attitudes KW - Teacher Characteristics KW - Teacher Effectiveness KW - English as Second Language KW - 2014 DO - 10.3102/0162373714527788 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-50633-004&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2014-45643-002 AN - 2014-45643-002 AU - Gottfried, Michael A. AU - Johnson, Erica L. T1 - Assessing access: Is there educational equity within Urban schooling? JF - Education and Urban Society JO - Education and Urban Society JA - Educ Urban Soc Y1 - 2014/11// VL - 46 IS - 7 SP - 773 EP - 797 CY - US PB - Sage Publications SN - 0013-1245 SN - 1552-3535 AD - Gottfried, Michael A., School of Education, Loyola Marymount University, I LMU Drive, Suite 2600, Los Angeles, CA, US, 90045 N1 - Accession Number: 2014-45643-002. Partial author list: First Author & Affiliation: Gottfried, Michael A.; Department of Urban Education, Loyola Marymount University, Los Angeles, CA, US. Release Date: 20150713. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Elementary School Students; Motivation; Student Characteristics; Urban Environments. Minor Descriptor: Empirical Methods. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Tests & Measures: Stanford Achievement Test, Ninth Edition. Methodology: Empirical Study; Longitudinal Study; Mathematical Model; Quantitative Study. References Available: Y. Page Count: 25. Issue Publication Date: Nov, 2014. Copyright Statement: The Author(s). 2012. AB - Identifying sources of variation has been used extensively in educational research as a tool to identify potential drives of variances in student achievement. However, prior research predominantly relied on findings from national- or international-level data, and thus their conclusions remain very broad-based. This study contributes new insight by assessing if and where there is variation in standardized testing performance for entire populations of cohorts of students in a single, large urban school district in the United States. Specifically, this study evaluates variance in Stanford Achievement Test Ninth Edition (SAT9) reading and math scores for all elementary school students in the School District of Philadelphia over four academic years and within three analytical levels of the educational experience—student, classroom, and school. To do so, this study employs three-level hierarchical linear modeling (HLM) to determine how the overall variance in testing performance can be partitioned within classrooms, between classrooms, and between schools. The initial results indicate that the overwhelmingly largest contributor to total variance in achievement is within classrooms at the student level. However, incorporating a full span of covariates into a three-tiered model of student achievement explains the majority of the between classroom and between school variance, though only half of the within classroom variance. Implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - academic achievement KW - elementary education KW - empirical analysis KW - urban education KW - 2014 KW - Academic Achievement KW - Elementary School Students KW - Motivation KW - Student Characteristics KW - Urban Environments KW - Empirical Methods KW - 2014 DO - 10.1177/0013124512468002 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-45643-002&site=ehost-live&scope=site UR - mgottfri@lmu.edu DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Shea, Peter1, pshea@albany.edu AU - Hayes, Suzanne2, suzanne.hayes@esc.edu AU - Uzuner-Smith, Sedef3, sedef.smith@lamar.edu AU - Gozza-Cohen, Mary4, mccohen@widener.edu AU - Vickers, Jason5, jvickers@albany.edu AU - Bidjerano, Temi6, temi.bidjerano@furman.edu T1 - Reconceptualizing the community of inquiry framework: An exploratory analysis. JO - Internet & Higher Education JF - Internet & Higher Education J1 - Internet & Higher Education PY - 2014/10// Y1 - 2014/10// VL - 23 M3 - Article SP - 9 EP - 17 SN - 10967516 AB - Constructs requiring additional conceptualization within the Community of Inquiry framework for online learning include the self- and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the framework by addressing this gap. Quantitative content analysis and social network analysis were used with online discussions in a doctoral course to identify qualities of the discourse. The analysis focused on the three original presences of the framework (social, teaching, and cognitive presences) and learning presence, a recently proposed addition to the framework. First, frequencies of all four presences were calculated to report patterns in the discussions. Next, correlations were computed to investigate which presences correspond with the modes of critical thinking described in cognitive presence. Finally, students' positions of influence and prestige were analyzed in relation to their expressions of the four forms of presence. Findings raise questions about the framework's scope and point toward its reconceptualization. [ABSTRACT FROM AUTHOR] KW - Community of inquiry KW - Exploratory factor analysis KW - Content analysis (Communication) KW - Distance education KW - Critical thinking KW - Network analysis (Social sciences) N1 - Accession Number: 97603043; Authors:Shea, Peter 1 Email Address: pshea@albany.edu; Hayes, Suzanne 2 Email Address: suzanne.hayes@esc.edu; Uzuner-Smith, Sedef 3 Email Address: sedef.smith@lamar.edu; Gozza-Cohen, Mary 4 Email Address: mccohen@widener.edu; Vickers, Jason 5 Email Address: jvickers@albany.edu; Bidjerano, Temi 6 Email Address: temi.bidjerano@furman.edu; Affiliations: 1: University at Albany -- SUNY, United States, School of Education, Department of Education, Theory, and Practice, 1400 Washington Ave., School of Education -- ED 114A, Albany, NY 12222, United States; 2: Empire State College -- SUNY, United States, Academic Technologies, Office of Integrated Technologies, Three Union Avenue, Saratoga Springs, NY 12866, United States; 3: Lamar University, United States, Counseling and Special Populations, College of Education & Human Development, P.O. Box 10034, Beaumont, TX 77710, United States; 4: Widener University, United States, School of Education, Innovation, and Continuing Studies, One University Place, Hyatt Hall 317, Chester, PA 19013, United States; 5: University at Albany -- SUNY, United States, School of Education, Department of Education, Theory, and Practice, 1400 Washington Ave., School of Education, Albany, NY 12222, United States; 6: Furman University, United States, Department of Education, Furman University, 3300 Poinsett Hwy, Greenville, SC 29613, United States; Subject: Community of inquiry; Subject: Exploratory factor analysis; Subject: Network analysis (Social sciences); Subject: Content analysis (Communication); Subject: Distance education; Subject: Critical thinking; Author-Supplied Keyword: Content analysis; Author-Supplied Keyword: Learning presence; Author-Supplied Keyword: Online learning; Author-Supplied Keyword: Social network analysis; Number of Pages: 9p; Record Type: Article L3 - 10.1016/j.iheduc.2014.05.002 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=97603043&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 2014-42214-002 AN - 2014-42214-002 AU - Castellano, Katherine E. AU - Rabe-Hesketh, Sophia AU - Skrondal, Anders T1 - Composition, context, and endogeneity in school and teacher comparisons. JF - Journal of Educational and Behavioral Statistics JO - Journal of Educational and Behavioral Statistics JA - J Educ Behav Stat Y1 - 2014/10// VL - 39 IS - 5 SP - 333 EP - 367 CY - US PB - Sage Publications SN - 1076-9986 SN - 1935-1054 AD - Rabe-Hesketh, Sophia, Graduate School of Education and Graduate Group in Biostatistics, University of California, Berkeley, Berkeley, CA, US, 94720 N1 - Accession Number: 2014-42214-002. Other Journal Title: Journal of Educational Statistics. Partial author list: First Author & Affiliation: Castellano, Katherine E.; Institute of Education Sciences, University of California, Berkeley, Berkeley, CA, US. Other Publishers: American Educational Research Assn. Release Date: 20141013. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Mathematical Modeling; Schools; Teachers. Minor Descriptor: Academic Achievement. Classification: Statistics & Mathematics (2240); Educational Psychology (3500). Population: Human (10). Methodology: Mathematical Model. Supplemental Data: Web Sites Internet. Page Count: 35. Issue Publication Date: Oct, 2014. Publication History: Accepted Date: Jul 10, 2014; Revised Date: Jul 3, 2014; Feb 27, 2014; Nov 5, 2013; First Submitted Date: Jul 2, 2013. Copyright Statement: American Educational Research Association. 2014. AB - Investigations of the effects of schools (or teachers) on student achievement focus on either (1) individual school effects, such as value-added analyses, or (2) school-type effects, such as comparisons of charter and public schools. Controlling for school composition by including student covariates is critical for valid estimation of either kind of school effect. Student covariates often have different effects between schools than within schools. Econometricians typically attribute such differences to a form of endogeneity, specifically, 'Level-2 endogeneity,' or the confounding of student covariates with unobserved school characteristics, whereas education researchers primarily interpret the differences as contextual effects or the effects of collective peer attributes on individual student achievement. This article considers both and makes connections between the econometric and education research literatures. We show that the Hausman and Taylor approach from panel data econometrics can be used for valid estimation of individual school or school-type effects when there is only Level-2 endogeneity but can lead to bias when there are also contextual or peer effects. In contrast, contextual effects are typically estimated by including school means of student covariates in addition to the student-level covariates (equivalent to the Mundlak device), but this leads to biased school comparisons in the presence of Level-2 endogeneity. We interpret the estimates from these two competing estimators in terms of the 'Type A' and 'Type B' school effects defined by Raudenbush and Willms and show that both estimators are preferable to the common group-mean-centering approach. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - compositional effect KW - contextual effect KW - endogeneity KW - hierarchical linear model KW - multilevel model KW - school effects KW - value-added KW - 2014 KW - Mathematical Modeling KW - Schools KW - Teachers KW - Academic Achievement KW - 2014 U1 - Sponsor: U.S. Department of Education, Institute of Education Sciences, US. Grant: R305B110017. Other Details: To University of California, Berkeley. Recipients: No recipient indicated DO - 10.3102/1076998614547576 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-42214-002&site=ehost-live&scope=site UR - anders.skrondal@fhi.no UR - sophiarh@berkeley.edu UR - KEcastellano@ets.org DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2014-35475-001 AN - 2014-35475-001 AU - Douglas, Karen M. AU - Albro, Elizabeth R. T1 - The progress and promise of the Reading for Understanding Research Initiative. JF - Educational Psychology Review JO - Educational Psychology Review JA - Educ Psychol Rev Y1 - 2014/09// VL - 26 IS - 3 SP - 341 EP - 355 CY - Germany PB - Springer SN - 1040-726X SN - 1573-336X AD - Douglas, Karen M., National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, 555 New Jersey Avenue NW, Room 617, Washington, DC, US, 20208 N1 - Accession Number: 2014-35475-001. Partial author list: First Author & Affiliation: Douglas, Karen M.; National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, Washington, DC, US. Release Date: 20140825. Correction Date: 20141103. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Reading Comprehension; Reading Development; School Based Intervention. Minor Descriptor: Cognitive Processes. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Location: US. Age Group: Childhood (birth-12 yrs) (100). References Available: Y. Page Count: 15. Issue Publication Date: Sep, 2014. Publication History: First Posted Date: Aug 22, 2014. Copyright Statement: Springer Science+Business Media New York (outside the USA). 2014. AB - Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. However, while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not reading at the basic level nor are they reading with understanding. The Institute of Education Sciences created the Reading for Understanding Research Initiative in 2010 to fund a set of connected projects that would enrich the theoretical frameworks that undergird efforts to improve deep comprehension and to design and test new interventions and assessments to improve reading for understanding across all grades in US schools. This article describes the central themes that guided the design of the Reading for Understanding Initiative and the work underway by the six research teams funded under this program. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - reading comprehension KW - cognitive processes KW - assessment KW - educational intervention KW - 2014 KW - Reading Comprehension KW - Reading Development KW - School Based Intervention KW - Cognitive Processes KW - 2014 U1 - Sponsor: US Department of Education, Institute of Education Sciences, US. Grant: R305F100002; R305F100005; R305F100007; R305F100013; R305F100026; R305F100027. Other Details: Reading for Understanding Research Initiative. Recipients: No recipient indicated DO - 10.1007/s10648-014-9278-y UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-35475-001&site=ehost-live&scope=site UR - Karen.Douglas@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Qun Guan, Connie1 AU - Wagner, Richard K.2 AU - Feifei Ye3 AU - Wanjin Meng4, wanjinmeng@yahoo.com AU - Che Kan Leong5, chekan.leong@usask.ca T1 - Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance. JO - Journal of Educational Psychology JF - Journal of Educational Psychology J1 - Journal of Educational Psychology PY - 2014/08// Y1 - 2014/08// VL - 106 IS - 3 CP - 3 M3 - Article SP - 779 EP - 798 SN - 00220663 AB - The goal of the present study was to test opposing views about 4 issues concerning predictors of individual differences in Chinese written composition: (a) whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b) whether they are important predictors of Chinese written composition and, if so, the relative magnitudes and independence of their predictive relations; (c) whether observed predictive relations are mediated by text comprehension; and (d) whether these relations vary or are developmentally invariant across 3 years of writing development. Based on analyses of the performance of students in Grades 4 (n = 246), 5 (n = 242), and 6 (n = 261), the results supported morphological awareness, syntactic processing, and working memory as distinct yet correlated abilities that made independent contributions to predicting Chinese written composition, with working memory as the strongest predictor. However, predictive relations were mediated by text comprehension. The final model accounted for approximately 75% of the variance in Chinese written composition. The results were largely developmentally invariant across the 3 grades from which participants were drawn. [ABSTRACT FROM AUTHOR] KW - Composition (Language arts) KW - Short-term memory KW - Writing KW - Chinese language KW - Semantics (Philosophy) N1 - Accession Number: 97417894; Authors:Qun Guan, Connie 1; Wagner, Richard K. 2; Feifei Ye 3; Wanjin Meng 4 Email Address: wanjinmeng@yahoo.com; Che Kan Leong 5 Email Address: chekan.leong@usask.ca; Affiliations: 1: University of Science and Technology Beijing; 2: Florida State University; 3: University of Pittsburgh; 4: China National Institute of Education Sciences; 5: University of Saskatchewan; Subject: Composition (Language arts); Subject: Chinese language; Subject: Short-term memory; Subject: Writing; Subject: Semantics (Philosophy); Author-Supplied Keyword: Chinese children's written composition; Author-Supplied Keyword: mediation; Author-Supplied Keyword: morphological and syntactic processing; Author-Supplied Keyword: text comprehension; Author-Supplied Keyword: working memory; Number of Pages: 20p; Record Type: Article L3 - 10.1037/a0035984 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=97417894&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 2014-07952-001 AN - 2014-07952-001 AU - Guan, Connie Qun AU - Ye, Feifei AU - Wagner, Richard K. AU - Meng, Wanjin AU - Leong, Che Kan T1 - Text comprehension mediates morphological awareness, syntactic processing, and working memory in predicting Chinese written composition performance. JF - Journal of Educational Psychology JO - Journal of Educational Psychology JA - J Educ Psychol Y1 - 2014/08// VL - 106 IS - 3 SP - 779 EP - 798 CY - US PB - American Psychological Association SN - 0022-0663 SN - 1939-2176 AD - Leong, Che Kan, Department of Educational Psychology and Special Education, University of Saskatchewan, 28 Campus Drive, Saskatoon, SK, Canada, S7N 0X1 N1 - Accession Number: 2014-07952-001. Partial author list: First Author & Affiliation: Guan, Connie Qun; School of Foreign Languages, University of Science and Technology Beijing, China. Other Publishers: Warwick & York. Release Date: 20140303. Correction Date: 20150914. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Guan, Connie Qun. Major Descriptor: Morphology (Language); Short Term Memory; Syntax; Verbal Comprehension; Written Communication. Minor Descriptor: Age Differences. Classification: Academic Learning & Achievement (3550); Cognitive & Perceptual Development (2820). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Tests & Measures: Narrative Writing Task; Argumentation Writing Task; Expository Writing Task; Verbal Span Working Memory Task; Operation Span Working Memory Task; Morphological Compounding Task; Morphological Chain Task; Syntax Construction Task; Syntax Integrity Task; Text-Comprehension Task DOI: 10.1037/t42038-000. Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 20. Issue Publication Date: Aug, 2014. Publication History: First Posted Date: Mar 3, 2014; Accepted Date: Jan 15, 2014; Revised Date: Jan 13, 2014; First Submitted Date: Mar 10, 2012. Copyright Statement: American Psychological Association. 2014. AB - The goal of the present study was to test opposing views about 4 issues concerning predictors of individual differences in Chinese written composition: (a) whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b) whether they are important predictors of Chinese written composition and, if so, the relative magnitudes and independence of their predictive relations; (c) whether observed predictive relations are mediated by text comprehension; and (d) whether these relations vary or are developmentally invariant across 3 years of writing development. Based on analyses of the performance of students in Grades 4 (n = 246), 5 (n = 242), and 6 (n = 261), the results supported morphological awareness, syntactic processing, and working memory as distinct yet correlated abilities that made independent contributions to predicting Chinese written composition, with working memory as the strongest predictor. However, predictive relations were mediated by text comprehension. The final model accounted for approximately 75% of the variance in Chinese written composition. The results were largely developmentally invariant across the 3 grades from which participants were drawn. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Chinese children’s written composition KW - mediation KW - morphological and syntactic processing KW - text comprehension KW - working memory KW - writing development KW - 2014 KW - Morphology (Language) KW - Short Term Memory KW - Syntax KW - Verbal Comprehension KW - Written Communication KW - Age Differences KW - 2014 U1 - Sponsor: National Office for Education Sciences. Grant: DBA120179. Other Details: Planning Grant. Recipients: Guan, Connie Qun U1 - Sponsor: Engineering Research Institute Foundations of USTB. Grant: YJ2012-019. Recipients: Guan, Connie Qun U1 - Sponsor: National Institute of Education Science. Grant: GY2012013. Recipients: Meng, Wanjin U1 - Sponsor: National Institute of Child Health and Human Development. Grant: P50HD052120. Recipients: Wagner, Richard K. DO - 10.1037/a0035984 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-07952-001&site=ehost-live&scope=site UR - chekan.leong@usask.ca UR - wanjinmeng@yahoo.com DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Liu, Chunlei AU - Yao, Ru AU - Wang, Zuowei AU - Zhou, Renlai T1 - N450 as a candidate neural marker for interference control deficits in children with learning disabilities. JO - International Journal of Psychophysiology JF - International Journal of Psychophysiology Y1 - 2014/07// VL - 93 IS - 1 M3 - Article SP - 70 EP - 77 SN - 01678760 AB - A deficit in the ability to suppress irrelevant or interfering stimuli may account for a variety of dysfunctional behaviors in children with learning disabilities (LD). However, neural correlates underlying this deficit in interference control in the LD are still unknown. In this study, we recruited a group of children with LD (age: 10.78±0.52) along with an age-matched control group (age: 10.74±0.86) and asked them to perform a numerical Stroop task. During the task, we used electroencephalogram (EEG) to record their event-related potentials (ERPs). We further evaluated performance of these children on a battery of tests, including the Academic Adaptability Test (AAT), an adapted Chinese version of Pupil Rating Scale (PRS), and Raven's Standard Progressive Matrices (SPM). Children's scores on recent math and Chinese exams were also obtained. Results showed that: 1) children with LD had worse performance in the incongruent condition of the numerical Stroop task suggesting that children with LD had interference control deficits but not basic numerical cognition; 2) children with LD had larger N450 effects on the frontal and posterior sites, but did not show any difference in early ERP components, suggesting that the behavioral difference was related with interference control rather than early visual perception processing; and 3) N450 effects were correlated with accuracy in the numerical Stroop task, performance in Raven's SPM, as well as school math performance. These results suggest that N450 can serve as a potential electrophysiology marker for identifying and potentially, providing targeted intervention for children with LD. [ABSTRACT FROM AUTHOR] AB - Copyright of International Journal of Psychophysiology is the property of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - BRAIN -- Physiology KW - GENETIC markers KW - INTERFERENCE (Perception) KW - LEARNING disabilities KW - STROOP effect KW - ELECTROENCEPHALOGRAPHY KW - Event-related potentials KW - Interference control KW - Learning disabilities KW - N450 KW - Neural marker KW - Numerical Stroop N1 - Accession Number: 96659619; Liu, Chunlei 1 Yao, Ru 2,3 Wang, Zuowei 4 Zhou, Renlai 1,3,5; Email Address: rlzhou@bnu.edu.cn; Affiliation: 1: Beijing Key Lab of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing 100875, China 2: National Institute of Education Sciences, Beijing 100088, China 3: State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China 4: Combined Program in Education and Psychology, University of Michigan, Ann Arbor, MI 48109, USA 5: Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing 100875, China; Source Info: Jul2014, Vol. 93 Issue 1, p70; Subject Term: BRAIN -- Physiology; Subject Term: GENETIC markers; Subject Term: INTERFERENCE (Perception); Subject Term: LEARNING disabilities; Subject Term: STROOP effect; Subject Term: ELECTROENCEPHALOGRAPHY; Author-Supplied Keyword: Event-related potentials; Author-Supplied Keyword: Interference control; Author-Supplied Keyword: Learning disabilities; Author-Supplied Keyword: N450; Author-Supplied Keyword: Neural marker; Author-Supplied Keyword: Numerical Stroop; Number of Pages: 8p; Document Type: Article L3 - 10.1016/j.ijpsycho.2014.05.007 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=96659619&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Barrow, Lisa AU - Richburg-Hayes, Lashawn AU - Rouse, Cecilia Elena AU - Brock, Thomas T1 - Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-Income Adults. JO - Journal of Labor Economics JF - Journal of Labor Economics Y1 - 2014/07// VL - 32 IS - 3 M3 - Article SP - 563 EP - 599 PB - University of Chicago Press SN - 0734306X AB - We evaluate the effect of performance-based incentive programs on educational outcomes for community college students from a random assignment experiment at three campuses. Incentive payments over 2 semesters were tied to meeting two conditions--enrolling at least half-time and maintaining a Cor better grade point average. Eligibility increased the likelihood of enrolling in the second semester after random assignment and total number of credits earned. Over 2 years, program group students completed nearly 40% more credits. We find little evidence that program eligibility changed types of courses taken but some evidence of increased academic performance and effort. [ABSTRACT FROM AUTHOR] AB - Copyright of Journal of Labor Economics is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - INCENTIVE awards KW - SCHOLARSHIPS KW - RESEARCH KW - GRADE point average KW - ELIGIBILITY (Social aspects) KW - ACADEMIC achievement KW - COLLEGE students N1 - Accession Number: 97083555; Barrow, Lisa 1; Richburg-Hayes, Lashawn 2; Rouse, Cecilia Elena 3; Brock, Thomas 4; Affiliations: 1: Federal Reserve Bank of Chicago; 2: MDRC; 3: Princeton University; 4: Institute of Education Sciences; Issue Info: Jul2014, Vol. 32 Issue 3, p563; Thesaurus Term: INCENTIVE awards; Thesaurus Term: SCHOLARSHIPS; Thesaurus Term: RESEARCH; Subject Term: GRADE point average; Subject Term: ELIGIBILITY (Social aspects); Subject Term: ACADEMIC achievement; Subject Term: COLLEGE students; NAICS/Industry Codes: 813211 Grantmaking Foundations; Number of Pages: 37p; Illustrations: 1 Black and White Photograph, 11 Charts; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=97083555&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Florian, Bogdan T1 - Exploring the Communist Higher Education System. Contributions towards a Theoretical Framework. JO - International Review of Social Research JF - International Review of Social Research Y1 - 2014/06// VL - 4 IS - 2 M3 - Article SP - 5 EP - 24 SN - 20698267 AB - 'The combination of education with industrial production' made the top 10 list of measures which have to be implemented in countries where the proletariat will raise as the ruling class, according to Marx's Communist Manifesto. It is ranked at the end of the list of necessary steps to achieve a new social order, however it endured and, in a slightly modified form it even exists today in higher education reform strategies. To which extent has this ideological prescription been followed and inspired political measures? This paper aims at proposing a few steps in creating a theoretical framework for analysis of the role of higher education in the communist system. I will use an institutionalist approach to explore where higher education can be placed, in the larger context of the communist system. I will try and adapt to this topic the system paradigm proposed by János Kornai and explore higher education as a component of the larger communist system. Was it the universities' mission to produce an able workforce for the industrial development? Was there another scientific or ideological mission equally important? How well did the communist central planning system perform in matching industrial demand and educational production? These are some key questions to which this exploration aims at finding a framework for answering. [ABSTRACT FROM AUTHOR] AB - Copyright of International Review of Social Research is the property of University of Bucharest, Faculty of Sociology & Social Work with Polirom Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - COMMUNISM & education KW - RESEARCH KW - HIGHER education KW - COMMUNISM KW - CENTRAL economic planning KW - ROMANIA KW - command economy KW - communist system KW - higher education planning KW - János Kornai KW - KORNAI, Janos N1 - Accession Number: 102579925; Florian, Bogdan 1; Affiliation: 1: National University of Political Science and Public Administration Institute for Education Sciences; Source Info: Jun2014, Vol. 4 Issue 2, p5; Subject Term: COMMUNISM & education; Subject Term: RESEARCH; Subject Term: HIGHER education; Subject Term: COMMUNISM; Subject Term: CENTRAL economic planning; Subject Term: ROMANIA; Author-Supplied Keyword: command economy; Author-Supplied Keyword: communist system; Author-Supplied Keyword: higher education planning; Author-Supplied Keyword: János Kornai; People: KORNAI, Janos; Number of Pages: 20p; Document Type: Article L3 - 10.1515/irsr-2014-0008 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=102579925&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Weiss, Michael J. AU - Bloom, Howard S. AU - Brock, Thomas AD - MDRC, New York, NY AD - MDRC, New York, NY AD - US Institute of Education Sciences T1 - A Conceptual Framework for Studying the Sources of Variation in Program Effects JO - Journal of Policy Analysis and Management JF - Journal of Policy Analysis and Management Y1 - 2014///Summer VL - 33 IS - 3 SP - 778 EP - 808 SN - 02768739 N1 - Accession Number: 1454922; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Journal Article; Update Code: 201409 N2 - Evaluations of public programs in many fields reveal that different types of programs--or different versions of the same program--vary in their effectiveness. Moreover, a program that is effective for one group of people might not be effective for other groups, and a program that is effective in one set of circumstances may not be effective in other circumstances. This paper presents a conceptual framework for research on such variation in program effects and the sources of this variation. The framework is intended to help researchers--both those who focus mainly on studying program implementation and those who focus mainly on estimating program effects--see how their respective pieces fit together in a way that helps to identify factors that explain variation in program effects, and thereby support more systematic data collection. The ultimate goal of the framework is to enable researchers to offer better guidance to policymakers and program operators on the conditions and practices that are associated with larger and more positive effects. KW - Single Equation Models; Single Variables: Cross-Sectional Models; Spatial Models; Treatment Effect Models; Quantile Regressions C21 KW - Microeconomic Policy: Formulation; Implementation; Evaluation D04 KW - Positive Analysis of Policy Formulation and Implementation D78 L3 - http://onlinelibrary.wiley.com/journal/10.1002/%28ISSN%291520-6688/issues UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=1454922&site=ehost-live&scope=site UR - http://onlinelibrary.wiley.com/journal/10.1002/%28ISSN%291520-6688/issues DP - EBSCOhost DB - ecn ER - TY - JOUR ID - 2014-07155-005 AN - 2014-07155-005 AU - Chen, Xing-jie AU - Wang, Ya AU - Liu, Lu-lu AU - Shi, Hai-song AU - Wang, Jing AU - Cui, Ji-fang AU - Shum, David H. K. AU - Chan, Raymond C. K. T1 - The effect and mechanisms of implementation intentions on prospective memory in individuals with and without schizotypal personality features. JF - Memory JO - Memory JA - Memory Y1 - 2014/05// VL - 22 IS - 4 SP - 349 EP - 359 CY - United Kingdom PB - Taylor & Francis SN - 0965-8211 SN - 1464-0686 AD - Wang, Ya, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang District, Beijing, China, 100101 N1 - Accession Number: 2014-07155-005. PMID: 23634898 Partial author list: First Author & Affiliation: Chen, Xing-jie; Neuropsychology and Applied Cognitive Neuroscience Laboratory, Chinese Academy of Sciences, Beijing, China. Release Date: 20140421. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Performance; Schizotypal Personality Disorder; Prospective Memory. Minor Descriptor: Human Channel Capacity; Intention. Classification: Schizophrenia & Psychotic States (3213). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Wechsler Adult Intelligence Scale-Revised-Chinese Version; Schizotypal Personality Questionnaire. Methodology: Empirical Study; Qualitative Study; Quantitative Study. References Available: Y. Page Count: 11. Issue Publication Date: May, 2014. Publication History: First Posted Date: Apr 30, 2013; Accepted Date: Apr 2, 2013; First Submitted Date: Feb 15, 2013. Copyright Statement: Taylor & Francis. 2013. AB - Prospective memory (PM) refers to remembering to do something at a future time. Studies have shown that implementation intention can improve PM performance. The present study aimed to examine the effect and mechanism of implementation intention on PM in individuals prone for schizotypal personality disorder (SPD proneness) in a laboratory condition. A total of 51 participants with SPD proneness and 51 controls were administered a PM task. They were further randomly assigned to an implementation intention condition and a typical instruction condition. All participants completed the PM task with low and high cognitive load conditions. The results showed that implementation intention improved PM performances in both SPD prone and control groups, indicating that implementation intention was an effective strategy for improving PM performance. However, the mechanisms were different for the two groups. For controls, implementation intention did not affect their cognitive resources allocation strategy. Participants with SPD proneness allocated significantly more cognitive resources to the PM task in the implementation intention condition. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - implementation intentions KW - prospective memory performance KW - schizotypal personality disorder KW - cognitive load KW - 2014 KW - Performance KW - Schizotypal Personality Disorder KW - Prospective Memory KW - Human Channel Capacity KW - Intention KW - 2014 U1 - Sponsor: Chinese Academy of Sciences, Institute of Psychology, Laboratory of Mental Health, China. Recipients: No recipient indicated U1 - Sponsor: National Science Foundation of China, China. Grant: 30900403. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Youth Innovation Promotion Association, China. Grant: Y1CX131003. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, China. Grant: KSCX2-EW-J-8. Other Details: Knowledge Innovation Project. Recipients: No recipient indicated U1 - Sponsor: National Science Fund China, China. Grant: 81088001. Other Details: Young Investigator Award. Recipients: No recipient indicated U1 - Sponsor: Institute of Psychology, Project-Oriented Hundred Talents Programme. Grant: O7CX031003. Recipients: No recipient indicated U1 - Sponsor: CAS/SAFEA International Partnership Programme for Creative Research Team. Grant: Y2CX131003. Other Details: Initiation fund. Recipients: No recipient indicated U1 - Sponsor: Australian government, Australia. Other Details: Endeavour Fellowship. Recipients: No recipient indicated DO - 10.1080/09658211.2013.792841 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-07155-005&site=ehost-live&scope=site UR - ORCID: 0000-0002-4810-9262 UR - ORCID: 0000-0001-5764-6740 UR - UR - wangyazsu@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Blume, Grant AU - Scott, Tyler AU - Pirog, Maureen AD - U WA and Institute of Education Sciences, US Department of Education AD - U WA AD - IN U and U WA T1 - Empirical Innovations in Policy Analysis JO - Policy Studies Journal JF - Policy Studies Journal Y1 - 2014/04/01/ VL - 42 SP - S33 EP - 50 SN - 0190292X N1 - Accession Number: 1464343; Keywords: Experimentation; Publication Type: Journal Article; Update Code: 201411 N2 - In this article we survey the field of policy analysis from two perspectives. First, we discuss recent arguments made for and against the use of random assignment in social experimentation and policy analysis. Second, we argue that data, not methods, are driving policy analysis innovation. We review the benefits and drawbacks of three types of data--administrative data, spatial data, and Big Data--and discuss the role, or potential role, each plays in extant policy analysis. We end with a comment on what we believe are the future directions and areas of growth for the field of policy analysis in coming years. KW - Sociology of Economics A14 KW - Field Experiments C93 KW - Higher Education; Research Institutions I23 L3 - http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291541-0072/issues UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=1464343&site=ehost-live&scope=site UR - http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291541-0072/issues DP - EBSCOhost DB - ecn ER - TY - JOUR AU - Fernandes, Alex de Andrade AU - Amorim, Paulo Roberto dos Santos AU - Brito, Ciro José AU - Moura, Anselmo Gomes de AU - Moreira, Danilo Gomes AU - Costa, Carlos Magno Amaral AU - Sillero-Quintana, Manuel AU - Marins, João Carlos Bouzas T1 - Measuring skin temperature before, during and after exercise: a comparison of thermocouples and infrared thermography. JO - Physiological Measurement JF - Physiological Measurement Y1 - 2014/02// VL - 35 IS - 2 M3 - Article SP - 189 EP - 203 SN - 09673334 AB - Measuring skin temperature (TSK) provides important information about the complex thermal control system and could be interesting when carrying out studies about thermoregulation. The most common method to record TSK involves thermocouples at specific locations; however, the use of infrared thermal imaging (IRT) has increased. The two methods use different physical processes to measure TSK, and each has advantages and disadvantages. Therefore, the objective of this study was to compare the mean skin temperature (MTSK) measurements using thermocouples and IRT in three different situations: pre-exercise, exercise and post-exercise. Analysis of the residual scores in Bland–Altman plots showed poor agreement between the MTSK obtained using thermocouples and those using IRT. The averaged error was −0.75 °C during pre-exercise, 1.22 °C during exercise and −1.16 °C during post-exercise, and the reliability between the methods was low in the pre- (ICC = 0.75 [0.12 to 0.93]), during (ICC = 0.49 [−0.80 to 0.85]) and post-exercise (ICC = 0.35 [−1.22 to 0.81] conditions. Thus, there is poor correlation between the values of MTSK measured by thermocouples and IRT pre-exercise, exercise and post-exercise, and low reliability between the two forms of measurement. [ABSTRACT FROM AUTHOR] AB - Copyright of Physiological Measurement is the property of IOP Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SKIN temperature KW - EXERCISE KW - MEDICAL thermometry KW - THERMOCOUPLES KW - MEDICAL thermography KW - MEDICAL informatics KW - BODY temperature regulation N1 - Accession Number: 94383119; Fernandes, Alex de Andrade 1,2,3; Email Address: alex.andrade@ifmg.edu.br Amorim, Paulo Roberto dos Santos 1 Brito, Ciro José 4 Moura, Anselmo Gomes de 1 Moreira, Danilo Gomes 1 Costa, Carlos Magno Amaral 1 Sillero-Quintana, Manuel 5 Marins, João Carlos Bouzas 1; Affiliation: 1: Department of Physical Education, Human Performance Laboratory, Federal University of Viçosa, Viçosa, Brazil 2: Federal Institute for Education, Sciences and Technology of Minas Gerais, Bambuí, Brazil 3: Address for correspondence: Department of Physical Education, Federal University of Viçosa, Avenida PH Rolfs s/n–Centro. Viçosa–Minas Gerais, 36571-000, Brazil. 4: Department of Physical Education, Federal University of Sergipe, Aracaju, Brazil 5: Faculty of Physical Activity and Sport Sciences, Polytechnic University of Madrid, Madrid, Spain; Source Info: 2014, Vol. 35 Issue 2, p189; Subject Term: SKIN temperature; Subject Term: EXERCISE; Subject Term: MEDICAL thermometry; Subject Term: THERMOCOUPLES; Subject Term: MEDICAL thermography; Subject Term: MEDICAL informatics; Subject Term: BODY temperature regulation; NAICS/Industry Codes: 334513 Instruments and Related Products Manufacturing for Measuring, Displaying, and Controlling Industrial Process Variables; Number of Pages: 15p; Document Type: Article L3 - 10.1088/0967-3334/35/2/189 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=94383119&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - CHAP ID - 2014-10220-001 AN - 2014-10220-001 AU - Blumberg, Fran C. AU - Almonte, Debby E. AU - Barkhardori, Yishai AU - Leno, Andrew ED - Blumberg, Fran C. ED - Blumberg, Fran C., (Ed) T1 - Academic lessons from video game learning. T2 - Learning by playing: Video gaming in education. Y1 - 2014/// SP - 3 EP - 12 CY - New York, NY, US PB - Oxford University Press SN - 978-0-19-989664-6 N1 - Accession Number: 2014-10220-001. Partial author list: First Author & Affiliation: Blumberg, Fran C.; Division of Psychological and Educational Services, Fordham University, New York, NY, US. Release Date: 20140721. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 978-0-19-989664-6, Hardcover. Language: English. Grant Information: Blumberg, Fran C. Major Descriptor: Cognitive Psychology; Computer Assisted Instruction; Computer Games; Technology. Minor Descriptor: Academic Achievement. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 10. AB - The chapters presented in this volume are largely based on presentations and ideas exchanged during a National Science Foundation-sponsored conference (awarded to the first author). Academic Lessons from Video Game Learning: Screen2Screen, convened in October 2010 at the Lincoln Center-New York City campus of Fordham University. During this three-and-a-half day meeting, twenty researchers and practitioners in developmental and cognitive psychology, cognitive science, communications, media, educational technology, and game design came together to share their work and to discuss whether and how the learning experienced via video game play transferred to or positively affected the knowledge and skills obtained within formal educational settings (see chapter 9 for a general model of learning in the context of video games). In its most general sense, transfer of learning (as discussed in greater detail in chapters 2 and 13) occurs when learning in one context affects one's learning or ability to carry out a task in another context. As noted in our conference discussions, evidence supporting transfer of learning in formal and informal learning contexts remain mixed (see chapters 3,14, and 21 for some of the different perspectives). (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - academic lessons KW - video game learning KW - cognitive psychology KW - educational technology KW - 2014 KW - Cognitive Psychology KW - Computer Assisted Instruction KW - Computer Games KW - Technology KW - Academic Achievement KW - 2014 U1 - Sponsor: National Science Foundation. Grant: 0921710. Other Details: DRL. Recipients: Blumberg, Fran C. UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-10220-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Yuhong Wang AU - Xiaojuan Shi AU - Jihong Sun AU - Wuyong Qian T1 - A Grey Interval Relational Degree-Based Dynamic Multiattribute Decision Making Method and Its Application in Investment Decision Making. JO - Mathematical Problems in Engineering JF - Mathematical Problems in Engineering Y1 - 2014/01// M3 - Article SP - 1 EP - 6 SN - 1024123X AB - The purpose of this paper is to propose a three-dimensional grey interval relational degree model for dynamic Multiattribute decision making. In the model, the observed values are interval grey numbers. Elements are selected in the system as the points in an m-dimensional linear space. Then observation data of each element to different time and objects are as the coordinates of point. An optimization model is employed to obtain each scheme's affiliate degree for the positive and negative ideal schemes. And a three-dimensional grey interval relational degree model based on time, index, and scheme is constructed in the paper. The result shows that the three-dimensional grey relational degree simplifies the traditional dynamic multiattribute decision making method and can better resolve the dynamic multiattribute decision making problem of interval numbers. The example illustrates that the method presented in the paper can be used to deal with problems of uncertainty such as dynamic multiattribute decision making. [ABSTRACT FROM AUTHOR] AB - Copyright of Mathematical Problems in Engineering is the property of Hindawi Publishing Corporation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - MULTIPLE criteria decision making KW - GREY relational analysis KW - INVESTMENTS KW - VECTOR spaces KW - MATHEMATICAL optimization N1 - Accession Number: 100526758; Yuhong Wang 1; Email Address: wyh2003@gmail.com Xiaojuan Shi 1 Jihong Sun 2 Wuyong Qian 1; Affiliation: 1: School of Business, Jiangnan University, Wuxi, Jiangsu 214122, China 2: National Institute of Education Sciences, Beijing 100088, China; Source Info: 2014, p1; Subject Term: MULTIPLE criteria decision making; Subject Term: GREY relational analysis; Subject Term: INVESTMENTS; Subject Term: VECTOR spaces; Subject Term: MATHEMATICAL optimization; NAICS/Industry Codes: 523999 Miscellaneous Financial Investment Activities; NAICS/Industry Codes: 523930 Investment Advice; Number of Pages: 6p; Document Type: Article L3 - 10.1155/2014/607016 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=100526758&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - CHAP ID - 2013-42865-010 AN - 2013-42865-010 AU - Buckley, Jacquelyn A. AU - Speece, Deborah L. AU - McLaughlin, Joan E. ED - Buckley, Jacquelyn A. ED - Speece, Deborah L. ED - Kratochwill, Thomas R. ED - Levin, Joel R. ED - Kratochwill, Thomas R., (Ed) ED - Levin, Joel R., (Ed) T1 - The role of single-case designs in supporting rigorous intervention development and evaluation at the Institute of Education Sciences. T2 - Single-case intervention research: Methodological and statistical advances. T3 - School psychology series Y1 - 2014/// SP - 283 EP - 296 CY - Washington, DC, US PB - American Psychological Association SN - 1-4338-1751-9 SN - 978-1-4338-1751-9 N1 - Accession Number: 2013-42865-010. Partial author list: First Author & Affiliation: Buckley, Jacquelyn A.; Institute of Education Sciences, National Center for Special Education Research, Washington, DC, US. Release Date: 20140609. Correction Date: 20150824. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 1-4338-1751-9, Hardcover; 978-1-4338-1751-9, Hardcover. Language: English. Major Descriptor: Education; Evaluation; Experimental Design; Experimentation; Intervention. Minor Descriptor: Methodology. Classification: Research Methods & Experimental Design (2260). Population: Human (10). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 14. AB - The Institute of Education Sciences (IES), established by Congress in the Education Science Reform Act of 2002, is the primary research, evaluation, and statistics office within the U.S. Department of Education (USDOE). In this chapter, we discuss IES’s support for the use of single-case designs to advance education research and the current status of these designs within IES. We begin this chapter by describing IES’s legislative mission that drives its approach to evidence-based education, as well as IES’s perspective on the available methodologies for advancing education research, including single-case designs. We describe single-case design as a viable experimental research methodology for projects funded by IES, and provide examples of how single-case design has been applied in funded grants within IES. Finally, we describe other IES initiatives supporting single-case design and methodology in education research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - single-case designs KW - intervention development KW - evaluation KW - education sciences KW - education research KW - research methodology KW - 2014 KW - Education KW - Evaluation KW - Experimental Design KW - Experimentation KW - Intervention KW - Methodology KW - 2014 DO - 10.1037/14376-010 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-42865-010&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2014-11174-008 AN - 2014-11174-008 AU - Kazu, Ibrahim Yasar AU - Demirkol, Mehmet T1 - Effect of blended learning environment model on high school students' academic achievement. JF - TOJET: The Turkish Online Journal of Educational Technology JO - TOJET: The Turkish Online Journal of Educational Technology Y1 - 2014/01// VL - 13 IS - 1 SP - 78 EP - 87 CY - Turkey PB - Sakarya University SN - 2146-7242 AD - Kazu, Ibrahim Yasar, Department of Education Science, Faculty of Education, Fırat University, Elazig, Turkey, 23119 N1 - Accession Number: 2014-11174-008. Partial author list: First Author & Affiliation: Kazu, Ibrahim Yasar; Department of Education Science, Faculty of Education, Fırat University, Elazig, Turkey. Release Date: 20140728. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Classroom Environment; High School Education; Learning Environment. Minor Descriptor: Computer Assisted Instruction; High Schools; Learning; Student Attitudes. Classification: Classroom Dynamics & Student Adjustment & Attitudes (3560). Population: Human (10); Male (30); Female (40). Location: Turkey. Age Group: Adolescence (13-17 yrs) (200). Tests & Measures: Achievement Test. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 10. Issue Publication Date: Jan, 2014. Copyright Statement: The Turkish Online Journal of Educational Technology AB - This study analyzes the students’ academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students’ grades. The study has been carried out in Diyarbakir Anatolian High School in 2010-2011 academic year first semester biology courses. For the study, two quantitive courses sections have been selected among the classes formed by secondary school senior students. Cluster analysis has been conducted to provide the objectivity when forming the experiment and control groups. The study has been conducted with 54 participants, 19 males and 8 females for the experiment group and 18 males and 9 females for the control group. The experiment group continued its education in blended learning environment and the control group continued its education in traditional learning environment. The created learning environments have focused the genetics topic of the biology course and lasted for 6 weeks. During the study, pre-test and final-test have been used for the academic achievement analysis. According to the results acquired at the end of the study, a significant difference hasn’t been found between the two groups at the end of the pre-test applied to experiment and control groups. Besides, in accordance with the averages of the final test grades, the experiment group has been found more successful than the control group. In both of the learning environments, female students have turned out to be more successful than the male students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - blended learning environment KW - high school students KW - academic achievement KW - gender differences KW - 2014 KW - Academic Achievement KW - Classroom Environment KW - High School Education KW - Learning Environment KW - Computer Assisted Instruction KW - High Schools KW - Learning KW - Student Attitudes KW - 2014 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-11174-008&site=ehost-live&scope=site UR - mexeme@gmail.com UR - iykazu@firat.edu.tr DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2015-04427-015 AN - 2015-04427-015 AU - Görhan, Meryem Fulya AU - Öncü, Semiral AU - Şentürk, Aysan T1 - Tablets in education: Outcome expectancy and anxiety of middle school students. JF - Kuram ve Uygulamada Eğitim Bilimleri JO - Kuram ve Uygulamada Eğitim Bilimleri Y1 - 2014/// VL - 14 IS - 6 SP - 2259 EP - 2271 CY - Turkey PB - Edam Education Consultancy SN - 1303-0485 AD - Görhan, Meryem Fulya, Uludag University, Institute of Education Sciences, Department of Computer Education and Instructional Technologies, Gorukle, 16059, Bursa, Turkey N1 - Accession Number: 2015-04427-015. Partial author list: First Author & Affiliation: Görhan, Meryem Fulya; Uludag University, Institute of Education Sciences, Department of Computer Education and Instructional Technologies, Bursa, Turkey. Release Date: 20150330. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Conference Information: International Computer & Instructional Technologies Symposium, 7th, Jun, 2013, Erzurum, Turkey. Conference Note: Preliminary findings of this study were orally presented at the aforementioned conference. Major Descriptor: Anxiety; Education; Human Sex Differences; Microcomputers; Middle School Students. Classification: Classroom Dynamics & Student Adjustment & Attitudes (3560). Population: Human (10); Male (30); Female (40). Location: Turkey. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200). Methodology: Empirical Study; Mathematical Model; Quantitative Study. References Available: Y. Page Count: 13. Issue Publication Date: 2014. Copyright Statement: Educational Consultancy and Research Center. 2014. AB - It is planned that every student in all primary, middle, and high schools (public schools) under the administration of the Turkish Ministry of National Education receive a tablet through the FATİH Project. Research shows that many teachers hold reservations toward students using tablets for educational purposes. The purpose of this study is to determine middle school students’ perceptions regarding the integration of tablets into the learning process. Participants totaled 939 students in eight middle schools located in different cities throughout Turkey. Data were gathered through means of a survey (questionnaire) which included demographics like grade level and gender as well as items on tablet related issues and on student opinions. Two factors—outcome expectancy and tablet anxiety—were identified through an exploratory factor analysis. A confirmatory factor analysis was conducted afterward in order to confirm and exemplify factors and their items. Two measurement models were tested, the latter returning a good model fit. The MANOVA test results showed that grade level affected the opinions on outcome expectancy, while gender affected tablet anxiety. It was found that 7th graders were the most optimistic of all grades in terms of outcome expectancy and that males were more withdrawn. It was also found that students with previous tablet experience were more optimistic regarding outcome expectancy. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Tablet PC KW - Anxiety KW - Outcome Expectancy KW - Middle School KW - Gender KW - 2014 KW - Anxiety KW - Education KW - Human Sex Differences KW - Microcomputers KW - Middle School Students KW - 2014 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-04427-015&site=ehost-live&scope=site UR - fulyamg@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR T1 - Validity of body adiposity index in predicting body fat in a sample of brazilian women. AU - Cerqueira, Matheus AU - Amorim, Paulo AU - Magalhães, Filipe AU - Castro, Eliane AU - Franco, Frederico AU - Franceschini, Sylvia AU - Cerqueira, Lizbeth AU - Marins, João AU - Doimo, Leonice JO - Obesity (19307381) JF - Obesity (19307381) Y1 - 2013/12// VL - 21 IS - 12 SP - E696 EP - E699 SN - 19307381 N1 - Accession Number: 92673731; Author: Cerqueira, Matheus: 1,2 Author: Amorim, Paulo: 1 Author: Magalhães, Filipe: 3 Author: Castro, Eliane: 1 Author: Franco, Frederico: 2 Author: Franceschini, Sylvia: 4 Author: Cerqueira, Lizbeth: 4 Author: Marins, João: 1 Author: Doimo, Leonice: 1 ; Author Affiliation: 1 Department of Physical Education, Federal University of Viçosa, Minas Gerais: 2 Federal Institute for Education, Sciences and Technology: 3 Iguaçu University: 4 Department of Nutrition and Health, Federal University of Viçosa; No. of Pages: 4; Language: English; Publication Type: Article; Update Code: 20131203 N2 - Objective This study aimed to verify the validity of BAI in predicting %BF in a sample of Brazilian women Design and Methods A total of 102 women (average age 60.3 ± 9.8) were assessed. To determine percentage body fat (% BF), dual-energy X-ray absorptiometry (DXA) was used as the 'gold standard.' To evaluate the association between body adiposity index (BAI) and % BF assessed by DXA, we used Pearson's correlation coefficient. Paired sample t-test was used to test differences in mean % BF between BAI and DXA. To evaluate the concordance between % BF measured by DXA and estimated by BAI, we used the Lin's concordance correlation coefficient and the agreement analysis of Bland-Altman. Results The correlation between % BF obtained by DXA and that estimated by BAI was r = 0.65, P < 0.001. Paired t-test showed significant mean difference between methods ( P < 0.0001). Lin's concordance correlation coefficient was C_b = 0.73, which is classified as poor, while the Bland-Altman plots showed BAI underestimating % BF in relation to the used criterion measure in a large portion of the sample. Conclusions Results of the present study show that BAI presented low agreement with % BF measured by DXA, which is not recommended for % BF prediction in this studied sample. ABSTRACT FROM AUTHOR KW - *BODY composition KW - *FAT KW - OBESITY in women -- Research KW - RESEARCH KW - ANALYSIS KW - BRAZILIANS KW - T-test (Statistics) KW - DUAL-energy X-ray absorptiometry KW - body adiposity index KW - body fat KW - women UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=92673731&site=ehost-live&scope=site DP - EBSCOhost DB - s3h ER - TY - JOUR ID - 104121975 T1 - Validity of body adiposity index in predicting body fat in a sample of brazilian women. AU - Cerqueira, Matheus AU - Amorim, Paulo AU - Magalhaes, Filipe AU - Castro, Eliane AU - Franco, Frederico AU - Franceschini, Sylvia AU - Cerqueira, Lizbeth AU - Marins, Joao AU - Doimo, Leonice Y1 - 2013/12// N1 - Accession Number: 104121975. Language: English. Entry Date: 20140822. Revision Date: 20150710. Publication Type: Journal Article; research. Journal Subset: Biomedical; USA. NLM UID: 101264860. KW - Adipose Tissue KW - Adipose Tissue Distribution KW - Absorptiometry, Photon KW - Aged KW - Anthropometry KW - Body Composition KW - Brazil KW - Cross Sectional Studies KW - Female KW - Human KW - Middle Age KW - Reproducibility of Results SP - E696 EP - 9 JO - Obesity (19307381) JF - Obesity (19307381) JA - OBESITY (19307381) VL - 21 IS - 12 CY - Malden, Massachusetts PB - Wiley-Blackwell SN - 1930-7381 AD - Department of Physical Education, Federal University of Viçosa, Minas Gerais, Brazil; Federal Institute for Education, Sciences and Technology, Rio Pomba, Minas Gerais, Brazil. U2 - PMID: 23804594. DO - 10.1002/oby.20543 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104121975&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2014-02166-001 AN - 2014-02166-001 AU - Cui, Ji-fang AU - Chen, Ying-he AU - Wang, Ya AU - Shum, David H. K. AU - Chan, Raymond C. K. T1 - Neural correlates of uncertain decision making: ERP evidence from the Iowa Gambling Task. JF - Frontiers in Human Neuroscience JO - Frontiers in Human Neuroscience JA - Front Hum Neurosci Y1 - 2013/11/15/ VL - 7 CY - Switzerland PB - Frontiers Media S.A. SN - 1662-5161 AD - Wang, Ya, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang District, Beijing, China, 100101 N1 - Accession Number: 2014-02166-001. Partial author list: First Author & Affiliation: Cui, Ji-fang; Information Center, National Institute of Education Sciences, Beijing, China. Other Publishers: Frontiers Research Foundation. Release Date: 20140721. Correction Date: 20160919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Decision Making; Emotions; Evoked Potentials; Uncertainty. Minor Descriptor: Gambling. Classification: Electrophysiology (2530). Population: Human (10); Male (30); Female (40). Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Tests & Measures: Iowa Gambling Task. Methodology: Empirical Study; Quantitative Study. References Available: Y. ArtID: 776. Issue Publication Date: Nov 15, 2013. Publication History: First Posted Date: Nov 15, 2013; Accepted Date: Oct 28, 2013; First Submitted Date: Jun 17, 2013. Copyright Statement: This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Cui, Chen, Wang, Shum and Chan. 2013. AB - In our daily life, it is very common to make decisions in uncertain situations. The Iowa Gambling Task (IGT) has been widely used in laboratory studies because of its good simulation of uncertainty in real life activities. The present study aimed to examine the neural correlates of uncertain decision making with the IGT. Twenty-six university students completed this study. An adapted IGT was administered to them, and the EEG data were recorded. The adapted IGT we used allowed us to analyze the choice evaluation, response selection, and feedback evaluation stages of uncertain decision making within the same paradigm. In the choice evaluation stage, the advantageous decks evoked larger P3 amplitude in the left hemisphere, while the disadvantageous decks evoked larger P3 in the right hemisphere. In the response selection stage, the response of 'pass' (the card was not turned over; the participants neither won nor lost money) evoked larger negativity preceding the response compared to that of 'play' (the card was turned over; the participant either won or lost money). In the feedback evaluation stage, feedback-related negativity (FRN) was only sensitive to the valence (win/loss) but not the magnitude (large/small) of the outcome, and P3 was sensitive to both the valence and the magnitude of the outcome. These results were consistent with the notion that a positive somatic state was represented in the left hemisphere and a negative somatic state was represented in the right hemisphere. There were also anticipatory ERP effects that guided the participants’ responses and provided evidence for the somatic marker hypothesis with more precise timing. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - event related potentials KW - Iowa gambling Task KW - uncertain decision making KW - emotion KW - somatic marker hypothesis KW - 2013 KW - Decision Making KW - Emotions KW - Evoked Potentials KW - Uncertainty KW - Gambling KW - 2013 DO - 10.3389/fnhum.2013.00776 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-02166-001&site=ehost-live&scope=site UR - ORCID: 0000-0002-4810-9262 UR - ORCID: 0000-0001-5764-6740 UR - UR - wangyazsu@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Ji-fang Cui AU - Ying-he Chen AU - Ya Wang AU - Shum, David H. K. AU - Chan, Raymond C. K. T1 - Neural correlates of uncertain decision making: ERP evidence from the Iowa Gambling Task. JO - Frontiers in Human Neuroscience JF - Frontiers in Human Neuroscience Y1 - 2013/11// VL - 7 M3 - Article SP - 1 EP - 14 SN - 16625161 AB - In our daily life, it is very common to make decisions in uncertain situations. The Iowa Gambling Task (IGT) has been widely used in laboratory studies because of its good simulation of uncertainty in real life activities. The present study aimed to examine the neural correlates of uncertain decision making with the IGT. Twenty-six university students completed this study. An adapted IGT was administered to them, and the EEG data were recorded. The adapted IGT we used allowed us to analyze the choice evaluation, response selection, and feedback evaluation stages of uncertain decision making within the same paradigm. In the choice evaluation stage, the advantageous decks evoked larger P3 amplitude in the left hemisphere, while the disadvantageous decks evoked larger P3 in the right hemisphere. In the response selection stage, the response of "pass" (the card was not turned over; the participants neither won nor lost money) evoked larger negativity preceding the response compared to that of "play" (the card was turned over; the participant either won or lost money). In the feedback evaluation stage, feedback-related negativity (FRN) was only sensitive to the valence (win/loss) but not the magnitude (large/small) of the outcome, and P3 was sensitive to both the valence and the magnitude of the outcome. These results were consistent with the notion that a positive somatic state was represented in the left hemisphere and a negative somatic state was represented in the right hemisphere. There were also anticipatory ERP effects that guided the participants' responses and provided evidence for the somatic marker hypothesis with more precise timing. [ABSTRACT FROM AUTHOR] AB - Copyright of Frontiers in Human Neuroscience is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - EVOKED potentials (Electrophysiology) KW - DECISION making KW - UNCERTAINTY KW - ELECTROENCEPHALOGRAPHY KW - FEEDBACK (Psychology) KW - emotion KW - ERP KW - Iowa Gambling Task KW - somatic marker hypothesis KW - uncertain decision making N1 - Accession Number: 97753838; Ji-fang Cui 1,2 Ying-he Chen 2 Ya Wang 3; Email Address: wangyazsu@gmail.com Shum, David H. K. 4 Chan, Raymond C. K. 3; Affiliation: 1: Information center, National Institute of Education Sciences, Beijing, China 2: Institute of Developmental Psychology, School of Psychology, Beijing Normal University, Beijing, China 3: Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China 4: Behavioural Basis of Health Program, Griffith Health Institute and School of Psychology, Griffith University, Brisbane, QLD, Australia; Source Info: Nov2013, Vol. 7, p1; Subject Term: EVOKED potentials (Electrophysiology); Subject Term: DECISION making; Subject Term: UNCERTAINTY; Subject Term: ELECTROENCEPHALOGRAPHY; Subject Term: FEEDBACK (Psychology); Author-Supplied Keyword: emotion; Author-Supplied Keyword: ERP; Author-Supplied Keyword: Iowa Gambling Task; Author-Supplied Keyword: somatic marker hypothesis; Author-Supplied Keyword: uncertain decision making; Number of Pages: 14p; Document Type: Article L3 - 10.3389/fnhum.2013.00776 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=97753838&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Suarez Falken, Andrea1, andrea.falken@ed.gov T1 - Green Strides. JO - American School Board Journal JF - American School Board Journal J1 - American School Board Journal PY - 2013/10// Y1 - 2013/10// VL - 200 IS - 9 CP - 9 M3 - Article SP - 17 EP - 18 SN - 00030953 AB - The article discusses the U.S. Department of Education's Green Ribbon Schools award for sustainable design in school buildings, and mentions the 2012 and 2013 award winners. Federal aid to green design, the health an environmental aspects of architectural design, and the Green Strides webinar series on energy conservation are discussed, as well as Education secretary Arne Duncan. KW - School buildings -- Design & construction -- Awards KW - Sustainable architecture KW - Architectural design -- Environmental aspects KW - Duncan, Arne, 1964- KW - United States. Dept. of Education N1 - Accession Number: 90328718; Authors:Suarez Falken, Andrea 1 Email Address: andrea.falken@ed.gov; Affiliations: 1: Director, US. Department of Education Green Ribbon Schools Program; Subject: United States. Dept. of Education; Subject: School buildings -- Design & construction -- Awards; Subject: Sustainable architecture; Subject: Architectural design -- Environmental aspects; Subject: Duncan, Arne, 1964-; Number of Pages: 2p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=90328718&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Guan, Connie, qunguan81@163.com AU - Ye, Feifei1, feifei.ye@pitt.edu AU - Meng, Wanjin2, wanjinmeng@yahoo.com AU - Leong, Che, chekan.leong@usask.ca T1 - Are poor Chinese text comprehenders also poor in written composition? JO - Annals of Dyslexia JF - Annals of Dyslexia J1 - Annals of Dyslexia PY - 2013/10// Y1 - 2013/10// VL - 63 IS - 3/4 CP - 3/4 M3 - Article SP - 217 EP - 238 SN - 07369387 AB - We studied the performance in three genres of Chinese written composition (narration, exposition, and argumentation) of 158 grade 4, 5, and 6 poor Chinese text comprehenders compared with 156 good Chinese text comprehenders. We examined text comprehension and written composition relationship. Verbal working memory (verbal span working memory and operation span working memory) and different levels of linguistic tasks-morphological sensitivity (morphological compounding and morphological chain), sentence processing (syntax construction and syntax integrity), and text comprehension (narrative and expository texts)-were used to predict separately narrative, expository, and argumentation written compositions in these students. Grade for grade, the good text comprehenders outperformed the poor text comprehenders in all tasks, except for morphological chain. Hierarchical multiple regression analyses showed differential contribution of the tasks to different genres of writing. In particular, text comprehension made unique contribution to argumentation writing in the poor text comprehenders. Future studies should ask students to read and write parallel passages in the same genre for better comparison and incorporate both instructional and motivational variables. [ABSTRACT FROM AUTHOR] KW - Composition (Language arts) KW - Comprehension KW - Sentences (Grammar) KW - School children KW - Students -- China KW - Multiple regression analysis N1 - Accession Number: 90470978; Authors:Guan, Connie Email Address: qunguan81@163.com; Ye, Feifei 1 Email Address: feifei.ye@pitt.edu; Meng, Wanjin 2 Email Address: wanjinmeng@yahoo.com; Leong, Che Email Address: chekan.leong@usask.ca; Affiliations: 1: University of Pittsburgh, Pittsburgh USA; 2: Department of Psychology and Special Education, China National Institute of Education Sciences, Beijing 100088 People's Republic of China; Subject: Composition (Language arts); Subject: Comprehension; Subject: Sentences (Grammar); Subject: Students -- China; Subject: School children; Subject: Multiple regression analysis; Author-Supplied Keyword: Genres of Chinese written composition; Author-Supplied Keyword: Linguistic tasks; Author-Supplied Keyword: Text comprehension; Author-Supplied Keyword: Working memory; Number of Pages: 22p; Illustrations: 5 Charts; Record Type: Article L3 - 10.1007/s11881-013-0081-0 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=90470978&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Yan Wang, Catherine T1 - Cost-sharing reform of tertiary education in China and its equity impact. T2 - La réforme du partage des coûts dans l'renseignement supérieur en Chine et son impact sur l'équité. JO - Higher Education Management & Policy JF - Higher Education Management & Policy Y1 - 2013/10// VL - 24 IS - 2 M3 - Article SP - 7 EP - 27 PB - Organisation for Economic Cooperation & Development SN - 16823451 AB - China has made huge strides in expanding access to higher education since the 1980s. The main approach to achieve mass higher education was cost-sharing reforms of tertiary education. This article examines the policy reforms that affected tuition, fees and subsidies for tertiary students since the end of the 1980s and looks at the effects in terms of equity and access. It also examines institutional responses to the various policy changes as they competed for state funds. Using relevant literature, officially published statistical data and results from the related surveys, it identifies the patterns of inequality among four disadvantaged groups. Finally, it analyses the major determinants/contributors to inequality of access to higher education including state and institutional policies and practices, and tuition-related and student-support related factors. (English) [ABSTRACT FROM AUTHOR] AB - Depuis les années 80, la Chine a fait preuve d'énormes progrès dans l'expansion de l'accès à l'enseignement supérieur. Le partage des coûts de l'enseignement supérieur a constitué la principale approche pour parvenir à un enseignement supérieur de masse. Cet article examine les réformes politiques qui ont un impact sur les frais de scolarité et les allocations des étudiants dans l'enseignement supérieur depuis la fin des années 80 et se penche sur leurs effets en termes d'équité et d'accès. Il examine également les réponses des institutions face aux diuers changements de politiques dans la compétition pour les fonds publics. En s'appuyant sur la documentation pertinente, les données statistiques officielles publiées et les résultats des enquêtes sur le sujet, il identifie les motifs de l'inégalité parmi quatre groupes dé/auorisés. Enfin, il analyse les principaux déterminants/ contributeurs à l'inégalité d'accès à l'enseignement supérieur, y compris les politiques et les pratiques de l'État et des institutions, et les/acteurs liés aux frais de scolarité et de soutien aux élèues. (French) [ABSTRACT FROM AUTHOR] AB - Copyright of Higher Education Management & Policy is the property of Organisation for Economic Cooperation & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - POSTSECONDARY education KW - COST shifting KW - HIGHER education KW - EDUCATION & state KW - STATISTICS KW - CHINA N1 - Accession Number: 93687250; Yan Wang, Catherine 1; Email Address: Catherine.ywang08@live.com; Affiliation: 1: National Institute of Education Sciences of China, China; Source Info: 2013, Vol. 24 Issue 2, p7; Subject Term: POSTSECONDARY education; Subject Term: COST shifting; Subject Term: HIGHER education; Subject Term: EDUCATION & state; Subject Term: STATISTICS; Subject Term: CHINA; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611519 Other Technical and Trade Schools; NAICS/Industry Codes: 611511 Cosmetology and Barber Schools; NAICS/Industry Codes: 611410 Business and Secretarial Schools; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 611210 Junior Colleges; NAICS/Industry Codes: 611513 Apprenticeship Training; Number of Pages: 21p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=93687250&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Guan, Connie Qun AU - Meng, Wanjin AU - Yao, Ru AU - Glenberg, Arthur M. T1 - The Motor System Contributes to Comprehension of Abstract Language. JO - PLoS ONE JF - PLoS ONE Y1 - 2013/09// VL - 8 IS - 9 M3 - Article SP - 1 EP - 11 PB - Public Library of Science SN - 19326203 AB - If language comprehension requires a sensorimotor simulation, how can abstract language be comprehended? We show that preparation to respond in an upward or downward direction affects comprehension of the abstract quantifiers “more and more” and “less and less” as indexed by an N400-like component. Conversely, the semantic content of the sentence affects the motor potential measured immediately before the upward or downward action is initiated. We propose that this bidirectional link between motor system and language arises because the motor system implements forward models that predict the sensory consequences of actions. Because the same movement (e.g., raising the arm) can have multiple forward models for different contexts, the models can make different predictions depending on whether the arm is raised, for example, to place an object or raised as a threat. Thus, different linguistic contexts invoke different forward models, and the predictions constitute different understandings of the language. [ABSTRACT FROM AUTHOR] AB - Copyright of PLoS ONE is the property of Public Library of Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - COMPREHENSION -- Testing KW - SENSORIMOTOR cortex KW - EFFERENT pathways KW - SEMANTICS KW - PREDICTION theory KW - SENTENCES (Grammar) KW - Research Article N1 - Accession Number: 90532423; Guan, Connie Qun 1,2 Meng, Wanjin 2,3 Yao, Ru 3 Glenberg, Arthur M. 4,5; Email Address: glenberg@asu.edu; Affiliation: 1: 1 University of Science and Technology, Beijing, China 2: 2 Florida State University and Florida Center for Reading Research, Tallahassee, Florida, United States of America 3: 3 National Institute of Education Sciences, Beijing, China 4: 4 Arizona State University, Tempe, Arizona, United States of America 5: 5 University of Wisconsin-Madison, Madison, Wisconsin, United States of America; Source Info: Sep2013, Vol. 8 Issue 9, p1; Subject Term: COMPREHENSION -- Testing; Subject Term: SENSORIMOTOR cortex; Subject Term: EFFERENT pathways; Subject Term: SEMANTICS; Subject Term: PREDICTION theory; Subject Term: SENTENCES (Grammar); Author-Supplied Keyword: Research Article; Number of Pages: 11p; Document Type: Article L3 - 10.1371/journal.pone.0075183 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=90532423&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2014-15577-004 AN - 2014-15577-004 AU - Wang, Ya AU - Cao, Xiao‐yan AU - Cui, Ji‐fang AU - Shum, David H. K. AU - Chan, Raymond C. K. T1 - The relation between prospective memory and working memory: Evidence from event‐related potential data. JF - PsyCh Journal JO - PsyCh Journal JA - Psych J Y1 - 2013/08// VL - 2 IS - 2 SP - 113 EP - 121 CY - United Kingdom PB - Wiley-Blackwell Publishing Ltd. SN - 2046-0252 SN - 2046-0260 AD - Chan, Raymond C. K., Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang District, Beijing, China, 100101 N1 - Accession Number: 2014-15577-004. PMID: 26271181 Partial author list: First Author & Affiliation: Wang, Ya; Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China. Release Date: 20140707. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Evoked Potentials; Neural Networks; Short Term Memory; Prospective Memory. Classification: Learning & Memory (2343). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Chinese Letter‐Number Span Test; Prospective Memory Task; Need for Cognition Scale DOI: 10.1037/t04601-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 9. Issue Publication Date: Aug, 2013. Publication History: Accepted Date: Dec 8, 2012; First Submitted Date: Jun 18, 2012. Copyright Statement: The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd. 2013. AB - Event‐related potentials were used in this study to investigate the neural correlates of prospective memory and whether working memory is involved in prospective remembering. Thirty undergraduate or graduate students participated in the study. All participants completed a working memory test, namely, the Chinese Letter‐Number Span Test, and were divided into two groups: the longer and shorter working memory span groups. They also undertook a prospective memory task while electrophysiological data were recorded. The results showed that participants in the longer working memory span group had shorter reaction times and smaller amplitudes in prospective positivity than participants in the shorter working memory span group. The results suggested that working memory resources are involved in the intention retrieval process of prospective remembering. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - prospective memory KW - working memory KW - event‐related potential KW - neural correlates KW - 2013 KW - Evoked Potentials KW - Neural Networks KW - Short Term Memory KW - Prospective Memory KW - 2013 U1 - Sponsor: National Key Technologies R&D Program. Grant: 2012BAI36B01. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Institute of Psychology, China. Grant: O9CX073007. Other Details: Young Investigator Scientific Fund. Recipients: No recipient indicated U1 - Sponsor: National Natural Science Foundation of China, China. Grant: 30900403. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, China. Grant: Y1CX131003. Other Details: Youth Innovation Promotion Association Funding. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences, Institute of Psychology, Key Laboratory of Mental Health, China. Recipients: No recipient indicated U1 - Sponsor: Chinese Academy of Sciences. Grant: KSCX2-EW-J-8. Other Details: Knowledge Innovation Project. Recipients: No recipient indicated U1 - Sponsor: CAS/SAFEA International Partnership Program for Creative Research Teams. Grant: Y2CX131003. Recipients: No recipient indicated DO - 10.1002/pchj.24 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-15577-004&site=ehost-live&scope=site UR - rckchan@psych.ac.cn DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Guan, Connie AU - Ye, Feifei1 AU - Wagner, Richard2, rkwagner@psy.fsu.edu AU - Meng, Wanjin3, wanjinmeng@yahoo.com T1 - Erratum to: Developmental and individual differences in Chinese writing. JO - Reading & Writing JF - Reading & Writing J1 - Reading & Writing PY - 2013/07// Y1 - 2013/07// VL - 26 IS - 6 CP - 6 M3 - Correction notice SP - 1057 EP - 1057 SN - 09224777 AB - A correction is presented to the article "Developmental and Individual Differences in Chinese Writing" from the December 22, 2012 online edition of the issue, which omitted acknowledgments of research grants for the authors Connie Qun Guan, Wanjin Meng, and Richard K. Wagner. KW - Research grants KW - Chinese language -- Writing N1 - Accession Number: 87909578; Authors:Guan, Connie; Ye, Feifei 1; Wagner, Richard 2 Email Address: rkwagner@psy.fsu.edu; Meng, Wanjin 3 Email Address: wanjinmeng@yahoo.com; Affiliations: 1: University of Pittsburgh, Pittsburgh USA; 2: Department of Psychology, Florida State University, 1107 West Call Street Tallahassee 32306-4301 USA; 3: National Institute of Education Sciences, Beijing China; Subject: Chinese language -- Writing; Subject: Research grants; Number of Pages: 1p; Record Type: Correction notice L3 - 10.1007/s11145-012-9422-3 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=87909578&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 2013-30611-012 AN - 2013-30611-012 AU - Rollison, Julia AU - Banks, Duren AU - Martin, Alison J. AU - Owens, Corina AU - Thomas, Nainan AU - Dressler, Kellie J. AU - Wells, Michael T1 - Improving school‐justice partnerships: Lessons learned from the Safe Schools/Healthy Students Initiative. JF - Family Court Review JO - Family Court Review JA - Fam Court Rev Y1 - 2013/07// VL - 51 IS - 3 SP - 445 EP - 451 CY - United Kingdom PB - Wiley-Blackwell Publishing Ltd. SN - 1047-5699 SN - 1744-1617 AD - Rollison, Julia N1 - Accession Number: 2013-30611-012. Other Journal Title: Conciliation Courts Review; Family & Conciliation Courts Review. Partial author list: First Author & Affiliation: Rollison, Julia; Safe Schools/Healthy Students Initiative, US. Other Publishers: Blackwell Publishing. Release Date: 20131104. Correction Date: 20161003. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Antisocial Behavior; School Based Intervention; School Environment. Minor Descriptor: Community Services; Justice. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Tests & Measures: Project-Level Survey. Methodology: Empirical Study; Interview; Qualitative Study; Quantitative Study. References Available: Y. Page Count: 7. Issue Publication Date: Jul, 2013. Copyright Statement: Association of Family and Conciliation Courts. 2013. AB - Schools alone do not have the capacity to plan and implement the wide range of interventions needed to ensure a safe school environment for students. A collaborative approach among education and other community systems can best address the intersecting factors that contribute to antisocial behaviors. The Safe Schools/Healthy Students Initiative, launched in 1999, is a comprehensive approach to help ensure children feel safe in their schools. This article elaborates on efforts by grantees and their partners to improve coordination and service integration with an emphasis on the successful reintegration of students into schools. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - school environment KW - justice systems KW - community systems KW - antisocial behaviors KW - school based intervention KW - 2013 KW - Antisocial Behavior KW - School Based Intervention KW - School Environment KW - Community Services KW - Justice KW - 2013 U1 - Sponsor: US Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, US. Recipients: No recipient indicated DO - 10.1111/fcre.12041 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-30611-012&site=ehost-live&scope=site UR - Michael.Wells@ed.gov UR - kellie.dressler@usdoj.gov UR - Nainan.Thomas@samhsa.hhs.gov UR - cowens@proftesting.com UR - dr.alisonjmartin@gmail.com UR - dbanks@manilaconsulting.net UR - rollison@bc.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2012-34824-001 AN - 2012-34824-001 AU - Guan, Connie Qun AU - Ye, Feifei AU - Wagner, Richard K. AU - Meng, Wanjin T1 - Developmental and individual differences in Chinese writing. JF - Reading and Writing JO - Reading and Writing JA - Read Writ Y1 - 2013/07// VL - 26 IS - 6 SP - 1031 EP - 1056 CY - Germany PB - Springer SN - 0922-4777 SN - 1573-0905 AD - Wagner, Richard K., Department of Psychology, Florida State University, 1107 West Call Street, P.O. Box 3064301, Tallahassee, FL, US, 32306-4301 N1 - Accession Number: 2012-34824-001. PMID: 26038631 Partial author list: First Author & Affiliation: Guan, Connie Qun; University of Science and Technology Beijing, Beijing, China. Release Date: 20121231. Correction Date: 20131125. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Wagner, Richard K. Major Descriptor: Age Differences; Chinese Cultural Groups; Generalization (Learning); Models; Writing Skills. Minor Descriptor: Elementary Education; Elementary School Students; Handwriting; Language Proficiency; Written Communication. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10); Male (30); Female (40). Location: China. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Tests & Measures: Handwriting Fluency Task. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 26. Issue Publication Date: Jul, 2013. Publication History: First Posted Date: Aug 25, 2012. Copyright Statement: Springer Science+Business Media B.V. 2012. AB - [Correction Notice: An Erratum for this article was reported in Vol 26(6) of Reading and Writing (see record [rid]2013-19612-011[/rid]). In the original article, the information from Acknowledgments was missed out. The corrections are present in the erratum.] The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Chinese writing KW - five factor model of written composition KW - model generalizability KW - writing systems KW - Chinese Mandarin writing KW - English writing KW - writing skill KW - elementary school students KW - 2013 KW - Age Differences KW - Chinese Cultural Groups KW - Generalization (Learning) KW - Models KW - Writing Skills KW - Elementary Education KW - Elementary School Students KW - Handwriting KW - Language Proficiency KW - Written Communication KW - 2013 U1 - Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development, US. Grant: P50 HD052120. Recipients: Wagner, Richard K. DO - 10.1007/s11145-012-9405-4 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-34824-001&site=ehost-live&scope=site UR - wanjinmeng@yahoo.com UR - rkwagner@psy.fsu.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2013-19612-011 AN - 2013-19612-011 AU - Guan, Connie Qun AU - Ye, Feifei AU - Wagner, Richard K. AU - Meng, Wanjin T1 - 'Developmental and individual differences in Chinese writing': Erratum. JF - Reading and Writing JO - Reading and Writing JA - Read Writ Y1 - 2013/07// VL - 26 IS - 6 SP - 1057 EP - 1057 CY - Germany PB - Springer SN - 0922-4777 SN - 1573-0905 AD - Wagner, Richard K., Department of Psychology, Florida State University, 1107 West Call Street, P.O. Box 3064301, Tallahassee, FL, US, 32306-4301 N1 - Accession Number: 2013-19612-011. Partial author list: First Author & Affiliation: Guan, Connie Qun; University of Science and Technology Beijing, Beijing, China. Release Date: 20131125. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Erratum/Correction. Language: English. Grant Information: Guan, Connie Qun. Major Descriptor: Age Differences; Chinese Cultural Groups; Generalization (Learning); Models; Writing Skills. Minor Descriptor: Elementary Education; Elementary School Students; Handwriting; Language Proficiency; Written Communication. Classification: Curriculum & Programs & Teaching Methods (3530). Page Count: 1. Issue Publication Date: Jul, 2013. AB - Reports an error in 'Developmental and individual differences in Chinese writing' by Connie Qun Guan, Feifei Ye, Richard K. Wagner and Wanjin Meng (Reading and Writing, 2013[Jul], Vol 26[6], 1031-1056). In the original article, the information from Acknowledgments was missed out. The corrections are present in the erratum. (The following abstract of the original article appeared in record [rid]2012-34824-001[/rid]). The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Chinese writing KW - five factor model of written composition KW - model generalizability KW - writing systems KW - Chinese Mandarin writing KW - English writing KW - writing skill KW - elementary school students KW - 2013 KW - Age Differences KW - Chinese Cultural Groups KW - Generalization (Learning) KW - Models KW - Writing Skills KW - Elementary Education KW - Elementary School Students KW - Handwriting KW - Language Proficiency KW - Written Communication KW - 2013 U1 - Sponsor: USTB, Engineering Research Institute Foundations, China. Grant: YJ2012-019. Other Details: Entitled Research on Invariance Model of Writing. Recipients: Guan, Connie Qun U1 - Sponsor: National Institute of Education Science (NIES). Grant: GY2012013. Recipients: Guan, Connie Qun; Meng, Wanjin U1 - Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development, US. Grant: P50HD052120. Recipients: Wagner, Richard K. DO - 10.1007/s11145-012-9422-3 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-19612-011&site=ehost-live&scope=site UR - wanjinmeng@yahoo.com UR - rkwagner@psy.fsu.edu DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Miller, Brett AU - O'Donnell, Carol T1 - Opening a Window Into Reading Development: Eye Movements' Role Within a Broader Literacy Research Framework. JO - School Psychology Review JF - School Psychology Review Y1 - 2013/06// VL - 42 IS - 2 M3 - Article SP - 123 EP - 139 PB - National Association of School Psychologists SN - 02796015 AB - The cumulative body of eye movement research provides significant insight into how readers process text. The heart of this work spans roughly 40 years reflecting the maturity of both the topics under study and experimental approaches used to investigate reading. Recent technological advancements offer increased flexibility to the field, providing the potential to more conceitedly study reading and literacy from an individual differences perspective. Historically, eye movement research focused far less on developmental issues related to individual differences in reading; however, this issue and the broader change it represents signal a meaningful transition inclusive of individual differences. The six articles in this special issue signify the recent increased attention to and recognition of eye movement research's transition to emphasize individual differences in reading while appreciating early contributions (e.g., Rayner, 1986) in this direction. We introduce these six articles and provide some historical context for the use of eye movement methodology to examine reading and context for the eye movement field's early transition to examining individual differences, culminating in future research recommendations. [ABSTRACT FROM AUTHOR] AB - Copyright of School Psychology Review is the property of National Association of School Psychologists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - EYE -- Movements KW - RESEARCH KW - READING KW - LITERACY KW - INDIVIDUAL differences KW - DIFFERENTIAL psychology KW - METHODOLOGY N1 - Accession Number: 88362322; Miller, Brett 1; Email Address: brett.miller@nih.gov O'Donnell, Carol 2; Affiliation: 1: Program Director, Reading, Writing, and Related Learning Disabilities Research Program, Child Development and Behavior Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development 2: Institute of Education Sciences; Source Info: 2013, Vol. 42 Issue 2, p123; Subject Term: EYE -- Movements; Subject Term: RESEARCH; Subject Term: READING; Subject Term: LITERACY; Subject Term: INDIVIDUAL differences; Subject Term: DIFFERENTIAL psychology; Subject Term: METHODOLOGY; Number of Pages: 17p; Document Type: Article; Full Text Word Count: 10529 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=88362322&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2013-40374-004 AN - 2013-40374-004 AU - Scott, Jameel A. AU - Taylor, Kenneth J. AU - Palmer, Robert T. T1 - Challenges to success in higher education: An examination of educational challenges from the voices of college-bound Black males. JF - Journal of Negro Education JO - Journal of Negro Education JA - J Negro Educ Y1 - 2013///Sum 2013 VL - 82 IS - 3 SP - 288 EP - 299 CY - US PB - Assn of American University Presses/Howard University Press SN - 0022-2984 SN - 2167-6437 AD - Taylor, Kenneth J. N1 - Accession Number: 2013-40374-004. Partial author list: First Author & Affiliation: Scott, Jameel A.; Lucille Education Solutions Consulting, LLC, VA, US. Release Date: 20140331. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Higher Education. Minor Descriptor: Blacks; Human Males; School Dropouts; School Enrollment. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30). Age Group: Adulthood (18 yrs & older) (300). Methodology: Empirical Study; Qualitative Study. References Available: Y. Page Count: 12. Issue Publication Date: Sum 2013. Copyright Statement: The Journal of Negro Education. 2013. AB - In recent years, researchers have devoted much discussion to finding ways to increase the academic success of Black males in K-12 and higher education. Despite this emphasis, Black male enrollment in higher education stands at 4.5%, which is the same as it was in 1976. One factor noted by researchers for the stagnation among Black male college enrollment is their disproportionate departure from high school. Therefore, this qualitative study of college-bound, high school seniors discusses four critical factors that contribute to Black males premature departure from high school. Implications for practice and future research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - higher education KW - college enrollment KW - academic success KW - high school KW - Black males KW - high school departure KW - 2013 KW - Academic Achievement KW - Higher Education KW - Blacks KW - Human Males KW - School Dropouts KW - School Enrollment KW - 2013 DO - 10.7709/jnegroeducation.82.3.0288 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-40374-004&site=ehost-live&scope=site UR - kenneth.taylor@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2013-05688-006 AN - 2013-05688-006 AU - Gupta, Taveeshi AU - Way, Niobe AU - McGill, Rebecca K. AU - Hughes, Diane AU - Santos, Carlos AU - Jia, Yueming AU - Yoshikawa, Hirokazu AU - Chen, Xinyin AU - Deng, Huihua T1 - Gender‐typed behaviors in friendships and well‐being: A cross‐cultural study of Chinese and American boys. JF - Journal of Research on Adolescence JO - Journal of Research on Adolescence JA - J Res Adolesc Y1 - 2013/03// VL - 23 IS - 1 SP - 57 EP - 68 CY - United Kingdom PB - Wiley-Blackwell Publishing Ltd. SN - 1050-8392 SN - 1532-7795 AD - Gupta, Taveeshi, New York University, 246 Greene Street, 8th floor, New York, NY, US, 10003 N1 - Accession Number: 2013-05688-006. Partial author list: First Author & Affiliation: Gupta, Taveeshi; New York University, New York, NY, US. Other Publishers: Blackwell Publishing. Release Date: 20130415. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Cross Cultural Differences; Friendship; Middle School Students; Sex Role Attitudes. Minor Descriptor: Self-Esteem; Well Being. Classification: Classroom Dynamics & Student Adjustment & Attitudes (3560). Population: Human (10); Male (30). Location: China; US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 12. Issue Publication Date: Mar, 2013. Copyright Statement: The Authors. Journal of Research on Adolescence—Society for Research on Adolescence. 2013. AB - This 3-year, longitudinal analysis examined the psychological and social correlates of adhering to gender-typed behaviors in friendships among boys during middle school in United States (N = 446, Mage = 11.37 years) and in China (N = 368, Mage = 12.20 years). Results indicated that boys did not differ by nationality in the mean levels or in the increase over time in adherence to gender-typed behaviors. Furthermore, adherence over time was associated with higher depressive symptoms, lower self-esteem, and lower friendship quality for boys in both countries. However, the associations between gender-typed behaviors and friendship quality and depressive symptoms were stronger for boys in the United States. Our study suggests that gender-typed behaviors play an important role in the well-being of youth in different parts of the world. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - gender typed behaviors KW - friendships KW - well being KW - middle school students KW - depressive symptoms KW - self esteem KW - 2013 KW - Cross Cultural Differences KW - Friendship KW - Middle School Students KW - Sex Role Attitudes KW - Self-Esteem KW - Well Being KW - 2013 U1 - Sponsor: National Science Foundation. Grant: 0721383. Recipients: No recipient indicated U1 - Sponsor: Educational Ministry, China. Recipients: No recipient indicated DO - 10.1111/j.1532-7795.2012.00824.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-05688-006&site=ehost-live&scope=site UR - taveeshi.gupta@nyu.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 104396931 T1 - Augmenting Visual Analysis in Single-Case Research With Hierarchical Linear Modeling. AU - Davis, Dawn H. AU - Gagné, Phill AU - Fredrick, Laura D. AU - Alberto, Paul A. AU - Waugh, Rebecca E. AU - Haardörfer, Regine Y1 - 2013/01// N1 - Accession Number: 104396931. Language: English. Entry Date: 20121214. Revision Date: 20150711. Publication Type: Journal Article; research; tables/charts. Journal Subset: Biomedical; Editorial Board Reviewed; Expert Peer Reviewed; Peer Reviewed; USA. Special Interest: Psychiatry/Psychology. NLM UID: 7803043. KW - Case Studies KW - Intellectual Disability KW - Students, Disabled KW - Data Analysis, Statistical KW - Repeated Measures KW - P-Value KW - Confidence Intervals KW - Human KW - Data Analysis Software KW - Chi Square Test KW - T-Tests SP - 62 EP - 89 JO - Behavior Modification JF - Behavior Modification JA - BEHAV MODIF VL - 37 IS - 1 CY - Thousand Oaks, California PB - Sage Publications Inc. SN - 0145-4455 AD - Georgia State University, Atlanta, USA AD - Institute of Education Sciences, Washington, DC, USA AD - Emory University, Atlanta, GA, USA U2 - PMID: 22977266. DO - 10.1177/0145445512453734 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104396931&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR AU - Kanter, Martha1, martha.kanter@ed.gov AU - Schneider, Carol Geary2, cgs@aacu.org T1 - Civic Learning and Engagement. JO - Change JF - Change J1 - Change PY - 2013/01//Jan/Feb2013 Y1 - 2013/01//Jan/Feb2013 VL - 45 IS - 1 CP - 1 M3 - Article SP - 6 EP - 14 SN - 00091383 AB - The article presents information on civic learning and engagement in the 21st-century U.S. education system. The authors look at the U.S. Department of Education, the Association of American Colleges and Universities (AAC&U), and the U.S. National Assessment of Educational Progress (NAEP). The article also discusses the U.S. national education reports "A Crucible Moment: College Learning and Democracy's Future" and "Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action." KW - Civics -- Study & teaching KW - Student participation KW - Education -- United States KW - United States. Dept. of Education KW - Association of American Colleges & Universities KW - National Assessment of Educational Progress (Project) N1 - Accession Number: 85198815; Authors:Kanter, Martha 1 Email Address: martha.kanter@ed.gov; Schneider, Carol Geary 2 Email Address: cgs@aacu.org; Affiliations: 1: US Department of Education; 2: Association of American Colleges and Universities; Subject: Education -- United States; Subject: Civics -- Study & teaching; Subject: United States. Dept. of Education; Subject: Association of American Colleges & Universities; Subject: National Assessment of Educational Progress (Project); Subject: Student participation; Number of Pages: 9p; Record Type: Article L3 - 10.1080/00091383.2013.748606 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=85198815&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 108090238 T1 - Early Intervention Practices in China. AU - Xiaoyi Hu AU - Xijie Yang Y1 - 2013/01//Jan-Mar2013 N1 - Accession Number: 108090238. Language: English. Entry Date: 20130102. Revision Date: 20150712. Publication Type: Journal Article; review. Journal Subset: Biomedical; Peer Reviewed; USA. Special Interest: Pediatric Care. NLM UID: 8915767. KW - Early Childhood Intervention -- Methods -- China KW - Health Policy KW - China KW - Early Childhood Intervention -- History KW - Early Childhood Intervention -- Legislation and Jurisprudence KW - Health Screening -- Methods KW - Health Services Accessibility KW - Developmental Disabilities -- Diagnosis SP - 4 EP - 16 JO - Infants & Young Children: An Interdisciplinary Journal of Early Childhood Intervention JF - Infants & Young Children: An Interdisciplinary Journal of Early Childhood Intervention JA - INFANTS YOUNG CHILD VL - 26 IS - 1 CY - Baltimore, Maryland PB - Lippincott Williams & Wilkins SN - 0896-3746 AD - Institute of Special Education, Beijing National University, Beijing, China AD - Research Center of Psychology and Special Education, National Institute of Education Sciences, Beijing, China DO - 10.1097/IYC.0b013e3182736cd3 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=108090238&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2013-10775-002 AN - 2013-10775-002 AU - Hu, Xiaoyi AU - Yang, Xijie T1 - Early intervention practices in China. JF - Infants & Young Children JO - Infants & Young Children JA - Infants Young Child Y1 - 2013/01//Jan-Mar, 2013 VL - 26 IS - 1 SP - 4 EP - 16 CY - US PB - Lippincott Williams & Wilkins SN - 0896-3746 SN - 1550-5081 AD - Hu, Xiaoyi, Institute of Special Education, Faculty of Education, Beijing Normal University, Xin Jie Kou Wai Da Jie #19, HaiDian District, Beijing, China, 100875 N1 - Accession Number: 2013-10775-002. Partial author list: First Author & Affiliation: Hu, Xiaoyi; Institute of Special Education, Beijing Normal University, Beijing, China. Release Date: 20130603. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Delayed Development; Early Intervention. Minor Descriptor: Quality of Care; Health Care Policy; Best Practices. Classification: Health & Mental Health Treatment & Prevention (3300). Population: Human (10). Location: China. Age Group: Childhood (birth-12 yrs) (100). References Available: Y. Page Count: 13. Issue Publication Date: Jan-Mar, 2013. Copyright Statement: Wolters Kluwer Health | Lippincott Williams & Wilkins. 2013. AB - Early intervention services to young children with developmental delays in China have experienced significant growth since 1978, the beginning of the period of Reform and Opening. This article described the present situation of early intervention practices in mainland China, framed around the key components and guiding principles of Guralnick’s Developmental Systems Approach (DSA). The overarching purpose of this to overview is to develop a nationwide, integrated, and coordinated early intervention system, one that will develop in spite of the diversity inherent in the current practices and the dominant tradition of professionals as authority around the country. Extensive evidence demonstrates that early intervention practices in China have addressed some of the guiding principles of DSA and made significant progress in developing some components of DSA. Nevertheless, there still remains a great deal of work to be done to bring China’s practices for the care and intervention of families and children up to the quality standards of the DSA for early intervention. Implications within the Chinese context for incorporating the key elements of DSA with strong connections between research, policy, and practices to further develop and strengthen early intervention system are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - early intervention practices KW - China KW - developmental delays KW - quality of care KW - best practices KW - health care policy KW - 2013 KW - Delayed Development KW - Early Intervention KW - Quality of Care KW - Health Care Policy KW - Best Practices KW - 2013 DO - 10.1097/IYC.0b013e3182736cd3 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-10775-002&site=ehost-live&scope=site UR - huxiaoyi@bnu.edu.cn DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2012-33616-003 AN - 2012-33616-003 AU - Davis, Dawn H. AU - Gagné, Phill AU - Fredrick, Laura D. AU - Alberto, Paul A. AU - Waugh, Rebecca E. AU - Haardörfer, Regine T1 - Augmenting visual analysis in single-case research with hierarchical linear modeling. JF - Behavior Modification JO - Behavior Modification JA - Behav Modif Y1 - 2013/01// VL - 37 IS - 1 SP - 62 EP - 89 CY - US PB - Sage Publications SN - 0145-4455 SN - 1552-4167 AD - Davis, Dawn H., Georgia State University, Educational Psychology and Special Education, P.O. Box 3979, Atlanta, GA, US, 30302-3979 N1 - Accession Number: 2012-33616-003. PMID: 22977266 Partial author list: First Author & Affiliation: Davis, Dawn H.; Georgia State University, Atlanta, GA, US. Release Date: 20121231. Correction Date: 20130909. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Experimental Design; Linear Regression; Intellectual Development Disorder. Classification: Mental Retardation (3256). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100). Tests & Measures: Test of Preschool Early Literacy; Receptive One Word Picture Vocabulary Test. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 28. Issue Publication Date: Jan, 2013. Copyright Statement: The Author(s). 2013. AB - The purpose of this article is to demonstrate how hierarchical linear modeling (HLM) can be used to enhance visual analysis of single-case research (SCR) designs. First, the authors demonstrated the use of growth modeling via HLM to augment visual analysis of a sophisticated single-case study. Data were used from a delayed multiple baseline design, across groups of participants, with an embedded changing criterion design in a single-case literacy project for students with moderate intellectual disabilities (MoID). Visual analysis revealed a functional relation between instruction and sight-word acquisition for all students. Growth HLM quantified relations at the group level and revealed additional information that included statistically significant variability among students at initial-baseline probe and also among growth trajectories within treatment subphases. Growth HLM showed that receptive vocabulary was a significant predictor of initial knowledge of sight words, and print knowledge significantly predicted growth rates in both treatment subphases. Next, to show the benefits of combining these methodologies to examine a different behavioral topography within a more commonly used SCR design, the authors used repeated-measures HLM and visual analysis to examine simulated data within an ABAB design. Visual analysis revealed a functional relation between a hypothetical intervention (e.g., token reinforcement) and a hypothetical dependent variable (e.g., performance of a target response). HLM supported the existence of a functional relation through tests of statistical significance and detected significant variance among participants’ response to the intervention that would be impossible to identify visually. This study highlights the relevance of these procedures to the identification of evidence-based interventions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - visual analysis KW - single-case research KW - hierarchial linear modeling KW - growth modeling KW - moderate intellectual disabilities KW - 2013 KW - Experimental Design KW - Linear Regression KW - Intellectual Development Disorder KW - 2013 U1 - Sponsor: US Department of Education, Institute of Education Sciences, US. Grant: R324A070144. Other Details: To Georgia State University. Recipients: No recipient indicated DO - 10.1177/0145445512453734 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-33616-003&site=ehost-live&scope=site UR - ddavis2@gsu.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2013-07346-005 AN - 2013-07346-005 AU - Redline, Cleo T1 - Clarifying categorical concepts in a Web survey. T3 - Topics in Survey Measurement and Public Opinion JF - Public Opinion Quarterly JO - Public Opinion Quarterly JA - Public Opin Q Y1 - 2013/// VL - 77 IS - 1, SpecIssue SP - 89 EP - 105 CY - United Kingdom PB - Oxford University Press SN - 0033-362X SN - 1537-5331 AD - Redline, Cleo, NCES, 1990 K Street, Room 9068, Washington, DC, US, 20006 N1 - Accession Number: 2013-07346-005. Partial author list: First Author & Affiliation: Redline, Cleo; National Center for Education Statistics (NCES), Department of Education, Washington, DC, US. Release Date: 20140217. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Redline, Cleo. Major Descriptor: Methodology. Minor Descriptor: Concepts; Experimental Design; Surveys; Websites. Classification: Research Methods & Experimental Design (2260). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340); Middle Age (40-64 yrs) (360). Tests & Measures: Web survey. Methodology: Empirical Study; Interview; Quantitative Study. References Available: Y. Page Count: 17. Issue Publication Date: 2013. Copyright Statement: Published by Oxford University Press on behalf of the American Association for Public Opinion Research. All rights reserved. The Author. 2013. AB - Past research has shown that vague or ambiguous categorical concepts can be clarified through the use of definitions, instructions, or examples, but respondents do not necessarily attend to these clarifications. The present research investigates whether the presence of instructions or their placement modifies respondents’ concepts so that they are better aligned with research objectives. Eight questions, modeled after major federal surveys, were administered in one panel of a twelve-month Web panel survey to a nationally representative multistage area probability sample of addresses in the United States (n = 913 completed interviews). There is some evidence to suggest that, as predicted, respondents anticipate the end of a question and are more likely to ignore instructions placed after a question than before. Respondents answer more quickly when instructions come after the question, suggesting that they spend less time processing the instructions in this position, and their answers appear to be less consistent with research intentions. As predicted, implementing instructions in a series of questions is more effective than the other approaches examined. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - web survey KW - categorical concepts KW - instructions KW - research objectives KW - methodology KW - 2013 KW - Methodology KW - Concepts KW - Experimental Design KW - Surveys KW - Websites KW - 2013 U1 - Sponsor: National Science Foundation, US. Grant: 1024244. Other Details: Stanley Presser. Recipients: Redline, Cleo U1 - Sponsor: US Bureau of the Census, US. Grant: YA1323-RFQ-06-0802. Other Details: Roger Tourangeau. Recipients: Redline, Cleo U1 - Sponsor: National Science Foundation. Grant: 0619956. Other Details: Major Research Instrumentation Grant; Jon A. Krosnick. Recipients: No recipient indicated DO - 10.1093/poq/nfs067 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-07346-005&site=ehost-live&scope=site UR - cleo.redline@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Çeşit, Canan1, canancst@hotmail.com AU - Ece, Ahmet Serkan2 AU - Kafadar, Hatice3 T1 - Research into Problem Solving Abilities and Self-Esteem Levels of High School Students Who Have Taken Art Education and Who Have Not (with the Example of the province-Bolu). T2 - Sanat Eğitimi Alan ve Almayan Lise Öğrencilerinin Problem Çözme Becerileri ve Benlik Saygı Düzeylerinin İncelenmesi (Bolu İli Örneği). JO - International Online Journal of Educational Sciences JF - International Online Journal of Educational Sciences J1 - International Online Journal of Educational Sciences PY - 2012/12// Y1 - 2012/12// VL - 4 IS - 3 CP - 3 M3 - Article SP - 706 EP - 726 SN - 13092707 AB - In this research, the relation between problem solving abilities and self-esteem levels of high school students, who receive art education and those who do not, has been analysed. In the research, for which screening model was used, 190 females and 124 males 314 students in total, still studying in different class levels in Bolu Atatürk High School and Bolu Fine Arts and Sports High School, were included in the workgroup. As data collection tools, 'Personal Information Form' and 'Problem Solving Inventory' and 'Rosenberg Self-esteem Scale' prepared by the researcher was used. The data obtained from the participants were collected and processed into Statistical Package for Social Sciences (SPSS-15) and t-test analysis, one way analysis of anova, pearson correlation analysis were carried out. According to the findings obtained from the research, while a significant difference in students' problem solving abilities and self esteem levels was not found in terms of gender, a significant difference was found in terms of class level. A significant relation in a negative direction was found between problem solving abilities and self-esteem levels of those who do not receive art education and between problem solving abilities and self-esteem levels of those who receive art education. However, a significant difference between problem solving abilities and self-esteem levels of students receiving and not receiving art education was not found. (English) [ABSTRACT FROM AUTHOR] AB - Bu araştırmada; sanat eğitimi alan ve almayan lise öğrencilerinin problem çözme becerileri ve benlik saygı düzeyleri arasındaki ilişki incelenmiştir. Tarama modeli kullanılan araştırmada çalışma grubuna, Bolu Atatürk Lisesi (166) ile Bolu Güzel Sanatlar ve Spor Lisesi (148)’inde farklı sınıf seviyelerinde öğrenim görmekte olan 190’ı kız 124’ü erkek olmak üzere toplam 314 öğrenci dahil edilmiştir. Araştırmada veri toplama araçları olarak araştırmacı tarafından hazırlanan “Kişisel Bilgi Formu” ile “Problem Çözme Envanteri” ve “Rosenberg Benlik Saygısı Ölçeği” kullanılmıştır. Katılımcılardan elde edilen veriler toplanarak SPSS-15 paket programına işlenmiş; t-testi analizi, tek yönlü anova analizi, pearson korelasyon analizi yapılmıştır. Araştırmadan elde edilen bulgulara göre; öğrencilerin cinsiyetlerine göre problem çözme becerileri ile benlik saygı düzeyleri arasında anlamlı bir fark bulunmazken, sınıf düzeylerine göre anlamlı bir fark bulunmuştur. Sanat eğitimi almayan öğrencilerin problem çözme becerileri ile benlik saygı düzeyleri arasında ve sanat eğitimi alan öğrencilerin problem çözme becerileri ile benlik saygı düzeyleri arasında negatif yönde anlamlı bir ilişki bulunmuştur. Sanat eğitimi alan ve almayan öğrencilerin problem çözme becerileri ve benlik saygı düzeyleri arasında ise anlamlı bir fark bulunmamıştır. (Turkish) [ABSTRACT FROM AUTHOR] KW - Problem solving -- Research KW - Self-esteem KW - High school students KW - Art -- Study & teaching KW - SPSS (Computer software) N1 - Accession Number: 84380346; Authors:Çeşit, Canan 1 Email Address: canancst@hotmail.com; Ece, Ahmet Serkan 2; Kafadar, Hatice 3; Affiliations: 1: Abant İzzet Baysal University. Institute of Education Sciences, Turkey; 2: Abant İzzet Baysal University, Education Faculty, Department of Fine Arts, Turkey; 3: Abant İzzet Baysal University, Faculty of Arts and Sciences, Department of Psychology, Turkey.; Subject: Problem solving -- Research; Subject: Self-esteem; Subject: High school students; Subject: Art -- Study & teaching; Subject: SPSS (Computer software); Subject: Bolu (Turkey); Subject: Turkey; Author-Supplied Keyword: art education; Author-Supplied Keyword: cognitive processes; Author-Supplied Keyword: personality; Author-Supplied Keyword: Problem solving ability; Author-Supplied Keyword: self-esteem; Author-Supplied Keyword: benlik saygısı; Author-Supplied Keyword: bilişsel süreçler; Author-Supplied Keyword: kişilik; Author-Supplied Keyword: Problem çözme becerisi; Author-Supplied Keyword: sanat eğitimi; Language of Keywords: English; Language of Keywords: Turkish; Number of Pages: 21p; Illustrations: 7 Charts; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=84380346&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 2012-30905-011 AN - 2012-30905-011 AU - McGill, Rebecca Kang AU - Way, Niobe AU - Hughes, Diane T1 - Intra‐ and interracial best friendships during middle school: Links to social and emotional well‐being. JF - Journal of Research on Adolescence JO - Journal of Research on Adolescence JA - J Res Adolesc Y1 - 2012/12// VL - 22 IS - 4 SP - 722 EP - 738 CY - United Kingdom PB - Wiley-Blackwell Publishing Ltd. SN - 1050-8392 SN - 1532-7795 AD - McGill, Rebecca Kang, Institute of Education Sciences, U.S. Department of Education, Washington, DC, US, 20202 N1 - Accession Number: 2012-30905-011. Partial author list: First Author & Affiliation: McGill, Rebecca Kang; Institute of Education Sciences, US. Other Publishers: Blackwell Publishing. Release Date: 20130225. Correction Date: 20151019. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Grant Information: Hughes, Diane. Major Descriptor: Friendship; Middle School Students; Racial and Ethnic Differences; Well Being. Classification: Classroom Dynamics & Student Adjustment & Attitudes (3560). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200). Tests & Measures: Children's Depression Inventory; Rosenberg Self-Esteem Scale DOI: 10.1037/t01038-000; Network of Relationships Inventory DOI: 10.1037/t06336-000. Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 17. Issue Publication Date: Dec, 2012. Copyright Statement: The Author. Journal of Research on Adolescence—Society for Research on Adolescence. 2012. AB - This study examined patterns of intra- and interracial best friendships during middle school and their associations with social and emotional well-being. We hypothesized that intraracial friendships would be beneficial for racial or ethnic minority youth because such relationships provide protection and solidarity in a discriminatory society. Results revealed that most youth had only intraracial best friends during middle school, but 38% had at least one interracial best friend. Associations between interracial best friendships and well-being varied by racial group; Black and Asian American youth with only interracial best friends reported lower emotional well-being than those with only intraracial best friends. Additionally, intraracial best friendships were associated with higher conflict than interracial best friendships, especially for Black and Latino youth. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - interracial best friendships KW - intrarracial best friendships KW - middle school students KW - social well being KW - emotional well being KW - 2012 KW - Friendship KW - Middle School Students KW - Racial and Ethnic Differences KW - Well Being KW - 2012 U1 - Sponsor: National Science Foundation. Grant: 021859; 0721383. Recipients: No recipient indicated U1 - Sponsor: William T. Grant Foundation. Grant: 2642. Recipients: Hughes, Diane; Way, Niobe DO - 10.1111/j.1532-7795.2012.00826.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-30905-011&site=ehost-live&scope=site UR - rebecca.kang.mcgill@gmail.com DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Easton, John Q. T1 - Privacy Act of 1974; System of Records--Impact Evaluation of Race to the Top and School Improvement Grants. JO - Federal Register (National Archives & Records Service, Office of the Federal Register) JF - Federal Register (National Archives & Records Service, Office of the Federal Register) Y1 - 2012/11/16/ VL - 77 IS - 222 M3 - Correction notice SP - 68751 EP - 68752 SN - 00976326 AB - A correction to the notice issued by the U.S. Institute of Education Sciences published on October 12, 2012 informing about a new system of records entitled ''Impact Evaluation of Race to the Top and School Improvement Grants" is presented. KW - GRANTS (Money) KW - INSTITUTE of Education Sciences (U.S.) N1 - Accession Number: 83850356; Easton, John Q. 1; Affiliations: 1: Director, Institute of Education Sciences; Issue Info: 11/16/2012, Vol. 77 Issue 222, p68751; Subject Term: GRANTS (Money) ; Company/Entity: INSTITUTE of Education Sciences (U.S.); Number of Pages: 2p; Document Type: Correction notice UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=83850356&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Wang, Ya AU - Li, XueBing AU - Huang, Jia AU - Cao, XiaoYan AU - Cui, JiFang AU - Zhao, Qing AU - Wang, YuNa AU - Shum, David AU - Chan, Raymond T1 - Relationship between prospective memory and vigilance: Evidence from ERP. JO - Chinese Science Bulletin JF - Chinese Science Bulletin Y1 - 2012/11/15/ VL - 57 IS - 31 M3 - Article SP - 4057 EP - 4063 SN - 10016538 AB - Event-related potentials (ERPs) were used in this study to investigate the neural correlates of prospective memory (PM) and vigilance. Twenty college or graduate students participated in this study. They were administered a PM and a vigilance task and physiological data were collected at the same time. Behavioral results showed that the RT associated with PM cues was longer than those associated with vigilance targets. ERP results showed that PM cues and vigilance targets did not show significant difference in the N2 but PM cues evoked greater N300 than vigilance targets, and vigilance targets evoked greater parietal positivity/P3 than PM cues, suggesting vigilance and PM have similar but also distinctive neural basis. [ABSTRACT FROM AUTHOR] AB - Copyright of Chinese Science Bulletin is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - PROSPECTIVE memory KW - VIGILANCE (Psychology) KW - EVOKED potentials (Electrophysiology) KW - GRADUATE students KW - COLLEGE students KW - ACQUISITION of data KW - ERP KW - prospective memory KW - vigilance N1 - Accession Number: 82865612; Wang, Ya 1 Li, XueBing 1 Huang, Jia 1 Cao, XiaoYan Cui, JiFang 2 Zhao, Qing Wang, YuNa Shum, David 3 Chan, Raymond 1; Email Address: rckchan@psych.ac.cn; Affiliation: 1: Neuropsychology and Applied Cognitive Neuroscience Laboratory, Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101 China 2: National Institute of Education Sciences, Beijing 100088 China 3: Behavioural Basis of Health Program, Griffith Health Institute and School of Applied Psychology, Griffith University, Brisbane 4122 Australia; Source Info: 2012, Vol. 57 Issue 31, p4057; Subject Term: PROSPECTIVE memory; Subject Term: VIGILANCE (Psychology); Subject Term: EVOKED potentials (Electrophysiology); Subject Term: GRADUATE students; Subject Term: COLLEGE students; Subject Term: ACQUISITION of data; Author-Supplied Keyword: ERP; Author-Supplied Keyword: prospective memory; Author-Supplied Keyword: vigilance; Number of Pages: 7p; Document Type: Article L3 - 10.1007/s11434-012-5306-9 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=82865612&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Galanter, Seth T1 - Equity and Excellence Commission. JO - Federal Register (National Archives & Records Service, Office of the Federal Register) JF - Federal Register (National Archives & Records Service, Office of the Federal Register) Y1 - 2012/11/13/ VL - 77 IS - 219 M3 - Article SP - 67637 EP - 67638 SN - 00976326 AB - The article offers information about a meeting the Equity and Excellence Commission organized by the U.S. Department of Education to be held on November 27-28, 2012 in Washington D.C. to review appropriate ways by which Federal policies can improve equity in school finance. KW - MEETINGS KW - WASHINGTON (D.C.) KW - UNITED States. Dept. of Education N1 - Accession Number: 83850005; Galanter, Seth 1; Affiliations: 1: Deputy Assistant Secretary for Policy, Office for Civil Rights, United States Department of Education; Issue Info: 11/13/2012, Vol. 77 Issue 219, p67637; Thesaurus Term: MEETINGS; Subject: WASHINGTON (D.C.) ; Company/Entity: UNITED States. Dept. of Education; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=83850005&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR ID - 2012-29738-002 AN - 2012-29738-002 AU - Chen, Jing AU - Pisani, Lauren AU - White, Sheida AU - Soroui, Jaleh T1 - Parental engagement in early childhood education at home. JF - Reading Psychology JO - Reading Psychology JA - Read Psychol Y1 - 2012/11// VL - 33 IS - 6 SP - 497 EP - 524 CY - United Kingdom PB - Taylor & Francis SN - 0270-2711 SN - 1521-0685 AD - Chen, Jing, National Center for Education Statistics, 1990 K St. NW, 8th floor, Washington, DC, US, 20006 N1 - Accession Number: 2012-29738-002. Partial author list: First Author & Affiliation: Chen, Jing; National Center for Education Statistics, Washington, DC, US. Release Date: 20130311. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Early Childhood Development; Parent Child Relations; Parental Characteristics; Reading. Minor Descriptor: Demographic Characteristics; Socioeconomic Status. Classification: Childrearing & Child Care (2956). Population: Human (10). Location: US. Age Group: Adulthood (18 yrs & older) (300). Methodology: Empirical Study; Interview; Quantitative Study. References Available: Y. Page Count: 28. Issue Publication Date: Nov, 2012. Copyright Statement: Taylor & Francis Group, LLC AB - This study uses data from the 2003 National Assessment of Adult Literacy to identify relationships between parents' demographic/socioeconomic backgrounds and their self-reported frequencies of engaging in early childhood education activities. It also examines race/ethnicity-related disparities in the frequency of reading to children and using interactive reading techniques after controlling for household income, nativity, and parents' prose literacy skills. Regression analyses show that White parents are more likely than Black and Hispanic parents to report reading to their children frequently, while Black parents are more likely than White parents to report teaching the alphabet and pointing out words to children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - parental engagement KW - early childhood education KW - demographic backgrounds KW - socioeconomic backgrounds KW - 2012 KW - Early Childhood Development KW - Parent Child Relations KW - Parental Characteristics KW - Reading KW - Demographic Characteristics KW - Socioeconomic Status KW - 2012 DO - 10.1080/02702711.2012.703038 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-29738-002&site=ehost-live&scope=site UR - jing.chen@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Pereira, Tiago V. AU - Horwitz, Ralph I. AU - Ioannidis, John P.A. T1 - Empirical Evaluation of Very Large Treatment Effects of Medical Interventions. JO - JAMA: Journal of the American Medical Association JF - JAMA: Journal of the American Medical Association Y1 - 2012/10/24/ VL - 308 IS - 16 M3 - Article SP - 1676 EP - 1684 SN - 00987484 AB - The article presents a study to evaluate the frequency and features of very large effects of medical interventions. It informs that several medical interventions have modest effects but some of the clinical trials can have very large effects for benefits or harms. The study derives the data from the Cochrane Database of Systematic Reviews (CDSR) with comparisons of interventions with the first published trials. It is concluded that the most large treatment effects emerge from small studies and when additional trials are performed its effect becomes much smaller. KW - EMPIRICAL research KW - MEDICAL innovations KW - MEDICAL technology KW - THERAPEUTICS KW - CLINICAL trials KW - RANDOMIZED controlled trials KW - CLINICAL medicine -- Research KW - SYSTEMATIC reviews (Medical research) N1 - Accession Number: 82773359; Pereira, Tiago V. 1 Horwitz, Ralph I. 2,3 Ioannidis, John P.A. 4,5; Email Address: jioannid@stanford.edu; Affiliation: 1: Health Technology Assessment Unit, Institute of Education & Sciences, German Hospital Oswaldo Cruz, Sao Paulo, Brazil 2: GlaxoSmithKline, King of Prussia, Pennsylvania 3: Yale University School of Medicine, New Haven, CT 4: Stanford Prevention Research Center, Departments of Medicine and Health and Research, and Policy, Stanford University School of Medicine 5: Dept. of Statistics, School of Humanities and Sciences, Stanford University, Stanford, CA; Source Info: 10/24/2012, Vol. 308 Issue 16, p1676; Subject Term: EMPIRICAL research; Subject Term: MEDICAL innovations; Subject Term: MEDICAL technology; Subject Term: THERAPEUTICS; Subject Term: CLINICAL trials; Subject Term: RANDOMIZED controlled trials; Subject Term: CLINICAL medicine -- Research; Subject Term: SYSTEMATIC reviews (Medical research); NAICS/Industry Codes: 541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology); NAICS/Industry Codes: 339112 Surgical and Medical Instrument Manufacturing; NAICS/Industry Codes: 339113 Surgical Appliance and Supplies Manufacturing; NAICS/Industry Codes: 423450 Medical, Dental, and Hospital Equipment and Supplies Merchant Wholesalers; Number of Pages: 9p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=82773359&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Easton, John Q. T1 - Privacy Act of 1974; System of Records--Principal Investigator/ Application File and Associated Records. JO - Federal Register (National Archives & Records Service, Office of the Federal Register) JF - Federal Register (National Archives & Records Service, Office of the Federal Register) Y1 - 2012/10/12/ VL - 77 IS - 198 M3 - Article SP - 62226 EP - 62228 SN - 00976326 AB - The article offers information about a notice issued by the U.S. Department of Education (USDE) seeking comments regarding a new system of records entitled ''Institute of Education Sciences Principal Investigator/Application File and Associated Records.'' It mentions that the system of records will include a database and paper files containing personal information about these principal investigators. It further states that the comments regarding the same must reach USDE by November 13, 2012. KW - RECORDS management -- Government policy KW - DATABASE administration KW - GOVERNMENT paperwork KW - GOVERNMENT agencies KW - PUBLIC opinion KW - GOVERNMENT investigators KW - UNITED States KW - UNITED States. Dept. of Education N1 - Accession Number: 82590933; Easton, John Q. 1; Affiliations: 1: Director, Institute of Education Sciences.; Issue Info: 10/12/2012, Vol. 77 Issue 198, p62226; Thesaurus Term: RECORDS management -- Government policy; Thesaurus Term: DATABASE administration; Thesaurus Term: GOVERNMENT paperwork; Thesaurus Term: GOVERNMENT agencies; Thesaurus Term: PUBLIC opinion; Subject Term: GOVERNMENT investigators; Subject: UNITED States ; Company/Entity: UNITED States. Dept. of Education; NAICS/Industry Codes: 561490 Other business support services; Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=82590933&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Haxton, Clarisse L. AU - Neild, Ruth Curran T1 - Parents' “Hard” Knowledge of Admission Criteria and Acceptance in Philadelphia's High School Choice Process. JO - Journal of School Choice JF - Journal of School Choice Y1 - 2012/10//Oct-Dec2012 VL - 6 IS - 4 M3 - Article SP - 483 EP - 503 SN - 15582159 AB - We examine parents' knowledge of discrete, verifiable facts—what we call “hard knowledge”—in a high school application process. Using parent survey data (n = 658) from the School District of Philadelphia, this study examines whether parents knew the admission criteria and acceptance rate at the high school they most wanted their child to attend. We argue that these two facts are critical to making strategic application decisions. We find that hard knowledge is low overall but varies by parent education, and that all parents are more likely to have information if it is provided directly to them by the district. [ABSTRACT FROM AUTHOR] AB - Copyright of Journal of School Choice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SURVEYS KW - DECISION making KW - SCHOOL choice KW - DATA analysis KW - PARENTS -- Education KW - HIGH schools KW - SECONDARY schools KW - EDUCATION KW - parent information KW - school choice KW - urban N1 - Accession Number: 83621220; Haxton, Clarisse L. 1; Email Address: chaxton@air.org Neild, Ruth Curran 2; Affiliation: 1: American Institutes for Research, San Mateo, California, USA 2: Institute for Education Sciences, United States Department of Education, Washington, DC, USA; Source Info: Oct-Dec2012, Vol. 6 Issue 4, p483; Subject Term: SURVEYS; Subject Term: DECISION making; Subject Term: SCHOOL choice; Subject Term: DATA analysis; Subject Term: PARENTS -- Education; Subject Term: HIGH schools; Subject Term: SECONDARY schools; Subject Term: EDUCATION; Author-Supplied Keyword: parent information; Author-Supplied Keyword: school choice; Author-Supplied Keyword: urban; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; Number of Pages: 21p; Illustrations: 5 Charts, 1 Graph; Document Type: Article L3 - 10.1080/15582159.2012.733226 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=83621220&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Easton, John Q. T1 - National Board for Education Sciences; Meeting. JO - Federal Register (National Archives & Records Service, Office of the Federal Register) JF - Federal Register (National Archives & Records Service, Office of the Federal Register) Y1 - 2012/09/17/ VL - 77 IS - 180 M3 - Article SP - 57079 EP - 57080 SN - 00976326 AB - The article informs about a notice issued by the U.S. Department of Education regarding open meeting of the National Board for Education Sciences. It reports the discussing issues of the meeting which includes increment in the supply and demand of information about educational research, design-based research and launch of new research program by Institute of Education Sciences (IES). It further details that Commissioners of the national centers will speak on the current developments in IES. KW - RESEARCH KW - PUBLIC meetings KW - EDUCATION KW - UNITED States KW - UNITED States. Dept. of Education KW - INSTITUTE of Education Sciences (U.S.) N1 - Accession Number: 80734030; Easton, John Q. 1; Affiliations: 1: Director, Institute of Education Sciences; Issue Info: 9/17/2012, Vol. 77 Issue 180, p57079; Thesaurus Term: RESEARCH; Subject Term: PUBLIC meetings; Subject Term: EDUCATION; Subject: UNITED States ; Company/Entity: UNITED States. Dept. of Education ; Company/Entity: INSTITUTE of Education Sciences (U.S.); NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=80734030&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Mateo, Joan AU - Escofet, Anna AU - Martínez-Olmo, Francesc AU - Ventura, Javier AU - Vlachopoulos, Dimitrios T1 - Evaluation Tools in the European Higher Education Area (EHEA): an assessment for evaluating the competences of the Final Year Project in the social sciences. JO - European Journal of Education JF - European Journal of Education Y1 - 2012/09// VL - 47 IS - 3 M3 - Article SP - 435 EP - 447 PB - Wiley-Blackwell SN - 01418211 AB - The guidelines of the European Higher Education Area (EHEA) imply the rethinking of many of the current evaluation systems, since the new pedagogical models now focus on the learning acquired through the students' personal work and on the establishment of the ideal conditions for them to achieve the learning outcomes of the proposed educational objectives. In this context, it has been a standard practice in the last years for social science undegradutate programmes to incorporate at least one major assessment exercise in the final (fourth) year of studies in the form of a project. This Final Year Project introduces a new problem-solving situation in undergraduate programmes and students must use their initiative to identify the research problems, decide on the information they need and how to obtain it, use the collected information to solve the research problems and present the results in an adequate way. This article presents an efficient and objective guide for the assessment process of the Final Year Project (FYP) in social sciences which can easily be customised for different social sciences curricula. More analytically, the guide which has been developed to help higher education institutions create their own FYP assessment systems starts with the definition of the final year project and the description of the structure that has to be followed for its realisation, continues with the analysis of its competences and their assessment, and ends with a proposal for implementation of the assessment procedure and the role of the evaluation agents. [ABSTRACT FROM AUTHOR] AB - Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SOCIAL sciences -- Study & teaching -- Universities & colleges KW - EDUCATION -- Aims & objectives KW - UNDERGRADUATES KW - PROBLEM-based learning KW - EUROPE KW - assessment KW - European Higher Education Area KW - evaluation KW - Final Year Project KW - social sciences KW - EUROPEAN Higher Education Area N1 - Accession Number: 78547554; Mateo, Joan 1 Escofet, Anna 1 Martínez-Olmo, Francesc 2 Ventura, Javier 3 Vlachopoulos, Dimitrios 4; Affiliation: 1: Faculty of Pedagogy, Universitat de Barcelona, 171 Vall d'Hebron Ps, Migdia Building, 08035, Barcelona, Spain 2: Institute of Education Sciences, Universitat de Barcelona, 171 Vall d'Hebron Ps., Migdia Building, 08035, Barcelona, Spain 3: Universitat de Barcelona, 171 Vall d'Hebron Ps., Migdia Building, 08035, Barcelona, Spain 4: Faculty of Education, Autonomous University of Barcelona, G Building, Office 256, UAB Campus, 08193 Bellaterra, Spain; Source Info: Sep2012, Vol. 47 Issue 3, p435; Subject Term: SOCIAL sciences -- Study & teaching -- Universities & colleges; Subject Term: EDUCATION -- Aims & objectives; Subject Term: UNDERGRADUATES; Subject Term: PROBLEM-based learning; Subject Term: EUROPE; Author-Supplied Keyword: assessment; Author-Supplied Keyword: European Higher Education Area; Author-Supplied Keyword: evaluation; Author-Supplied Keyword: Final Year Project; Author-Supplied Keyword: social sciences; Company/Entity: EUROPEAN Higher Education Area; Number of Pages: 13p; Illustrations: 1 Diagram; Document Type: Article L3 - 10.1111/j.1465-3435.2012.01536.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=78547554&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - CONF AU - DiPaolo, John T1 - Equity and Excellence Commission. JO - Federal Register (National Archives & Records Service, Office of the Federal Register) JF - Federal Register (National Archives & Records Service, Office of the Federal Register) Y1 - 2012/08/16/ VL - 77 IS - 159 M3 - Proceeding SP - 49441 EP - 49441 SN - 00976326 AB - The article offers information about an open meeting of the Equity and Excellence Commission to be held on August 30, 2012 at the U.S. Department of Education, Washington D.C. KW - MEETINGS KW - WASHINGTON (D.C.) KW - UNITED States. Dept. of Education N1 - Accession Number: 79450025; DiPaolo, John 1; Affiliations: 1: Chief of Staff, Office for Civil Rights, United States Department of Education.; Issue Info: 8/16/2012, Vol. 77 Issue 159, p49441; Thesaurus Term: MEETINGS; Subject: WASHINGTON (D.C.) ; Company/Entity: UNITED States. Dept. of Education; Number of Pages: 2/3p; Document Type: Proceeding UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=79450025&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR ID - 2012-23073-002 AN - 2012-23073-002 AU - Berry, Hugh G. AU - Ward, Michael AU - Caplan, Leslie T1 - Self-determination and access to postsecondary education in transitioning youths receiving supplemental security income benefits. JF - Career Development and Transition for Exceptional Individuals JO - Career Development and Transition for Exceptional Individuals JA - Career Dev Transit Except Individ Y1 - 2012/08// VL - 35 IS - 2 SP - 68 EP - 75 CY - US PB - Sage Publications SN - 2165-1434 SN - 2165-1442 AD - Berry, Hugh G., Department of Education, National Institute on Disability and Rehabilitation Research, Potomac Center Plaza, 550 12th Street, SW, Washington, DC, US, 20202 N1 - Accession Number: 2012-23073-002. Other Journal Title: Career Development for Exceptional Individuals. Partial author list: First Author & Affiliation: Berry, Hugh G.; National Institute on Disability and Rehabilitation Research, Washington, DC, US. Other Publishers: PRO-ED. Release Date: 20121008. Correction Date: 20161013. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: School Transition; Secondary Education; Self-Determination. Minor Descriptor: Money. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300). Tests & Measures: Self Determination Scale DOI: 10.1037/t53985-000. Methodology: Empirical Study; Longitudinal Study; Interview; Quantitative Study. References Available: Y. Page Count: 8. Issue Publication Date: Aug, 2012. Copyright Statement: Hammill Institute on Disabilities. 2012. AB - Using data from the National Longitudinal Transition Study–2, this article examines the relationships among three of Wehmeyer’s components of self-determination (autonomy, empowerment, and self-realization) and subsequent reported access to postsecondary education in transitioning youths receiving Supplemental Security Income benefits. Results of logistic regression methods indicated that higher levels of empowerment and autonomy were associated with a higher likelihood of participation in 2-year and 4-year colleges. No such associations were observed for participation in vocational and technical postsecondary programs. Implications for educators are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - self determination KW - postsecondary education KW - transitioning youths KW - security income benefits KW - 2012 KW - School Transition KW - Secondary Education KW - Self-Determination KW - Money KW - 2012 DO - 10.1177/0885728811422230 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-23073-002&site=ehost-live&scope=site UR - hugh.berry@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2012-13403-001 AN - 2012-13403-001 AU - Niehaus, Kate AU - Rudasill, Kathleen Moritz AU - Rakes, Christopher R. T1 - A longitudinal study of school connectedness and academic outcomes across sixth grade. JF - Journal of School Psychology JO - Journal of School Psychology JA - J Sch Psychol Y1 - 2012/08// VL - 50 IS - 4 SP - 443 EP - 460 CY - Netherlands PB - Elsevier Science SN - 0022-4405 AD - Niehaus, Kate, Department of Educational and Counseling Psychology, College of Education and Human Development, University of Louisville, Louisville, KY, US, 40292 N1 - Accession Number: 2012-13403-001. PMID: 22710015 Partial author list: First Author & Affiliation: Niehaus, Kate; Department of Educational and Counseling Psychology, University of Louisville, Louisville, KY, US. Release Date: 20120521. Correction Date: 20160616. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Middle School Students; School Environment; Student Attitudes. Minor Descriptor: Poverty. Classification: Academic Learning & Achievement (3550). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Tests & Measures: Scale of Caring Adult Relationships in School; Need-Satisfaction Scale. Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 18. Issue Publication Date: Aug, 2012. Publication History: Accepted Date: Mar 16, 2012; Revised Date: Mar 10, 2012; First Submitted Date: Mar 28, 2011. Copyright Statement: Published by Elsevier Ltd. All rights reserved. Society for the Study of School Psychology. 2012. AB - The current longitudinal study examines the extent to which school connectedness (i.e., students' perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods. Data were collected from 330 sixth-grade students attending two middle schools in a large public school district. Specifically, students completed a survey to assess their perceived connection to the school environment, and academic information regarding students' grades, attendance, and discipline referrals was obtained from school records. Results from latent growth curve modeling showed that, on average, students' perceptions of school support declined significantly across the sixth-grade year. However, students who reported less decline, or growth, in school support across sixth grade had higher academic achievement at the end of the year than students who reported more decline in school support. Sixth-grade boys were at a greater risk for negative outcomes (i.e., lower school support, lower GPAs, and more discipline referrals) across the school year than girls. Results point to the importance of perceived connectedness to school in helping economically disadvantaged students experience a safe and successful transition to middle school. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - school connectedness KW - academic outcomes KW - sixth grade students KW - poverty KW - 2012 KW - Academic Achievement KW - Middle School Students KW - School Environment KW - Student Attitudes KW - Poverty KW - 2012 U1 - Sponsor: Sponsor name not included. Other Details: This research was funded by a university-sponsored research incentive grant.. Recipients: No recipient indicated DO - 10.1016/j.jsp.2012.03.002 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-13403-001&site=ehost-live&scope=site UR - kate.niehaus@louisville.edu DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Easton, John Q. T1 - Privacy Act of 1974; System of Records--Study of Promising Features of Teacher Preparation Programs. JO - Federal Register (National Archives & Records Service, Office of the Federal Register) JF - Federal Register (National Archives & Records Service, Office of the Federal Register) Y1 - 2012/06/28/ VL - 77 IS - 125 M3 - Article SP - 38611 EP - 38613 SN - 00976326 AB - The article presents information on the notice issued by the U.S. Institute of Education Sciences (IES) of the U.S. Department of Education regarding the publication of its modified system of records titled "Study of Promising Features of Teacher Preparation Programs." The IES is soliciting public comments on this notice by July 30, 2012 via electronic mail or in writing. KW - PUBLIC opinion KW - EMAIL KW - GOVERNMENT publications -- United States KW - PUBLIC records -- United States KW - TEACHER education KW - UNITED States KW - INSTITUTE of Education Sciences (U.S.) N1 - Accession Number: 77690103; Easton, John Q. 1; Affiliations: 1: Director, Institute of Education Sciences; Issue Info: 6/28/2012, Vol. 77 Issue 125, p38611; Thesaurus Term: PUBLIC opinion; Thesaurus Term: EMAIL; Subject Term: GOVERNMENT publications -- United States; Subject Term: PUBLIC records -- United States; Subject Term: TEACHER education; Subject: UNITED States ; Company/Entity: INSTITUTE of Education Sciences (U.S.); Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=77690103&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR ID - 108124265 T1 - ILI-Related School Dismissal Monitoring System: An Overview and Assessment. AU - Kann L AU - Kinchen S AU - Modzelski B AU - Sullivan M AU - Carr D AU - Zaza S AU - Graffunder C AU - Cetron M Y1 - 2012/06//2012 Jun N1 - Accession Number: 108124265. Language: English. Entry Date: 20121102. Revision Date: 20150712. Publication Type: Journal Article; research. Journal Subset: Biomedical; Public Health; USA. Special Interest: Public Health. NLM UID: 101297401. KW - Infection Control KW - Influenza, Human -- Epidemiology KW - Influenza, Human -- Prevention and Control KW - Sentinel Event KW - Absenteeism KW - Centers for Disease Control and Prevention (U.S.) KW - Child KW - Computer Communication Networks KW - Human KW - Interinstitutional Relations KW - Schools KW - United States SP - 104 EP - 112 JO - Disaster Medicine & Public Health Preparedness JF - Disaster Medicine & Public Health Preparedness JA - DISASTER MED PUBLIC HEALTH PREPAREDNESS VL - 6 IS - 2 PB - Cambridge University Press SN - 1935-7893 AD - Centers for Disease Control and Prevention, Atlanta, Georgia (Drs Kann, Zaza, Graffunder, and Cetron and Mr Kinchen), and the US Department of Education, Washington, DC (Mr Modzelski and Mss Sullivan and Carr). U2 - PMID: 22700017. DO - 10.1001/dmp.2012.13 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=108124265&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR AU - Wang, Catherine Yan1 AU - Dongpin, Yang2 T1 - The National Medium- and Long-Term Educational Reform and Development Guideline (2010-20): An Analysis Based on Actualities. JO - Chinese Education & Society JF - Chinese Education & Society J1 - Chinese Education & Society PY - 2012/05//May/Jun2012 Y1 - 2012/05//May/Jun2012 VL - 45 IS - 3 CP - 3 M3 - Article SP - 3 EP - 8 SN - 10611932 AB - An introduction is presented in which the guest editors discuss various reports within the issue on topics including the strategies, significance, and expectations in the China's National Medium- and Long-Term Educational Reform and Development Guideline for 2010-2020, education financial policies in the guideline, and continuing education's institutional design in the guideline. KW - Guidelines KW - Continuing education KW - Education -- Finance -- Government policy N1 - Accession Number: 79629553; Authors:Wang, Catherine Yan 1; Dongpin, Yang 2; Affiliations: 1: Department for International Cooperation, National Institute of Education Sciences of China, University of Hong Kong; 2: School of Education, Beijing Polytechnic University; Subject: Guidelines; Subject: Education -- Finance -- Government policy; Subject: Continuing education; Number of Pages: 6p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=79629553&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Songhua, Tan1 AU - Wang, Catherine Yan2 T1 - Strategic Planning for Deepening the All-Around Structural Reform of Education. JO - Chinese Education & Society JF - Chinese Education & Society J1 - Chinese Education & Society PY - 2012/05//May/Jun2012 Y1 - 2012/05//May/Jun2012 VL - 45 IS - 3 CP - 3 M3 - Article SP - 23 EP - 36 SN - 10611932 AB - The National Medium- and Long-Term Educational Reform and Development Guideline (2010-20) (hereafter abbreviated as the Guideline) posits that the development of education must be driven by reform and innovation. It devotes six chapters to mapping out the targets, tasks, and major policy measures for reforming the educational system. Focusing on the reform of the talent-fostering institutions, the Guideline is intended to offer a holistic institutional design for developing a modern school system, renewing the school operating system, and upgrading the government's governance system. This paper explores the rationale and theoretical foundation for such a design, revolving around three issues-the construction of a modern school system, reforming the school operating system, and reforming the administrative system. It analyzes the structural issues targeted by such institutional design, as well as the basic assumptions and main discussions [that took place] during the Guideline's drafting process, and offers a brief description of implementation strategies for structural reform. [ABSTRACT FROM AUTHOR] KW - Guidelines KW - Educational change -- China KW - Strategic planning KW - Education -- China KW - Educational planning -- China N1 - Accession Number: 79629556; Authors:Songhua, Tan 1; Wang, Catherine Yan 2; Affiliations: 1: China Education Society, Academic Committee; 2: Department for International Cooperation, National Institute of Education Sciences of China; Subject: Educational change -- China; Subject: Strategic planning; Subject: Education -- China; Subject: Guidelines; Subject: Educational planning -- China; Subject: China; Number of Pages: 14p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=79629556&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR AU - Boninger, M AU - French, J AU - Abbas, J AU - Nagy, L AU - Ferguson-Pell, M AU - Taylor, S J AU - Rodgers, M AU - Saunders, N AU - Peckham, H AU - Marshall, R AU - Sherwood, A T1 - Technology for mobility in SCI 10 years from now. JO - Spinal Cord JF - Spinal Cord Y1 - 2012/05// VL - 50 IS - 5 M3 - Article SP - 358 EP - 363 PB - Nature Publishing Group SN - 13624393 AB - Objectives:To identify technological advances and that are likely to have a great impact on the quality of life and participation in individuals with spinal cord injury (SCI).Methods:In this paper we use the International Classification of Function to frame a discussion on how technology is likely to impact SCI in 10 years. In addition, we discuss the implication of technological advances on future research.Results/Conclusion:Although technology advances are exciting, a large challenge for the research community will be how to effectively apply and deploy this technology. Advances occurring in the next 10 years that reduce cost of technology may be more important to the population with SCI than brand new technologies. Social context is everything. As a research community we must advocate for better systems of care. Advocating now for better care will lead to a world in 2020 that is ready to adopt new technologies that are truly transformative. [ABSTRACT FROM AUTHOR] AB - Copyright of Spinal Cord is the property of Nature Publishing Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - TECHNOLOGY -- Economic aspects KW - COMPUTER software KW - COMPUTERS KW - ELECTRIC power supplies to apparatus KW - ELECTRODES KW - ARTIFICIAL implants KW - INDUSTRIES KW - ORTHOPEDIC apparatus KW - NEUROPLASTICITY KW - NEUROTRANSMITTERS KW - NOSOLOGY KW - ROBOTICS KW - SELF-help devices for people with disabilities KW - SPINAL cord -- Wounds & injuries KW - TECHNOLOGY KW - VIRTUAL reality KW - WHEELCHAIRS N1 - Accession Number: 74750529; Boninger, M 1 French, J 2 Abbas, J 3 Nagy, L 4 Ferguson-Pell, M 5 Taylor, S J 6 Rodgers, M 7 Saunders, N 8 Peckham, H 9 Marshall, R 10 Sherwood, A 11; Affiliation: 1: 1] Department of Physical Medicine and Rehabilitation, Pittsburgh, PA, USA [2] UPMC Rehabilitation Institute, Pittsburgh, PA, USA [3] Human Engineering Research Laboratories, VA Pittsburgh Healthcare System, Pittsburgh, PA, USA 2: Neurotech Network, Tampa, FL, USA 3: Center for Adaptive Neural Systems, School of Biological and Health Systems Engineering, Arizona State University, Tempe, AZ, USA 4: Community Advisory Board, MetroHealth Rehabilitation Institute of Ohio, Cleveland, OH, USA 5: Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada 6: Rehabilitation Institute of Chicago, Chicago, IL, USA 7: 1] Department of Physical Therapy and Rehabilitation Science, University of Maryland School of Medicine, Baltimore, MD, USA [2] National Institute for Biomedical Imaging and Bioengineering, National Institutes of Health, Bethesda, MD, USA 8: Department of Pharmacology, University of Melbourne, Parkville, Victoria; Australia 9: 1] Department of Biomedical Engineering, School of Medicine, Case Western Reserve University, Cleveland, OH, USA [2] Louis Stokes Cleveland VA Medical Center, Cleveland, OH, USA 10: School of Medicine, Faculty of Health Sciences, University of Adelaide, Adelaide, South Australia, Australia 11: National Institute on Disability and Rehabilitation Research, US Department of Education, Washington, DC, USA; Source Info: May2012, Vol. 50 Issue 5, p358; Subject Term: TECHNOLOGY -- Economic aspects; Subject Term: COMPUTER software; Subject Term: COMPUTERS; Subject Term: ELECTRIC power supplies to apparatus; Subject Term: ELECTRODES; Subject Term: ARTIFICIAL implants; Subject Term: INDUSTRIES; Subject Term: ORTHOPEDIC apparatus; Subject Term: NEUROPLASTICITY; Subject Term: NEUROTRANSMITTERS; Subject Term: NOSOLOGY; Subject Term: ROBOTICS; Subject Term: SELF-help devices for people with disabilities; Subject Term: SPINAL cord -- Wounds & injuries; Subject Term: TECHNOLOGY; Subject Term: VIRTUAL reality; Subject Term: WHEELCHAIRS; NAICS/Industry Codes: 443144 Computer and software stores; NAICS/Industry Codes: 423430 Computer and Computer Peripheral Equipment and Software Merchant Wholesalers; NAICS/Industry Codes: 417310 Computer, computer peripheral and pre-packaged software merchant wholesalers; NAICS/Industry Codes: 511211 Software publishers (except video game publishers); NAICS/Industry Codes: 443142 Electronics Stores; NAICS/Industry Codes: 334111 Electronic Computer Manufacturing; NAICS/Industry Codes: 334110 Computer and peripheral equipment manufacturing; NAICS/Industry Codes: 335313 Switchgear and Switchboard Apparatus Manufacturing; NAICS/Industry Codes: 339113 Surgical Appliance and Supplies Manufacturing; NAICS/Industry Codes: 339110 Medical equipment and supplies manufacturing; NAICS/Industry Codes: 417930 Professional machinery, equipment and supplies merchant wholesalers; NAICS/Industry Codes: 423450 Medical, Dental, and Hospital Equipment and Supplies Merchant Wholesalers; Number of Pages: 6p; Document Type: Article L3 - 10.1038/sc.2011.165 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=74750529&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Heinemann, A W AU - Steeves, J D AU - Boninger, M AU - Groah, S AU - Sherwood, A M T1 - State of the science in spinal cord injury rehabilitation 2011: informing a new research agenda. JO - Spinal Cord JF - Spinal Cord Y1 - 2012/05// VL - 50 IS - 5 M3 - Article SP - 390 EP - 397 PB - Nature Publishing Group SN - 13624393 AB - Study design:This manuscript summarizes recommendations from the State of the Science Conference in Spinal Cord Injury Rehabilitation 2011.Objectives:To develop an agenda for spinal cord injury (SCI) rehabilitation research in the next decade.Setting:Participants scheduled planning meetings and then gathered at the 2011 joint meeting of the American Spinal Injury Association and International Spinal Cord Society in Washington DC.Methods:Recommendations were made by an international, multidisciplinary team that met in large plenary sessions and breakout groups during the meeting.Results:Recommendations are organized by conference track, including neurological and functional recovery; technology issues; aging with spinal cord injury; and employment, psychosocial and quality of life issues.Conclusion:A number of themes emerged across the conference tracks, including the need for improved measures of process and outcome constructs, application of qualitative and quantitative research designs, and use of contemporary statistical analytic approaches. Participants emphasized the value of collaborative research that uses the latest methods, techniques and information. [ABSTRACT FROM AUTHOR] AB - Copyright of Spinal Cord is the property of Nature Publishing Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - AGING KW - CENTRAL nervous system KW - CONFERENCES & conventions KW - CONVALESCENCE KW - EMPLOYMENT (Economic theory) KW - ENDOWMENT of research KW - HEALTH care teams KW - LIFE skills KW - PRIORITY (Philosophy) KW - QUALITY of life KW - RESEARCH -- Evaluation KW - SPINAL cord -- Wounds & injuries KW - TECHNOLOGY KW - FUNCTIONAL assessment KW - WASHINGTON (D.C.) N1 - Accession Number: 74750527; Heinemann, A W 1 Steeves, J D 2 Boninger, M 3 Groah, S 4 Sherwood, A M 5; Affiliation: 1: Center for Rehabilitation Outcomes Research, Rehabilitation Institute of Chicago and Department of Physical Medicine and Rehabilitation, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA 2: ICORD at UBC and Vancouver Coastal Health, Blusson Spinal Cord Centre, Vancouver, British Columbia, Canada 3: 1] Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA [2] Human Engineering Research Laboratories, VA Pittsburgh Healthcare System, Pittsburgh, PA, USA 4: Associate Professor of Rehabilitation Medicine, Georgetown University and Director of SCI Research, National Rehabilitation Hospital, Washington, DC, USA 5: Science and Technology Advisor, National Institute on Disability and Rehabilitation Research, US Department of Education, Washington, DC, USA; Source Info: May2012, Vol. 50 Issue 5, p390; Subject Term: AGING; Subject Term: CENTRAL nervous system; Subject Term: CONFERENCES & conventions; Subject Term: CONVALESCENCE; Subject Term: EMPLOYMENT (Economic theory); Subject Term: ENDOWMENT of research; Subject Term: HEALTH care teams; Subject Term: LIFE skills; Subject Term: PRIORITY (Philosophy); Subject Term: QUALITY of life; Subject Term: RESEARCH -- Evaluation; Subject Term: SPINAL cord -- Wounds & injuries; Subject Term: TECHNOLOGY; Subject Term: FUNCTIONAL assessment; Subject Term: WASHINGTON (D.C.); NAICS/Industry Codes: 561920 Convention and Trade Show Organizers; NAICS/Industry Codes: 813219 Other Grantmaking and Giving Services; Number of Pages: 8p; Document Type: Article L3 - 10.1038/sc.2012.12 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=74750527&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 104561115 T1 - Technology for mobility in SCI 10 years from now. AU - Boninger, M AU - French, J AU - Abbas, J AU - Nagy, L AU - Ferguson-Pell, M AU - Taylor, S J AU - Rodgers, M AU - Saunders, N AU - Peckham, H AU - Marshall, R AU - Sherwood, A Y1 - 2012/05// N1 - Accession Number: 104561115. Language: English. Entry Date: 20120606. Revision Date: 20150711. Publication Type: Journal Article; tables/charts. Journal Subset: Allied Health; Biomedical; Europe; Expert Peer Reviewed; Peer Reviewed; UK & Ireland. Special Interest: Physical Therapy. NLM UID: 9609749. KW - Spinal Cord Injuries -- Rehabilitation KW - Technology -- Trends KW - Technology -- Economics KW - Power Sources KW - Industry KW - Ambulation Aids KW - Computers and Computerization KW - Robotics KW - Software KW - Assistive Technology KW - Wheelchairs KW - Electrodes, Implanted KW - Prostheses and Implants KW - Neuronal Plasticity KW - Neurotransmitters KW - Virtual Reality KW - International Classification of Functioning, Disability, and Health SP - 358 EP - 363 JO - Spinal Cord JF - Spinal Cord JA - SPINAL CORD VL - 50 IS - 5 CY - London, PB - Nature Publishing Group AB - Objectives:To identify technological advances and that are likely to have a great impact on the quality of life and participation in individuals with spinal cord injury (SCI).Methods:In this paper we use the International Classification of Function to frame a discussion on how technology is likely to impact SCI in 10 years. In addition, we discuss the implication of technological advances on future research.Results/Conclusion:Although technology advances are exciting, a large challenge for the research community will be how to effectively apply and deploy this technology. Advances occurring in the next 10 years that reduce cost of technology may be more important to the population with SCI than brand new technologies. Social context is everything. As a research community we must advocate for better systems of care. Advocating now for better care will lead to a world in 2020 that is ready to adopt new technologies that are truly transformative. SN - 1362-4393 AD - 1] Department of Physical Medicine and Rehabilitation, Pittsburgh, PA, USA [2] UPMC Rehabilitation Institute, Pittsburgh, PA, USA [3] Human Engineering Research Laboratories, VA Pittsburgh Healthcare System, Pittsburgh, PA, USA AD - Neurotech Network, Tampa, FL, USA AD - Center for Adaptive Neural Systems, School of Biological and Health Systems Engineering, Arizona State University, Tempe, AZ, USA AD - Community Advisory Board, MetroHealth Rehabilitation Institute of Ohio, Cleveland, OH, USA AD - Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada AD - Rehabilitation Institute of Chicago, Chicago, IL, USA AD - 1] Department of Physical Therapy and Rehabilitation Science, University of Maryland School of Medicine, Baltimore, MD, USA [2] National Institute for Biomedical Imaging and Bioengineering, National Institutes of Health, Bethesda, MD, USA AD - Department of Pharmacology, University of Melbourne, Parkville, Victoria; Australia AD - 1] Department of Biomedical Engineering, School of Medicine, Case Western Reserve University, Cleveland, OH, USA [2] Louis Stokes Cleveland VA Medical Center, Cleveland, OH, USA AD - School of Medicine, Faculty of Health Sciences, University of Adelaide, Adelaide, South Australia, Australia AD - National Institute on Disability and Rehabilitation Research, US Department of Education, Washington, DC, USA U2 - PMID: 22249329. DO - 10.1038/sc.2011.165 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104561115&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 104561112 T1 - State of the science in spinal cord injury rehabilitation 2011: informing a new research agenda. AU - Heinemann, A W AU - Steeves, J D AU - Boninger, M AU - Groah, S AU - Sherwood, A M Y1 - 2012/05// N1 - Accession Number: 104561112. Language: English. Entry Date: 20120606. Revision Date: 20150711. Publication Type: Journal Article; tables/charts. Journal Subset: Allied Health; Biomedical; Europe; Expert Peer Reviewed; Peer Reviewed; UK & Ireland. Special Interest: Physical Therapy. NLM UID: 9609749. KW - Spinal Cord Injuries -- Rehabilitation KW - Congresses and Conferences -- District of Columbia KW - Research Priorities KW - District of Columbia KW - Recovery KW - Multidisciplinary Care Team KW - Functional Status KW - Functional Assessment KW - Technology KW - Aging KW - Employment KW - Quality of Life KW - Research Support KW - Central Nervous System SP - 390 EP - 397 JO - Spinal Cord JF - Spinal Cord JA - SPINAL CORD VL - 50 IS - 5 CY - London, PB - Nature Publishing Group AB - Study design:This manuscript summarizes recommendations from the State of the Science Conference in Spinal Cord Injury Rehabilitation 2011.Objectives:To develop an agenda for spinal cord injury (SCI) rehabilitation research in the next decade.Setting:Participants scheduled planning meetings and then gathered at the 2011 joint meeting of the American Spinal Injury Association and International Spinal Cord Society in Washington DC.Methods:Recommendations were made by an international, multidisciplinary team that met in large plenary sessions and breakout groups during the meeting.Results:Recommendations are organized by conference track, including neurological and functional recovery; technology issues; aging with spinal cord injury; and employment, psychosocial and quality of life issues.Conclusion:A number of themes emerged across the conference tracks, including the need for improved measures of process and outcome constructs, application of qualitative and quantitative research designs, and use of contemporary statistical analytic approaches. Participants emphasized the value of collaborative research that uses the latest methods, techniques and information. SN - 1362-4393 AD - Center for Rehabilitation Outcomes Research, Rehabilitation Institute of Chicago and Department of Physical Medicine and Rehabilitation, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA AD - ICORD at UBC and Vancouver Coastal Health, Blusson Spinal Cord Centre, Vancouver, British Columbia, Canada AD - 1] Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA [2] Human Engineering Research Laboratories, VA Pittsburgh Healthcare System, Pittsburgh, PA, USA AD - Associate Professor of Rehabilitation Medicine, Georgetown University and Director of SCI Research, National Rehabilitation Hospital, Washington, DC, USA AD - Science and Technology Advisor, National Institute on Disability and Rehabilitation Research, US Department of Education, Washington, DC, USA U2 - PMID: 22430512. DO - 10.1038/sc.2012.12 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104561112&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR AU - Easton, John Q. T1 - Applications for New Awards; Education Research and Special Education Research Grant Programs; Correction. JO - Federal Register (National Archives & Records Service, Office of the Federal Register) JF - Federal Register (National Archives & Records Service, Office of the Federal Register) Y1 - 2012/04/06/ VL - 77 IS - 67 M3 - Correction notice SP - 20802 EP - 20805 SN - 00976326 AB - A correction to the article "Applications for New Awards; Education Research and Special Education Research Grant Programs" published in the March 6, 2012 issue of the journal is presented. KW - AWARDS -- United States N1 - Accession Number: 74236515; Easton, John Q. 1; Affiliations: 1: Director, Institute of Education Sciences.; Issue Info: 4/6/2012, Vol. 77 Issue 67, p20802; Subject Term: AWARDS -- United States; Number of Pages: 4p; Document Type: Correction notice UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=74236515&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR ID - 2012-04264-004 AN - 2012-04264-004 AU - White, Sheida T1 - Mining the text: 34 text features that can ease or obstruct text comprehension and use. JF - Literacy Research and Instruction JO - Literacy Research and Instruction Y1 - 2012/04// VL - 51 IS - 2 SP - 143 EP - 164 CY - United Kingdom PB - Taylor & Francis SN - 1938-8071 SN - 1938-8063 AD - White, Sheida, National Center for Education Statistics, 1990 K Street, Room 8008, Washington, DC, US, 20006 N1 - Accession Number: 2012-04264-004. Other Journal Title: Journal of the Reading Specialist; Reading Research and Instruction; Reading World. Partial author list: First Author & Affiliation: White, Sheida; National Center for Education Statistics, Washington, DC, US. Other Publishers: College Reading Assn. Release Date: 20120312. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Comprehension; Education; Literacy; Reading; Text Structure. Classification: Educational Psychology (3500). Population: Human (10). Location: US. Tests & Measures: National Adult Literacy Assessment. Supplemental Data: Tables and Figures Internet. References Available: Y. Page Count: 22. Issue Publication Date: Apr, 2012. AB - This article presents 34 characteristics of texts and tasks (text features) that can make continuous (prose), noncontinuous (document), and quantitative texts easier or more difficult for adolescents and adults to comprehend and use. The text features were identified by examining the assessment tasks and associated texts in the national assessments of adult literacy administered by the U.S. Department of Education, as well as existing research in literacy, linguistics, reading, and mathematics. The contribution of the proposed text features to the overall ease or difficulty of literacy tasks has been largely validated through psychometric analyses. The article explains how knowledge of text features might enhance teacher preparation, professional development, and text selection or creation. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - text comprehension KW - literacy KW - reading KW - education KW - 2012 KW - Comprehension KW - Education KW - Literacy KW - Reading KW - Text Structure KW - 2012 DO - 10.1080/19388071.2011.553023 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-04264-004&site=ehost-live&scope=site UR - Sheida.White@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Albanski, Lukasz AU - Lehr, John C. T1 - IDENTITY INTEGRATION, AND ASSIMILATION RECORDED IN MANITOBA'S POLISH AND UKRAINIAN CEMETERIES. JO - Great Plains Research JF - Great Plains Research Y1 - 2012///Spring2012 VL - 22 IS - 1 M3 - Article SP - 3 EP - 14 SN - 10525165 AB - Polish and Ukrainian rural cemeteries in southeastern Manitoba reflect the process of negotiating complex religious, geographic, and ethnic identities within Canadian society. Before 1914 the identities of Slavic immigrants from eastern Europe to western Canada were influenced more by religious affiliation than by geographic origins. This Slavic population, now assimilated into mainstream Anglophone society, retains elements of Polish and Ukrainian on grave markers as expressions of difference and acts of resistance against total homogeneity. In rural Manitoba grave markers record the process of exogamy and cultural blending, while cemetery landscapes replicate the social relationship between cultural groups from the same region in Europe. Headstone designs reflect economic progress, while language use reveals how ethnic identities were, and are, imagined and expressed. [ABSTRACT FROM AUTHOR] AB - Copyright of Great Plains Research is the property of Center for Great Plains Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - ETHNOLOGY -- Canada KW - UKRAINIAN Canadians -- History KW - POLISH people -- Social conditions KW - CEMETERIES -- Canada KW - CIVILIZATION, Slavic KW - IMMIGRANTS -- Canada -- Social conditions KW - CEMETERIES -- Social aspects KW - FUNERALS KW - ASSIMILATION of immigrants KW - SOCIAL integration KW - cemeteries KW - ethnicity KW - likraiiuans KW - Manitoba KW - Poles N1 - Accession Number: 74584077; Albanski, Lukasz 1; Email Address: lukash.albanski@gmail.com; Lehr, John C. 2; Email Address: j.lehr@uwinnipeg.ca; Affiliations: 1 : Institute of Education Sciences PellagnicaI Univerersin of Cracou Ingardena 4 30-060 Cracow. Poland; 2 : Deptirtmenl of Geography University of Winnipeg 515 Porta2e Avenue Winnipeg, MB Canada R3B 2E9; Source Info: Spring2012, Vol. 22 Issue 1, p3; Historical Period: ca 1914 to 2012; Subject Term: ETHNOLOGY -- Canada; Subject Term: UKRAINIAN Canadians -- History; Subject Term: POLISH people -- Social conditions; Subject Term: CEMETERIES -- Canada; Subject Term: CIVILIZATION, Slavic; Subject Term: IMMIGRANTS -- Canada -- Social conditions; Subject Term: CEMETERIES -- Social aspects; Subject Term: FUNERALS; Subject Term: ASSIMILATION of immigrants; Subject Term: SOCIAL integration; Author-Supplied Keyword: cemeteries; Author-Supplied Keyword: ethnicity; Author-Supplied Keyword: likraiiuans; Author-Supplied Keyword: Manitoba; Author-Supplied Keyword: Poles; Number of Pages: 12p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ahl&AN=74584077&site=ehost-live&scope=site DP - EBSCOhost DB - ahl ER - TY - JOUR ID - 104525302 T1 - Aligning and Inventing Practices to Achieve Inclusive Assessment Policies: A decade of work toward optimal access for US students with disabilities 2001–2011. AU - Weigert, Susan C. Y1 - 2012/03// N1 - Accession Number: 104525302. Language: English. Entry Date: 20120329. Revision Date: 20150711. Publication Type: Journal Article. Journal Subset: Allied Health; Biomedical; Europe; Peer Reviewed; UK & Ireland. Special Interest: Pediatric Care; Psychiatry/Psychology. KW - School Policies -- Legislation and Jurisprudence -- United States KW - School Accommodation KW - Students, Disabled KW - Policy Making KW - Test Taking KW - United States KW - Mainstreaming (Education) KW - Accountability KW - Learning Disorders KW - Education, Special KW - Academic Performance SP - 21 EP - 36 JO - International Journal of Disability, Development & Education JF - International Journal of Disability, Development & Education JA - INT J DISABIL DEV EDUC VL - 59 IS - 1 CY - Oxfordshire, PB - Routledge SN - 1034-912X AD - US Department of Education, Office of Special Education Programs, USA DO - 10.1080/1034912X.2012.654935 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104525302&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR AU - Mateo, Joan1, jmateo@ub.edu AU - Escofet, Anna1, annaescofet@ub.edu AU - Martínez, Francesc2, fmartinezo@ub.edu AU - Ventura, Javier1, jventura@ub.edu AU - Vlachopoulos, Dimitrios3, dimitrios.vlachopoulos@uab.cat T1 - The Final Year Project (FYP) in social sciences: Establishment of its associated competences and evaluation standards. JO - Studies in Educational Evaluation JF - Studies in Educational Evaluation J1 - Studies in Educational Evaluation PY - 2012/03// Y1 - 2012/03// VL - 38 IS - 1 CP - 1 M3 - Article SP - 28 EP - 34 SN - 0191491X AB - Abstract: This paper presents the fundamental characteristics of the Final Year Project (FYP), its associated competences and some evaluation standards that derived from a research conducted by the regional government of Catalonia (Spain) and the Catalan University Quality Assurance Agency. More analytically, the paper begins with the definition of the Final Year Project in social sciences, continues with the identification and analysis of its associated competences and the basic phases for its realization and finishes with the presentation of some fundamental evaluation standards. Our final proposal is considered as objective and effective not only for the realization of the FYP by the students, but also for its evaluation by the instructors, since it can easily be customized for different social sciences curricula. [Copyright &y& Elsevier] KW - Student projects KW - College teachers KW - Course organization (Education) KW - Education -- Research KW - Curricula (Courses of study) KW - Social sciences -- Study & teaching KW - Standards N1 - Accession Number: 75353280; Authors:Mateo, Joan 1 Email Address: jmateo@ub.edu; Escofet, Anna 1 Email Address: annaescofet@ub.edu; Martínez, Francesc 2 Email Address: fmartinezo@ub.edu; Ventura, Javier 1 Email Address: jventura@ub.edu; Vlachopoulos, Dimitrios 3 Email Address: dimitrios.vlachopoulos@uab.cat; Affiliations: 1: Faculty of Pedagogy, University of Barcelona, 171 Vall d’Hebron Ps., Migdia Building, 08035 Barcelona, Spain; 2: Institute of Education Sciences, University of Barcelona, 171 Vall d’Hebron Ps., Migdia Building, 08035 Barcelona, Spain; 3: Faculty of Education, Autonomous University of Barcelona, G Building, Office 256, UAB Campus, 08193 Bellaterra, Spain; Subject: Student projects; Subject: Standards; Subject: College teachers; Subject: Course organization (Education); Subject: Education -- Research; Subject: Curricula (Courses of study); Subject: Social sciences -- Study & teaching; Subject: Spain; Author-Supplied Keyword: Assessment; Author-Supplied Keyword: Competences; Author-Supplied Keyword: European Higher Education Area; Author-Supplied Keyword: Evaluation; Author-Supplied Keyword: Final Year Project; Author-Supplied Keyword: Higher education; Number of Pages: 7p; Record Type: Article L3 - 10.1016/j.stueduc.2011.12.002 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=75353280&site=ehost-live&scope=site DP - EBSCOhost DB - eft ER - TY - JOUR ID - 2012-05712-003 AN - 2012-05712-003 AU - Weigert, Susan C. T1 - Aligning and inventing practices to achieve inclusive assessment policies: A decade of work toward optimal access for US students with disabilities 2001–2011. JF - International Journal of Disability, Development and Education JO - International Journal of Disability, Development and Education JA - Intl J Disabil Dev Educ Y1 - 2012/03// VL - 59 IS - 1 SP - 21 EP - 36 CY - United Kingdom PB - Taylor & Francis SN - 1034-912X SN - 1465-346X AD - Weigert, Susan C. N1 - Accession Number: 2012-05712-003. Other Journal Title: Exceptional Child. Partial author list: First Author & Affiliation: Weigert, Susan C.; US Department of Education, Office of Special Education Programs, Washington, DC, US. Release Date: 20120409. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Disabilities; Educational Measurement; Policy Making; Special Education Students. Minor Descriptor: Accountability; Mainstreaming (Educational); Test Items; Testing. Classification: Educational Measurement (2227); Special & Remedial Education (3570). Population: Human (10). Location: US. References Available: Y. Page Count: 16. Issue Publication Date: Mar, 2012. Copyright Statement: Taylor & Francis. 2012. AB - The decade following the publication of the No Child Left Behind Act 2001 was an innovative period with respect to inclusive assessment practices for students with disabilities (SWDs). As the United States educational policies under the Obama Administration's Race to the Top initiative re-conceive the inclusion of SWDs in state assessment-based accountability systems, there is hope that the next generation of general assessments will better serve the principle of promoting access to the general education curriculum for SWDs, and will move beyond access to foster their inclusion in post-school college and career options to the maximum extent possible. The present paper traces some important lessons learned in the development of inclusive assessments over the past decade for students with disabilities, and makes recommendations for the direction of future assessment research for the incorporation and extension of these innovations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - alternate assessment KW - assessment KW - educational accountability KW - inclusive educational practices KW - students with disabilities KW - test accessibility KW - test accommodations KW - United States educational policy KW - 2012 KW - Disabilities KW - Educational Measurement KW - Policy Making KW - Special Education Students KW - Accountability KW - Mainstreaming (Educational) KW - Test Items KW - Testing KW - 2012 DO - 10.1080/1034912X.2012.654935 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-05712-003&site=ehost-live&scope=site UR - sweigert2@verizon.net DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2012-05985-003 AN - 2012-05985-003 AU - Miller, A. Cate AU - Odenkirchen, Joanne AU - Duhaime, Ann-Christine AU - Hicks, Ramona T1 - Common data elements for research on traumatic brain injury: Pediatric considerations. JF - Journal of Neurotrauma JO - Journal of Neurotrauma JA - J Neurotrauma Y1 - 2012/03// VL - 29 IS - 4 SP - 634 EP - 638 CY - US PB - Mary Ann Liebert, Inc. SN - 0897-7151 SN - 1557-9042 AD - Miller, A. Cate, National Institute on Disability and Rehabilitation Research, U.S. Department of Education, 400 Maryland Avenue SW, Washington, DC, US, 20202 N1 - Accession Number: 2012-05985-003. PMID: 22091862 Partial author list: First Author & Affiliation: Miller, A. Cate; National Institute on Disability and Rehabilitation Research, United States Department of Education, Washington, DC, US. Release Date: 20120416. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Bioinformatics; Pediatrics; Professional Standards; Scientific Communication; Traumatic Brain Injury. Minor Descriptor: Neuroimaging; Global Health. Classification: Neurological Disorders & Brain Damage (3297); Professional Ethics & Standards & Liability (3450). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300). Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 5. Issue Publication Date: Mar, 2012. Copyright Statement: Mary Ann Liebert, Inc. AB - Traumatic brain injury (TBI) is a significant global health problem, with a notably high incidence in children and adolescents. Despite the prevalence of TBI and the disabilities that often follow, research on which to base effective treatment is limited by several challenges, including but not limited to the complexity and heterogeneity of TBI. Even when rigorous methods are employed, the utility of the research may be limited by difficulties in comparing findings across studies resulting from the use of different measures to assess similar TBI study variables. Standardization of definitions and data elements is an important step toward accelerating the process of data sharing that will ultimately lead to a stronger evidence base for treatment advances. To address this need, recommendations for common data elements (CDEs) for research on TBI were developed through a 2009 national initiative. To ensure that the TBI CDE recommendations are relevant to pediatric populations, the National Institute on Disability and Rehabilitation Research (NIDRR) and the National Institute of Neurological Disorders and Stroke (NINDS) called for a review of the original recommendations. Following the process used for the original initiative, multidisciplinary work groups composed of pediatric TBI experts were formed (Demographics and Clinical Assessment; Biomarkers; Neuroimaging; and Outcomes Assessment). Recommendations for modifications and additions to the original CDEs were developed by the work groups, vetted at a 2010 workshop and further refined in preparation for publication. The pediatric considerations for TBI CDEs are described in a series of articles in this journal. This article describes the efforts leading to this pediatric CDE initiative and the CDE review and development process. It concludes with general recommendations for future iterations of the CDE initiative. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - pediatric CDE initiative KW - traumatic brain injury KW - global health KW - common data elements KW - TBI research KW - CDE recommendations KW - bioinformatics KW - 2012 KW - Bioinformatics KW - Pediatrics KW - Professional Standards KW - Scientific Communication KW - Traumatic Brain Injury KW - Neuroimaging KW - Global Health KW - 2012 U1 - Sponsor: US Department of Education, National Institute for Disability and Rehabilitation Research, US. Recipients: No recipient indicated U1 - Sponsor: National Institutes of Health, National Institute of Neurological Disorders and Stroke, US. Recipients: No recipient indicated DO - 10.1089/neu.2011.1932 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-05985-003&site=ehost-live&scope=site UR - cate.miller@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Easton, John Q. T1 - Submission of Data by State Educational Agencies; Submission Dates for State Revenue and Expenditure Reports for Fiscal Year (FY) 2011, Revisions to Those Reports, and Revisions to Prior Fiscal Year Reports. JO - Federal Register (National Archives & Records Service, Office of the Federal Register) JF - Federal Register (National Archives & Records Service, Office of the Federal Register) Y1 - 2012/01/10/ VL - 77 IS - 6 M3 - Article SP - 1472 EP - 1473 SN - 00976326 AB - The article offers information on a notice issued by the U.S. National Center for Education Statistics (NCES) of the U.S. Department of Education regarding the submission of data by State educational agencies (SEAs). It informs that August 15, 2012 is the deadline for submitting State Revenue, Expenditure Reports and average daily attendance statistics on ED Form 2447 for Fiscal Year (FY) 2011. It also mentions that data are collected by U.S. Census Bureau. KW - GOVERNMENT agencies KW - PUBLIC spending KW - STATISTICS KW - SCHOOL attendance -- United States KW - ACQUISITION of data KW - UNITED States KW - NATIONAL Center for Education Statistics KW - UNITED States. Bureau of the Census N1 - Accession Number: 73068435; Easton, John Q. 1; Affiliations: 1: Director, Institute of Education Sciences.; Issue Info: 1/10/2012, Vol. 77 Issue 6, p1472; Thesaurus Term: GOVERNMENT agencies; Thesaurus Term: PUBLIC spending; Thesaurus Term: STATISTICS; Subject Term: SCHOOL attendance -- United States; Subject Term: ACQUISITION of data; Subject: UNITED States ; Company/Entity: NATIONAL Center for Education Statistics ; Company/Entity: UNITED States. Bureau of the Census; NAICS/Industry Codes: 921130 Public Finance Activities; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=73068435&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - CHAP ID - 2012-16551-006 AN - 2012-16551-006 AU - Bandalos, Deborah L. AU - Gagné, Phillip ED - Hoyle, Rick H. ED - Hoyle, Rick H., (Ed) T1 - Simulation methods in structural equation modeling. T2 - Handbook of structural equation modeling. Y1 - 2012/// SP - 92 EP - 108 CY - New York, NY, US PB - Guilford Press SN - 978-1-60623-077-0 SN - 978-1-4625-0447-3 N1 - Accession Number: 2012-16551-006. Partial author list: First Author & Affiliation: Bandalos, Deborah L.; Department of Graduate Psychology, James Madison University, Harrisonburg, VA, US. Release Date: 20131007. Correction Date: 20160616. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. Book Type: Handbook/Manual. ISBN: 978-1-60623-077-0, Hardcover; 978-1-4625-0447-3, PDF. Language: English. Major Descriptor: Data Collection; Simulation; Statistical Analysis; Statistical Variables; Structural Equation Modeling. Classification: Statistics & Mathematics (2240). Population: Human (10). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 17. AB - In this chapter, the authors focus on the purposes of simulation studies, with an emphasis on how these studies can inform the work of applied researchers. They also point out the advantages and disadvantages of simulation studies. A brief overview of the design of simulation studies, including the choice of independent and dependent variables, data generation, and data analysis, is then presented, focusing on how researchers can evaluate the utility of such studies for their own research. Following this, the authors present two examples of simulation studies taken from the literature, with an eye to how these could be used by applied researchers. Finally, they walk the reader through an example simulation study that they have created for the purposes of illustration. This chapter is not intended as a guide for conducting simulation studies. Such resources are already available and interested readers are encouraged to consult these references. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - simulation methods KW - structural equation modeling KW - data analysis KW - statistical analysis KW - dependent variables KW - 2012 KW - Data Collection KW - Simulation KW - Statistical Analysis KW - Statistical Variables KW - Structural Equation Modeling KW - 2012 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-16551-006&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Harvey, James T1 - NAEP's Odd Definition of Proficiency. JO - Education Week JF - Education Week Y1 - 2011/10/26/ VL - 31 IS - 9 M3 - Opinion SP - 22 EP - 25 PB - Editorial Projects in Education Inc. SN - 02774232 AB - The author discusses the concept of proficiency used by the U.S. National Assessment of Educational Progress (NAEP). He is critical of the National Assessment Governing Board's (NAGP) use of proficiency standards above grade level achievement and its dismissal of criticism from education researchers. It is suggested that only students in wealthy jurisdictions or in educationally-focused Asian communities have achieved NAEP's proficiency standards. KW - EDUCATIONAL standards KW - EDUCATION -- United States KW - STANDARDIZED tests KW - UNITED States KW - NATIONAL Assessment of Educational Progress (Project) N1 - Accession Number: 67231172; Harvey, James 1,2; Affiliation: 1: Executive director of the National Superintendents Roundtable, in Seattle 2: National Assessment of Educational Progress for his dissertation work at Seattle University; Source Info: 10/26/2011, Vol. 31 Issue 9, p22; Subject Term: EDUCATIONAL standards; Subject Term: EDUCATION -- United States; Subject Term: STANDARDIZED tests; Subject Term: UNITED States; Company/Entity: NATIONAL Assessment of Educational Progress (Project); NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 3p; Document Type: Opinion; Full Text Word Count: 1297 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=67231172&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Easton,, John Q. T1 - Committee on Measures of Student Success. JO - Federal Register (National Archives & Records Service, Office of the Federal Register) JF - Federal Register (National Archives & Records Service, Office of the Federal Register) Y1 - 2011/10/26/ VL - 76 IS - 207 M3 - Article SP - 66283 EP - 66283 SN - 00976326 AB - The article announces that the National Center for Education Statistics, Institute of Education Sciences, and Department of Education will conduct an open teleconference meeting to be held at the eight floor Conference Center in Washington, D.C. on November 29, 2011. KW - TELECONFERENCING KW - WASHINGTON (D.C.) KW - NATIONAL Center for Education Statistics N1 - Accession Number: 69756332; Easton,, John Q. 1; Affiliations: 1: Director, Institute of Education Sciences; Issue Info: 10/26/2011, Vol. 76 Issue 207, p66283; Thesaurus Term: TELECONFERENCING; Subject: WASHINGTON (D.C.) ; Company/Entity: NATIONAL Center for Education Statistics; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 561499 All Other Business Support Services; Number of Pages: 1/3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=69756332&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Baker, Doris Luft AU - Stoolmiller, Mike AU - Good III, Roland H. AU - Baker, Scott K. T1 - Effect of Reading Comprehension on Passage Fluency in Spanish and English for Second-Grade English Learners. JO - School Psychology Review JF - School Psychology Review Y1 - 2011/09// VL - 40 IS - 3 M3 - Article SP - 331 EP - 351 PB - National Association of School Psychologists SN - 02796015 AB - We empirically examined the effect of reading comprehension on passage fluency in English and Spanish in the context of Cummins interdependence hypothesis (1979) and Perfetti's blueprint of the General Components of Reading (1999). Participants were 96 second-grade English learners being taught to read in Spanish and English. Measures in both languages were used to assess word reading, passage fluency, and reading comprehension. Results of structural equation modeling (SEM) indicated that (a) Spanish and English passage fluency are both affected by comprehension even after taking word list fluency into account, and (b) the structure of the relation of word reading fluency and reading comprehension to passage fluency appears to be constant across languages. These findings support passage fluency as an indicator of reading proficiency in two alphabetic languages that vary in the transparency of their orthographies. Implications for school psychologists are discussed. [ABSTRACT FROM AUTHOR] AB - Copyright of School Psychology Review is the property of National Association of School Psychologists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - READING comprehension KW - FLUENCY (Language learning) KW - SECOND grade (Education) KW - ENGLISH language -- Study & teaching -- Foreign speakers KW - SPANISH-speaking students KW - EDUCATIONAL psychology KW - ORTHOGRAPHY & spelling KW - ENGLISH language -- Ability testing N1 - Accession Number: 66866413; Baker, Doris Luft 1; Email Address: dbaker@uoregon.edu Stoolmiller, Mike 1 Good III, Roland H. 2 Baker, Scott K. 3; Affiliation: 1: Research associate, Center on Teaching and Learning, University of Oregon 2: Associate professor, University of Oregon 3: Associate Director of the Center on Teaching and Learning, University of Oregon and principal investigator of several research grants funded by the Institute of Education Sciences; Source Info: 2011, Vol. 40 Issue 3, p331; Subject Term: READING comprehension; Subject Term: FLUENCY (Language learning); Subject Term: SECOND grade (Education); Subject Term: ENGLISH language -- Study & teaching -- Foreign speakers; Subject Term: SPANISH-speaking students; Subject Term: EDUCATIONAL psychology; Subject Term: ORTHOGRAPHY & spelling; Subject Term: ENGLISH language -- Ability testing; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611630 Language Schools; Number of Pages: 21p; Document Type: Article; Full Text Word Count: 11315 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=66866413&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Zoletti, Gustavo O. AU - Pereira, Eliezer M. AU - Schuenck, Ricardo P. AU - Teixeira, Lúcia M. AU - Siqueira, José F. AU - dos Santos, Kátia Regina N. T1 - Characterization of virulence factors and clonal diversity of Enterococcus faecalis isolates from treated dental root canals JO - Research in Microbiology JF - Research in Microbiology Y1 - 2011/02// VL - 162 IS - 2 M3 - Article SP - 151 EP - 158 SN - 09232508 AB - Abstract: The high prevalence of Enterococcus faecalis in root canal treated teeth with post-treatment disease, as evidenced by both molecular and traditional culturing methods, suggests that this species may be a key player in endodontic treatment failure. This study aimed to detect virulence factors by phenotypic and western blotting tests, and virulence genes by PCR from 20 clinical strains of E. faecalis isolated from treated root canals of teeth with (10) or without (10) apical periodontitis. Moreover, genomic diversity of these strains was assessed by pulsed-field gel electrophoresis (PFGE) and rep-PCR. All 20 strains presented the gelE gene (gelatinase), but 10 of them did not hydrolyze gelatin. Seven of the 10 gelatinase-producing isolates were recovered from root canals with lesions, which suggests a role for this virulence factor in the pathogenesis of post-treatment disease. The esp gene was expressed only in cases where gelatinase production was negative. The other virulence genes were found in 90% (efaA and ace genes), 45% (agg gene) and 95% (cpd gene) of the E. faecalis isolates. As for PFGE and rep-PCR, no specific clonal type of E. faecalis was found in association with teeth with or without disease, revealing the interindividual clonal diversity of endodontic infections. [Copyright &y& Elsevier] AB - Copyright of Research in Microbiology is the property of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - Virulence (Microbiology) KW - Microbial diversity KW - Enterococcus faecalis KW - Dental pulp cavity KW - Endodontics KW - Polymerase chain reaction KW - Pulsed-field gel electrophoresis KW - Genomics KW - Western immunoblotting KW - Periodontitis KW - Endodontic infection KW - Genotype patterns KW - Virulence factors N1 - Accession Number: 59172213; Zoletti, Gustavo O. 1; Pereira, Eliezer M. 1,2; Schuenck, Ricardo P. 1; Teixeira, Lúcia M. 1; Siqueira, José F. 3; dos Santos, Kátia Regina N. 1; Email Address: santoskrn@micro.ufrj.br; Affiliations: 1: Institute of Microbiology Prof Paulo de Góes, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil; 2: Federal Institute of Education, Sciences and Technology of Rio de Janeiro, Rio de Janeiro, Brazil; 3: Department of Endodontics, Estácio de Sá University, Rio de Janeiro, Brazil; Issue Info: Feb2011, Vol. 162 Issue 2, p151; Thesaurus Term: Virulence (Microbiology); Thesaurus Term: Microbial diversity; Subject Term: Enterococcus faecalis; Subject Term: Dental pulp cavity; Subject Term: Endodontics; Subject Term: Polymerase chain reaction; Subject Term: Pulsed-field gel electrophoresis; Subject Term: Genomics; Subject Term: Western immunoblotting; Subject Term: Periodontitis; Author-Supplied Keyword: Endodontic infection; Author-Supplied Keyword: Genotype patterns; Author-Supplied Keyword: Virulence factors; Number of Pages: 8p; Document Type: Article L3 - 10.1016/j.resmic.2010.09.018 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eih&AN=59172213&site=ehost-live&scope=site DP - EBSCOhost DB - eih ER - TY - CHAP AU - Heller, Sara B. AU - Jacob, Brian A. AU - Ludwig, Jens AD - U Chicago and Institute for Education Sciences, US Department of Education AD - U MI AD - U Chicago A2 - Cook, Philip J. A2 - Ludwig, Jens A2 - McCrary, Justin T1 - Family Income, Neighborhood Poverty, and Crime T2 - Controlling Crime: Strategies and Tradeoffs PB - A National Bureau of Economic Research Conference Report. Chicago and London: University of Chicago Press Y1 - 2011/// SP - 419 EP - 459 N1 - Accession Number: 1320065; Reviewed Book ISBN: 978-0-226-11512-2; Keywords: Crime; Income; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 201209 KW - Personal Income, Wealth, and Their Distributions D31 KW - Measurement and Analysis of Poverty I32 KW - Welfare, Well-Being, and Poverty: Government Programs; Provision and Effects of Welfare Programs I38 KW - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination J15 KW - Illegal Behavior and the Enforcement of Law K42 KW - Economic History: Government, War, Law, International Relations, and Regulation: U.S.; Canada: 1913- N42 KW - Regional and Urban History: General N90 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=1320065&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP ID - 2011-10524-002 AN - 2011-10524-002 AU - Weigert, Susan C. ED - Elliott, Stephen N. ED - Kettler, Ryan J. ED - Beddow, Peter A. ED - Kurz, Alexander ED - Elliott, Stephen N., (Ed) ED - Kettler, Ryan J., (Ed) ED - Beddow, Peter A., (Ed) ED - Kurz, Alexander, (Ed) T1 - U.S. policies supporting inclusive assessments for students with disabilities. T2 - Handbook of accessible achievement tests for all students: Bridging the gaps between research, practice, and policy. Y1 - 2011/// SP - 19 EP - 32 CY - New York, NY, US PB - Springer Science + Business Media SN - 978-1-4419-9355-7 SN - 978-1-4419-9356-4 AD - Weigert, Susan C. N1 - Accession Number: 2011-10524-002. Partial author list: First Author & Affiliation: Weigert, Susan C.; U.S. Department of Education, Office of Special Education Programs, Alexandria, VA, US. Release Date: 20110620. Correction Date: 20151207. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. Book Type: Handbook/Manual. ISBN: 978-1-4419-9355-7, Hardcover; 978-1-4419-9356-4, PDF. Language: English. Major Descriptor: Disabilities; Educational Measurement; Mainstreaming (Educational); Special Education; Disability Laws. Minor Descriptor: Accommodation (Disabilities); Special Education Students. Classification: Psychometrics & Statistics & Methodology (2200); Special & Remedial Education (3570). Population: Human (10). Location: US. Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 14. AB - This overview of U.S. policies supporting inclusive assessment practices traces the policies and supporting educational contexts within the historical framework of key legislation and regulations over the past 50 years. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - U.S. policies KW - inclusion KW - students with disabilities KW - assessment KW - history KW - 2011 KW - Disabilities KW - Educational Measurement KW - Mainstreaming (Educational) KW - Special Education KW - Disability Laws KW - Accommodation (Disabilities) KW - Special Education Students KW - 2011 DO - 10.1007/978-1-4419-9356-4_2 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-10524-002&site=ehost-live&scope=site UR - susan.weigert@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR T1 - The effects of a high dosage of creatine and caffeine supplementation on the lean body mass composition of rats submitted to vertical jumping training. AU - Franco, Frederico S. C. AU - Costa, Neuza M. B. AU - Ferreira, Susana A. AU - Carneiro-Junior, Miguel A. AU - Natali, Antônio J. JO - Journal of the International Society of Sports Nutrition JF - Journal of the International Society of Sports Nutrition Y1 - 2011/01// VL - 8 IS - 1 SP - 3 EP - 10 SN - 15502783 N1 - Accession Number: 59763244; Author: Franco, Frederico S. C.: 1 Author: Costa, Neuza M. B.: 2 Author: Ferreira, Susana A.: 3 Author: Carneiro-Junior, Miguel A.: 3 Author: Natali, Antônio J.: 3 email: anatali@ufv.br. ; Author Affiliation: 1 Federal Institute for Education, Sciences and Technology, Rio Pomba-MG, Brazil; Av. Dr. Sebastião da Paixão s/n; Rio Pomba-MG; Postal code: 36180- 000; Brasil.: 2 Department of Nutrition and Health, Federal University of Viçosa, Av. Peter Henry Rolfs s/n; Viçosa-MG; Postal code: 36.570-000; Brazil.: 3 Department of Physical Education, Federal University of Viçosa, Av. Peter Henry Rolfs s/n; Viçosa-MG; Postal code: 36.570-000; Brazil.; No. of Pages: 8; Language: English; Publication Type: Article; Update Code: 20110314 N2 - Background: The influences of creatine and caffeine supplementation associated with power exercise on lean body mass (LBM) composition are not clear. The purpose of this research was to determine whether supplementation with high doses of creatine and caffeine, either solely or combined, affects the LBM composition of rats submitted to vertical jumping training. Methods: Male Wistar rats were randomly divided into 8 groups: Sedentary (S) or Exercised (E) [placebo (Pl), creatine (Cr), caffeine (Caf) or creatine plus caffeine (CrCaf)]. The supplemented groups received creatine [load: 0.430 g/kg of body weight (BW) for 7 days; and maintenance: 0.143 g/kg of BW for 35 days], caffeine (15 mg/kg of BW for 42 days) or creatine plus caffeine. The exercised groups underwent a vertical jump training regime (load: 20 - 50% of BW, 4 sets of 10 jumps interspersed with 1 min resting intervals), 5 days/wk, for 6 weeks. LBM composition was evaluated by portions of water, protein and fat in the rat carcass. Data were submitted to ANOVA followed by the Tukey post hoc test and Student's t test. Results: Exercised animals presented a lower carcass weight (10.9%; P = 0.01), as compared to sedentary animals. However, no effect of supplementation was observed on carcass weight (P > 0.05). There were no significant differences among the groups (P > 0.05) for percentage of water in the carcass. The percentage of fat in the group SCr was higher than in the groups SCaf and ECr (P < 0.05). A higher percentage of protein was observed in the groups EPl and ECaf when compared to the groups SPl and SCaf (P < 0.001). The percentage of fat in the carcass decreased (P < 0.001), while those of water and protein increased (P < 0.05) in exercised animals, compared to sedentary animals. Caffeine groups presented reduced percentage of fat when compared to creatine supplemented groups (P < 0.05). Conclusions: High combined doses of creatine and caffeine does not affect the LBM composition of either sedentary or exercised rats, however, caffeine supplementation alone reduces the percentage of fat. Vertical jumping training increases the percentages of water and protein and reduces the fat percentage in rats. ABSTRACT FROM AUTHOR KW - *DOSAGE of drugs KW - *CAFFEINE KW - *CREATINE KW - *DIETARY supplements KW - *HUMAN body composition KW - *JUMPING -- Training KW - LEAN body mass KW - RATS as laboratory animals UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=59763244&site=ehost-live&scope=site DP - EBSCOhost DB - s3h ER - TY - JOUR ID - 2011-21640-003 AN - 2011-21640-003 AU - White, Sheida T1 - The cognitive and linguistic demands of everyday, functional literacy tasks: With application to an over-the-counter drug label. JF - Written Language and Literacy JO - Written Language and Literacy JA - Writ Lang Lit Y1 - 2011/// VL - 14 IS - 2 SP - 224 EP - 250 CY - Netherlands PB - John Benjamins SN - 1387-6732 SN - 1570-6001 AD - White, Sheida, U.S. Department of Education, National Center for Education Statistics, 1990 K Street, Room 8008, Washington, DC, US, 20006 N1 - Accession Number: 2011-21640-003. Partial author list: First Author & Affiliation: White, Sheida; National Center for Education Statistics, Washington, DC, US. Release Date: 20120430. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Cognitive Processes; Linguistics; Literacy; Sentence Comprehension. Minor Descriptor: Warning Labels. Classification: Linguistics & Language & Speech (2720). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300). Tests & Measures: National Assessment of Adult Literacy; National Adult Literacy Survey; NAAL Adult Literacy Supplemental Assessment. Methodology: Empirical Study; Interview; Qualitative Study; Quantitative Study. References Available: Y. Page Count: 27. Issue Publication Date: 2011. Copyright Statement: John Benjamins Publishing Company AB - After examining seminal research related to functional literacy and the national assessments of adult literacy, seven key cognitive and linguistic demands are proposed that everyday literacy tasks (e.g. reading a drug label) make: read words, comprehend sentences, search text, identify computations, perform computations, infer meaning, and apply information. The distinctiveness of the five non-quantitative task demands and their progression in difficulty were subjected to verification via independent psychometric analyses using 252 functional literacy tasks and responses of 46,000 adults aged 16 and older residing in households and prisons in the United States. The results of multidimensional item respond theory (MIRT) modeling indicate delineation among three sets of task demands. Findings are illustrated through application to a common task involving an over-the-counter drug label. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - cognitive demands KW - linguistic demands KW - functional literacy tasks KW - sentence comprehension KW - drug labels KW - 2011 KW - Cognitive Processes KW - Linguistics KW - Literacy KW - Sentence Comprehension KW - Warning Labels KW - 2011 DO - 10.1075/wll.14.2.03whi UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-21640-003&site=ehost-live&scope=site UR - Sheida.White@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 104949933 T1 - Employment and Earnings Growth Among Transition-Age Supplemental Security Income Program Participants. AU - Berry HG AU - Caplan LJ Y1 - 2010/12//12/01/2010 N1 - Accession Number: 104949933. Language: English. Entry Date: 20101208. Revision Date: 20150711. Publication Type: Journal Article; research; tables/charts. Journal Subset: Blind Peer Reviewed; Editorial Board Reviewed; Expert Peer Reviewed; Peer Reviewed; USA. NLM UID: 9102702. KW - Employment of Disabled -- Evaluation KW - Rehabilitation, Vocational KW - Economic and Social Security -- Evaluation KW - Human KW - Male KW - Female KW - Self Report KW - Adolescence KW - Adult KW - Salaries and Fringe Benefits -- Evaluation KW - Repeated Measures KW - Descriptive Statistics KW - Odds Ratio KW - P-Value KW - Logistic Regression SP - 152 EP - 159 JO - Journal of Disability Policy Studies JF - Journal of Disability Policy Studies JA - J DISABIL POLICY STUD VL - 21 IS - 3 CY - Thousand Oaks, California PB - Sage Publications Inc. SN - 1044-2073 AD - Office of Special Education and Rehabilitative Services, U.S. Department of Education, 400 Maryland Ave, SW, Washington DC 20202-2700; hugh.berry@ed.gov DO - 10.1177/1044207310379096 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104949933&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2010-24545-003 AN - 2010-24545-003 AU - Berry, Hugh G. AU - Caplan, Leslie J. T1 - Employment and earnings growth among transition-age supplemental security income program participants. JF - Journal of Disability Policy Studies JO - Journal of Disability Policy Studies JA - J Disabil Policy Stud Y1 - 2010/12// VL - 21 IS - 3 SP - 152 EP - 159 CY - US PB - Sage Publications SN - 1044-2073 SN - 1538-4802 AD - Berry, Hugh G., Office of Special Education and Rehabilitative Services, U.S. Department of Education, 400 Maryland Ave, SW, Washington, DC, US, 20202-2700 N1 - Accession Number: 2010-24545-003. Partial author list: First Author & Affiliation: Berry, Hugh G.; Office of Special Education and Rehabilitative Services, U.S. Department of Education, Washington, DC, US. Other Publishers: PRO-ED. Release Date: 20110214. Correction Date: 20111003. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Economic Security; Employment Status; Vocational Rehabilitation; Welfare Services (Government). Classification: Occupational & Vocational Rehabilitation (3384). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300). Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 8. Issue Publication Date: Dec, 2010. Copyright Statement: Hammill Institute on Disabilities. 2010. AB - This article examines factors that influence employment and earnings growth for Supplemental Security Income (SSI) beneficiaries who have participated in the Vocational Rehabilitation (VR) program. Using hierarchical linear and nonlinear modeling (HLM), the authors examined the employment status of these individuals 2 years after exiting the VR program by using state-level economic and VR agency factors, as well as such individual-level factors as demographics, disabilities, and service types. HLM also was used to examine earnings growth among SSI beneficiaries who sustained employment for 5 years after exiting VR. Findings showed that SSI participants with mental retardation exhibited the highest odds of employment among other disability groups 2 years after exiting the VR program. College or university training and job placement services decreased the odds of employment, whereas supported employment demonstrated increased odds. For SSI participants with sustained employment, African American VR consumers showed higher earnings when compared to other race groups. Among selected VR services, only college or university training was positively associated with earnings growth over time. The authors discuss these and other state-level findings in the context of prior and future research, practice, and policies. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - employment KW - earning growth KW - transition age KW - supplemental security income program KW - vocational rehabilitation KW - 2010 KW - Economic Security KW - Employment Status KW - Vocational Rehabilitation KW - Welfare Services (Government) KW - 2010 DO - 10.1177/1044207310379096 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-24545-003&site=ehost-live&scope=site UR - hugh.berry@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 105058036 T1 - Theory or theories? A commentary on 'initial steps towards a theory and praxis of person-environment interaction in disability'. AU - Brown SC Y1 - 2010/11// N1 - Accession Number: 105058036. Language: English. Entry Date: 20100827. Revision Date: 20150819. Publication Type: Journal Article; commentary; tables/charts. Original Study: Jahiel RI, Scherer MJ. Initial steps towards a theory and praxis of person-environment interaction in disability. (DISABIL REHABIL) Nov2010; 32 (17): 1467-1474. Commentary: Jahiel RI, Schearer M. Jahiel-Schearer response. (DISABIL REHABIL) Nov2010; 32 (17): 1482-1486. Journal Subset: Allied Health; Europe; Peer Reviewed; UK & Ireland. Special Interest: Occupational Therapy; Physical Therapy. NLM UID: 9207179. KW - Disabled -- Psychosocial Factors KW - Environment KW - Psychological Theory KW - Decision Making, Clinical KW - International Classification of Functioning, Disability, and Health KW - Interpersonal Relations KW - Models, Theoretical KW - Rehabilitation -- Methods KW - Self Concept SP - 1475 EP - 1479 JO - Disability & Rehabilitation JF - Disability & Rehabilitation JA - DISABIL REHABIL VL - 32 IS - 17 CY - Philadelphia, Pennsylvania PB - Taylor & Francis Ltd AB - Purpose. This article comments on the paper by Rene Jahiel and Marcia Joslyn Scherer elsewhere in this issue. Methods. This article adds theoretical constructs. Results. In commenting on their paper, this article makes four broad points. First, the sub-components identified by Drs. Jahiel and Scherer comprise critical factors of disability and the environment that must be taken into account when examining personal interactions with the environment. Second, as important as these factors are, operationalization of the model is hindered by a lack of mutual exclusivity between the sub-components both within and between the disability and environmental components. Third, power can be assessed in terms of the relative strength of individual functioning versus environmental functioning via a systematic appraisal of those elements essential to understanding the concept of accessibility. Finally, the demographic distinction between cohort and period trend analysis is an important consideration to take into account when assessing the time dimension, as the authors urge. SN - 0963-8288 AD - National Institute on Disability and Rehabilitation Research, Education, 621 Cobblestone Boulevard, Fredricksburg, VA 22401; scott.brown@ed.gov U2 - PMID: 20131950. DO - 10.3109/09638280903428328 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=105058036&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2010-23851-006 AN - 2010-23851-006 AU - Caplan, Leslie J. AU - Ivins, Brian AU - Poole, John H. AU - Vanderploeg, Rodney D. AU - Jaffee, Michael S. AU - Schwab, Karen T1 - The structure of postconcussive symptoms in 3 US military samples. T3 - Focus on Clinical Research and Practice, Part 3 JF - The Journal of Head Trauma Rehabilitation JO - The Journal of Head Trauma Rehabilitation JA - J Head Trauma Rehabil Y1 - 2010/11//Nov-Dec, 2010 VL - 25 IS - 6 SP - 447 EP - 458 CY - US PB - Lippincott Williams & Wilkins SN - 0885-9701 SN - 1550-509X AD - Caplan, Leslie J., National Institute on Disability and Rehabilitation Research, US Department of Education, 400 Maryland Ave SW, Washington, DC, US, 20202 N1 - Accession Number: 2010-23851-006. Partial author list: First Author & Affiliation: Caplan, Leslie J.; National Institute of Mental Health, National Institutes of Health, Bethesda, MD, US. Release Date: 20110328. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Brain Concussion; Factor Analysis; Head Injuries; Inventories; Military Personnel. Minor Descriptor: Symptoms. Classification: Neuropsychological Assessment (2225); Neurological Disorders & Brain Damage (3297). Population: Human (10). Location: US. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Neurobehavioral Symptom Inventory. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 12. Issue Publication Date: Nov-Dec, 2010. Copyright Statement: Wolters Kluwer Health | Lippincott Williams & Wilkins. 2010. AB - Objective: To evaluate alternative models of symptom clusters for the 22-item Neurobehavioral Symptom Inventory. Participants: Three military samples, including 2 nonclinical samples (n = 2420, n = 4244) and 1 sample of individuals with recent head injury (n = 617). Methods: In the first sample, exploratory factor analysis of Neurobehavioral Symptom Inventory responses was performed with tests of significant factors and model fit. In the other 2 samples, confirmatory factor analysis evaluated the fit of 3 models: 2- and 3-factor models based on the initial exploratory factor analysis, and a 9-factor model based on prior research. Main Outcome Measures: The exploratory factor analysis used 2 tests for the number of factors: Parallel Analysis and Minimum Average Partial test. Confirmatory factor analysis models were evaluated using 2 measures of model fit, Root Mean Square Error of Approximation and Comparative Fit Index. Results: Post concussive symptoms can be described accurately by the 9 factors. However, the model of 3 inter correlated factors, reflecting cognitive, affective, and somatic/sensory symptoms, fits the data more parsimoniously with little loss in model fit. Conclusion: Although the 9-cluster result from prior research provides a valid description of the relations among items of the inventory, a 3-factor model, consisting of somatic/sensory, affective, and cognitive factors, provides nearly as good a fit to the data, with greater parsimony. We encourage clinicians and researchers to conceptualize the Neurobehavioral Symptom Inventory in terms of 3 coherent clusters of symptoms rather than as 22 individual items. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - postconcussive symptoms KW - US military samples KW - head injury KW - Neurobehavioral Symptom Inventory KW - factor analysis KW - 2010 KW - Brain Concussion KW - Factor Analysis KW - Head Injuries KW - Inventories KW - Military Personnel KW - Symptoms KW - 2010 DO - 10.1097/HTR.0b013e3181d5bdbd UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-23851-006&site=ehost-live&scope=site UR - Leslie.Caplan@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR T1 - EXAMINATION OF ATTENTION LEVELS OF ATHLETES WHO DO TAEKWONDO, KARATE AND MUAYTHAI. AU - KUMARTASLI, Mehmet AU - BAŞTUĞ, Gülsüm JO - Ovidius University Annals, Series Physical Education & Sport/Science, Movement & Health JF - Ovidius University Annals, Series Physical Education & Sport/Science, Movement & Health Y1 - 2010/09/02/2010 Supplement VL - 10 IS - 2 SP - 521 EP - 524 SN - 2285777X N1 - Accession Number: 100916206; Author: KUMARTASLI, Mehmet: 1 Author: BAŞTUĞ, Gülsüm: 2 ; Author Affiliation: 1 Gazi University, Institute of Education Sciences, Ankara, TURKEY: 2 Selcuk University, School of Physical Education and Sport, Konya, TURKEY; No. of Pages: 4; Language: English; Publication Type: Article; Update Code: 20150212 N2 - Attention is one of the most important parts of cognitive functions in education, work and sports life as well as in many of our daily activities. Attention is one of the characteristics which is necessary in sports in order to reach to a good level. This research was done with the aim of examination of the attention levels of athletes who do Taekwondo, Karate and Muayhtai between the ages of 10 and 20. According to this aim, 61 male and 29 female athletes took part in this research. Bourdon Attention Test which was improved by Bourdon (1955) was used to determine the attention levels of the subjects from whom the exemplifications were taken. Gathered information was analyzed by using t-test in SPSS pocket program. To conclude, the attention levels of the athletes from 10-20 age group who do Taekwondo, Karate and Muaythai were examined, it has been found that there is no significant difference between the attention levels of the subjects and age, gender and sports branch they do. ABSTRACT FROM AUTHOR KW - *COGNITIVE ability KW - *ATHLETICS KW - *PHYSICAL training & conditioning KW - *PHYSICAL fitness KW - COGNITIVE development KW - Attention KW - Karate KW - Muayhtai KW - Taekwondo UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=100916206&site=ehost-live&scope=site DP - EBSCOhost DB - s3h ER - TY - JOUR ID - 2010-21770-002 AN - 2010-21770-002 AU - Douglas, Karen M. AU - Mislevy, Robert J. T1 - Estimating classification accuracy for complex decision rules based on multiple scores. JF - Journal of Educational and Behavioral Statistics JO - Journal of Educational and Behavioral Statistics JA - J Educ Behav Stat Y1 - 2010/09// VL - 35 IS - 3 SP - 280 EP - 306 CY - US PB - Sage Publications SN - 1076-9986 SN - 1935-1054 AD - Douglas, Karen M., 10977 Shadow Lane, Columbia, MD, US, 21044 N1 - Accession Number: 2010-21770-002. Other Journal Title: Journal of Educational Statistics. Partial author list: First Author & Affiliation: Douglas, Karen M.; Institute for Education Sciences, U.S. Department of Education, US. Other Publishers: American Educational Research Assn. Release Date: 20101025. Correction Date: 20121015. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Decision Making; Educational Measurement; Test Reliability; Test Validity; Testing. Minor Descriptor: Policy Making. Classification: Psychometrics & Statistics & Methodology (2200). Methodology: Empirical Study. References Available: Y. Page Count: 27. Issue Publication Date: Sep, 2010. Publication History: Accepted Date: Jun 12, 2009; Revised Date: Mar 25, 2009; First Submitted Date: Aug 26, 2008. Copyright Statement: AERA. 2010. AB - Important decisions about students are made by combining multiple measures using complex decision rules. Although methods for characterizing the accuracy of decisions based on a single measure have been suggested by numerous researchers, such methods are not useful for estimating the accuracy of decisions based on multiple measures. This study presents a simulation method useful for estimating classification accuracy for any measurement model and complex decision rule. The utility of the method is demonstrated by application to actual data from General Educational Development (GED) test takers. Findings in this study illustrate how multiple scores that are combined can have a large impact on the accuracy of the resulting decision. Furthermore, choice of measure of agreement is of central importance in describing decision accuracy. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - decision making KW - high-stakes testing KW - policy KW - testing KW - validity/reliability KW - GED KW - educational testing KW - 2010 KW - Decision Making KW - Educational Measurement KW - Test Reliability KW - Test Validity KW - Testing KW - Policy Making KW - 2010 DO - 10.3102/1076998609346969 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-21770-002&site=ehost-live&scope=site UR - rmislevy@umd.edu UR - douglasdouglas@verizon.net DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2010-14690-006 AN - 2010-14690-006 AU - Matjasko, Jennifer L. AU - Needham, Belinda L. AU - Grunden, Leslie N. AU - Farb, Amy Feldman T1 - Violent victimization and perpetration during adolescence: Developmental stage dependent ecological models. JF - Journal of Youth and Adolescence JO - Journal of Youth and Adolescence Y1 - 2010/09// VL - 39 IS - 9 SP - 1053 EP - 1066 CY - Germany PB - Springer SN - 0047-2891 SN - 1573-6601 AD - Matjasko, Jennifer L., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, 4770 Buford Highway NE, MS-F64, Atlanta, GA, US, 30341 N1 - Accession Number: 2010-14690-006. PMID: 20111894 Partial author list: First Author & Affiliation: Matjasko, Jennifer L.; National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, GA, US. Release Date: 20100802. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Ecological Factors; Juvenile Delinquency; Perpetrators; Victimization; Violence. Minor Descriptor: Adolescent Development; Developmental Stages; Environmental Effects; Models; Peer Pressure. Classification: Criminal Behavior & Juvenile Delinquency (3236). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200). Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 14. Issue Publication Date: Sep, 2010. Publication History: First Posted Date: Jan 29, 2010; Accepted Date: Jan 17, 2010; First Submitted Date: Nov 5, 2009. Copyright Statement: Springer Science+Business Media, LLC. 2010. AB - Using a variant of the ecological-transactional model and developmental theories of delinquency on a nationally representative sample of adolescents, the current study explored the ecological predictors of violent victimization, perpetration, and both for three different developmental stages during adolescence. We examined the relative influence of individual and family characteristics, peers, and neighborhood characteristics on the odds of experiencing violent victimization and perpetration over time with two waves of the National Longitudinal Study of Adolescent Health for those adolescents who reported no exposure to violence at Wave 1 (N = 8,267; 50% female; 59% Caucasian; 17% African-American; 14% Hispanic). We found that more proximal factors differentiated between different experiences with violence at Wave 2. Also, negative peers significantly differentiated between violent victimization and perpetration, and this influence was strongest in early adolescence. In exploratory analyses, we found that middle adolescents were particularly vulnerable to their disadvantaged neighborhoods for a high-risk group. This analysis is one of the few that considers multiple ecological contexts simultaneously and provides support for developmental differences within adolescence on the influence that peers and neighborhoods have in predicting violent victimization and perpetration. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - violence KW - victimization KW - perpetration KW - developmental stage KW - ecological models KW - peer & neighborhood influences KW - delinquency KW - 2010 KW - Ecological Factors KW - Juvenile Delinquency KW - Perpetrators KW - Victimization KW - Violence KW - Adolescent Development KW - Developmental Stages KW - Environmental Effects KW - Models KW - Peer Pressure KW - 2010 U1 - Sponsor: National Institute of Child Health and Human Development, US. Grant: P01-HD31921. Other Details: J. Richard Udry, Peter S. Bearman, and Kathleen Mullan Harris and Cooperative funding from 17 other agencies. Recipients: No recipient indicated DO - 10.1007/s10964-010-9508-7 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-14690-006&site=ehost-live&scope=site UR - Amy.Farb@ed.gov UR - GrundenLN@mail.utexas.edu UR - bneedham@uab.edu UR - jmatjasko@cdc.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2010-18899-002 AN - 2010-18899-002 AU - White, Sheida AU - Chen, Jing AU - Forsyth, Barbara T1 - Reading-related literacy activities of American adults: Time spent, task types, and cognitive skills used. JF - Journal of Literacy Research JO - Journal of Literacy Research JA - J Lit Res Y1 - 2010/07// VL - 42 IS - 3 SP - 276 EP - 307 CY - United Kingdom PB - Taylor & Francis SN - 1086-296X SN - 1554-8430 AD - White, Sheida, National Assessment of Adult Literacy, National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 1990 K Street NW, 8th Floor, Washington, DC, US, 20006 N1 - Accession Number: 2010-18899-002. Other Journal Title: Journal of Reading Behavior. Partial author list: First Author & Affiliation: White, Sheida; National Center for Education Statistics, Institute of Education Sciences, Department of Education, Washington, DC, US. Other Publishers: Lawrence Erlbaum; Sage Publications. Release Date: 20101018. Correction Date: 20111121. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Adult Offspring; Cognitive Ability; Literacy; Reading. Classification: Educational Psychology (3500). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340); Middle Age (40-64 yrs) (360); Aged (65 yrs & older) (380). Methodology: Empirical Study; Interview; Focus Group; Quantitative Study. References Available: Y. Page Count: 32. Issue Publication Date: Jul, 2010. Copyright Statement: Taylor & Francis Group, LLC AB - This article presents data on the types and duration of reading-related activities reported by a volunteer sample of 400 adults (demographically similar to the U.S. adult population age 20 and older in terms of race, ethnicity, education, and working status) in the 2005 Real-World Tasks Study. This diary study revealed that adults spent, on average, 4.5 hours a day on activities that involve reading printed and electronic texts, a relatively higher percentage of which occurred on working than on nonworking days. Prose and quantitative tasks were more common (98 and 94 minutes, respectively) than hybrid and document tasks (40 and 25 minutes, respectively). Hybrid tasks constituted 15% of the total daily reading-related literacy time, a novel finding because hybrid tasks have not been defined or included in any previous studies. Most reading-related activities required application skills to act on or use information to function in society and achieve goals (e.g., to decide which health insurance plan to purchase). In terms of texts, adults spent about 191 minutes a day using prose texts but only 116 minutes using document texts. The largest portion of reading-related time of prose texts was spent on periodicals, journals, newspapers, electronic correspondence, and informational texts. Lists accounted for over a fourth of the time spent on activities involving reading document texts. These results have been used in assessment development to ensure that assessment tasks reflect everyday literacy activities. The data may also benefit literacy practitioners in creating materials that reflect adults’ daily reading practices. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - reading related literacy KW - American adults KW - cognitive skills KW - 2010 KW - Adult Offspring KW - Cognitive Ability KW - Literacy KW - Reading KW - 2010 DO - 10.1080/1086296X.2010.503552 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-18899-002&site=ehost-live&scope=site UR - Sheida.white@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Oerke, Britta AU - Bogner, Franz X. T1 - Gender, age and subject matter: impact on teachers’ ecological values. JO - Environmentalist JF - Environmentalist Y1 - 2010/06// VL - 30 IS - 2 M3 - Article SP - 111 EP - 122 PB - Springer Science & Business Media B.V. SN - 02511088 AB - By means of environmental education, teachers are supposed to intervene in pupils’ awareness and concern of environmental issues. Teachers’ environmental attitudes, however, have rarely been studied. We analysed 367 German pre- and in-service teachers’ environmental attitudes for their structure and socio-economic correlates within the frame of a European project. Thus, we retrieved for adults the two-dimensional model of ecological values (2-MEV) presented for adolescents by Bogner and Wiseman (Sci Educ Int 15(1):27–48, ). For the two domains, Preservation and Utilisation, the psychometric structure was confirmed and discriminative correlations with age, gender and teaching subject were unveiled. Further research is needed to deduce the implications for teaching practice. [ABSTRACT FROM AUTHOR] AB - Copyright of Environmentalist is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - Environmental research KW - Attitude (Psychology) KW - Teachers KW - Students KW - Gender KW - Age KW - 2-MEV model KW - E. values KW - Environmental attitudes KW - Environmental perception KW - Student teachers N1 - Accession Number: 50034845; Oerke, Britta 1,2; Email Address: b.oerke@ife.uzh.ch; Bogner, Franz X. 1; Email Address: franz.bogner@uni-bayreuth.de; Affiliations: 1: Department Didactics of Biology (NWI), University of Bayreuth, 95447 Bayreuth, Germany; 2: Institute of Education Sciences, University of Zürich, Freiestrasse 36, 8032 Zürich, Switzerland; Issue Info: Jun2010, Vol. 30 Issue 2, p111; Thesaurus Term: Environmental research; Subject Term: Attitude (Psychology); Subject Term: Teachers; Subject Term: Students; Subject Term: Gender; Subject Term: Age; Author-Supplied Keyword: 2-MEV model; Author-Supplied Keyword: E. values; Author-Supplied Keyword: Environmental attitudes; Author-Supplied Keyword: Environmental perception; Author-Supplied Keyword: Student teachers; Number of Pages: 12p; Illustrations: 5 Charts, 7 Graphs; Document Type: Article L3 - 10.1007/s10669-009-9250-4 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eih&AN=50034845&site=ehost-live&scope=site DP - EBSCOhost DB - eih ER - TY - JOUR ID - 2010-12962-005 AN - 2010-12962-005 AU - Borum, Randy AU - Cornell, Dewey G. AU - Modzeleski, William AU - Jimerson, Shane R. T1 - What can be done about school shootings? A review of the evidence. JF - Educational Researcher JO - Educational Researcher JA - Educ Res Y1 - 2010/01// VL - 39 IS - 1 SP - 27 EP - 37 CY - US PB - Sage Publications SN - 0013-189X SN - 1935-102X AD - Borum, Randy, College of Behavioral and Community Sciences, University of South Florida, 13301 Bruce B. Downs Boulevard, Tampa, FL, US, 33612 N1 - Accession Number: 2010-12962-005. Partial author list: First Author & Affiliation: Borum, Randy; College of Behavioral and Community Sciences, University of South Florida, Tampa, FL, US. Release Date: 20101108. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Crisis Intervention; Prevention; School Violence; Schools. Classification: Educational Psychology (3500). Population: Human (10). Methodology: Literature Review. References Available: Y. Page Count: 11. Issue Publication Date: Jan, 2010. Publication History: Accepted Date: Oct 21, 2009; Revised Date: Oct 21, 2009; First Submitted Date: Jun 24, 2009. Copyright Statement: AERA. 2010. AB - School shootings have generated great public concern and fostered a widespread impression that schools are unsafe for many students; this article counters those misapprehensions by examining empirical evidence of school and community violence trends and reviewing evidence on best practices for preventing school shootings. Many of the school safety and security measures deployed in response to school shootings have little research support, and strategies such as zero-tolerance discipline and student profiling have been widely criticized as unsound practices. Threat assessment is identified as a promising strategy for violence prevention that merits further study. The article concludes with an overview of the need for schools to develop crisis response plans to prepare for and mitigate such rare events. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - schools KW - shootings KW - school violence KW - crisis response plans KW - 2010 KW - Crisis Intervention KW - Prevention KW - School Violence KW - Schools KW - 2010 DO - 10.3102/0013189X09357620 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-12962-005&site=ehost-live&scope=site UR - jimerson@education.ucsb.edu UR - bill.modzeleski@ed.gov UR - dcornell@virginia.edu UR - borum@bcs.usf.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2010-14560-011 AN - 2010-14560-011 AU - Brown, Scott C. T1 - Theory or theories? A commentary on 'initial steps towards a theory and praxis of person–environment interaction in disability’. JF - Disability and Rehabilitation: An International, Multidisciplinary Journal JO - Disability and Rehabilitation: An International, Multidisciplinary Journal JA - Disabil Rehabil Y1 - 2010/// VL - 32 IS - 17 SP - 1475 EP - 1479 CY - US PB - Informa Healthcare SN - 0963-8288 SN - 1464-5165 AD - Brown, Scott C., National Institute on Disability and Rehabilitation Research, Education, 621 Cobblestone Boulevard, Fredricksburg, VA, US, 22401 N1 - Accession Number: 2010-14560-011. PMID: 20131950 Partial author list: First Author & Affiliation: Brown, Scott C.; National Institute on Disability and Rehabilitation Research, Education, Fredricksburg, VA, US. Other Publishers: Taylor & Francis. Release Date: 20101108. Correction Date: 20150921. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Comment/Reply. Language: English. Major Descriptor: Disabilities; Person Environment Fit; Theories. Classification: Psychological & Physical Disorders (3200). Population: Human (10). References Available: Y. Page Count: 5. Issue Publication Date: 2010. Copyright Statement: Informa UK Ltd. 2010. AB - Comments on an article by Rene Jahiel and Marcia Joslyn Scherer (see record [rid]2010-14560-010[/rid]). Methods: This article adds theoretical constructs. Results: In commenting on their paper, this article makes four broad points. First, the sub-components identified by Drs. Jahiel and Scherer comprise critical factors of disability and the environment that must be taken into account when examining personal interactions with the environment. Second, as important as these factors are, operationalization of the model is hindered by a lack of mutual exclusivity between the sub-components both within and between the disability and environmental components. Third, power can be assessed in terms of the relative strength of individual functioning versus environmental functioning via a systematic appraisal of those elements essential to understanding the concept of accessibility. Finally, the demographic distinction between cohort and period trend analysis is an important consideration to take into account when assessing the time dimension, as the authors urge. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - person environment interaction KW - disabilities KW - theory KW - 2010 KW - Disabilities KW - Person Environment Fit KW - Theories KW - 2010 DO - 10.3109/09638280903428328 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-14560-011&site=ehost-live&scope=site UR - scott.brown@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 105257608 T1 - Introduction to this special issue: implementing evidence-based interventions in elementary schools for students with and at risk for severe behavior disorders. AU - Buckley JA Y1 - 2009/12// N1 - Accession Number: 105257608. Language: English. Entry Date: 20100108. Revision Date: 20150711. Publication Type: Journal Article. Journal Subset: Biomedical; Blind Peer Reviewed; Editorial Board Reviewed; Expert Peer Reviewed; Peer Reviewed; USA. Special Interest: Evidence-Based Practice; Pediatric Care; Psychiatry/Psychology. NLM UID: 9306047. KW - Child Behavior Disorders -- Prevention and Control KW - Child Behavior Disorders -- Therapy KW - Early Intervention -- In Infancy and Childhood KW - Students, Elementary KW - Academic Achievement KW - Behavioral Research KW - Child KW - Child Behavior Disorders -- Risk Factors KW - Child, Preschool KW - School Health Services SP - 195 EP - 196 JO - Journal of Emotional & Behavioral Disorders JF - Journal of Emotional & Behavioral Disorders JA - J EMOTIONAL BEHAV DISORD VL - 17 IS - 4 CY - Thousand Oaks, California PB - Sage Publications Inc. SN - 1063-4266 AD - Institute of Education Sciences, Washington, DC DO - 10.1177/1063426609345866 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=105257608&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2009-22708-001 AN - 2009-22708-001 AU - Buckley, Jacquelyn A. T1 - Introduction to this special issue: Implementing evidence-based interventions in elementary schools for students with and at risk for severe behavior disorders. JF - Journal of Emotional and Behavioral Disorders JO - Journal of Emotional and Behavioral Disorders JA - J Emot Behav Disord Y1 - 2009/12// VL - 17 IS - 4 SP - 195 EP - 196 CY - US PB - Sage Publications SN - 1063-4266 SN - 1538-4799 N1 - Accession Number: 2009-22708-001. Partial author list: First Author & Affiliation: Buckley, Jacquelyn A.; Institute for Education Sciences, U.S. Department of Education, Washington, DC, US. Other Publishers: PRO-ED. Release Date: 20100301. Correction Date: 20111003. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: At Risk Populations; Behavior Disorders; Elementary School Students; Evidence Based Practice. Minor Descriptor: Intervention. Classification: Health & Mental Health Treatment & Prevention (3300). Population: Human (10). References Available: Y. Page Count: 2. Issue Publication Date: Dec, 2009. Copyright Statement: Hammill Institute on Disabilities. 2009. AB - The purpose of education is to provide students with the skills and knowledge necessary to become productive citizens. In general, schools are focused on increasing students’ academic achievement. However, there is a growing awareness among practitioners, researchers, and policy makers of the link between children’s positive mental health and success in the classroom. A substantial body of research has shown that the early onset of behavioral and mental health problems during elementary school is associated with an increased risk for subsequent severe behavior and academic problems. This thematic issue of Journal of Emotional and Behavioral Disorders describes the research conducted at three of the Behavior Research Centers (BRCs) and the National Behavior Research Coordination Center (NBRCC). The articles in this special issue offer a strong foundation for future school-based prevention and early intervention research efforts for students with behavior problems. This special issue is a direct result of the efforts of Drs. Woodbridge and Sumi of SRI International who served as guest editors, and their efforts are appreciated. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - at risk populations KW - evidence based interventions KW - behavior disorders KW - elementary school students KW - elementary schools KW - 2009 KW - At Risk Populations KW - Behavior Disorders KW - Elementary School Students KW - Evidence Based Practice KW - Intervention KW - 2009 DO - 10.1177/1063426609345866 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-22708-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2010-11737-008 AN - 2010-11737-008 AU - Noell, Jay AU - Ginsburg, Alan T1 - Evaluation of the national assessment of educational progress: Next steps. JF - Applied Measurement in Education JO - Applied Measurement in Education Y1 - 2009/10// VL - 22 IS - 4 SP - 409 EP - 414 CY - United Kingdom PB - Taylor & Francis SN - 0895-7347 SN - 1532-4818 AD - Noell, Jay, U.S. Department of Education, 400 Maryland Ave SW, Washington, DC, US, 20202 N1 - Accession Number: 2010-11737-008. Partial author list: First Author & Affiliation: Noell, Jay; U. S. Department of Education, Washington, DC, US. Other Publishers: Lawrence Erlbaum. Release Date: 20100823. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Educational Measurement. Minor Descriptor: Responsibility. Classification: Educational Psychology (3500). Population: Human (10). Page Count: 6. Issue Publication Date: Oct, 2009. Copyright Statement: Taylor & Francis Group, LLC AB - The report, Evaluation of the National Assessment of Educational Progress, provides a number of recommendations for addressing validity concerns about NAEP. This article identifies actions that could be taken by the Congress, the National Center for Education Statistics, and the National Assessment Governing Board—which share responsibility for NAEP’s validity—in responding to those concerns. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - educational assessment KW - responsibility KW - 2009 KW - Educational Measurement KW - Responsibility KW - 2009 DO - 10.1080/08957340903221691 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-11737-008&site=ehost-live&scope=site UR - Jay.Noell@ED.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2010-11611-008 AN - 2010-11611-008 AU - Weigert, Susan T1 - Perspectives on the current state of alternate assessments based on modified academic achievement standards: Commentary on Peabody Journal of Education special issue. T3 - Alternate Assessments Based on Modified Academic Achievement Standards: New Policy, New Practices, and Persistent Challenges JF - Peabody Journal of Education JO - Peabody Journal of Education JA - Peabody J Educ Y1 - 2009/10// VL - 84 IS - 4 SP - 585 EP - 594 CY - United Kingdom PB - Taylor & Francis SN - 0161-956X SN - 1532-7930 AD - Weigert, Susan, Education Program Specialist, U.S. Department of Education, Office of Special Education Programs, 550 12th Street S.W., Washington, DC, US, 20202-2600 N1 - Accession Number: 2010-11611-008. Partial author list: First Author & Affiliation: Weigert, Susan; U.S. Department of Education, Office of Special Education Programs, Research to Practice Division, National Initiatives Team, Washington, DC, US. Other Publishers: Lawrence Erlbaum. Release Date: 20100906. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Disabilities; Educational Measurement. Minor Descriptor: Students. Classification: Special & Remedial Education (3570). Population: Human (10). References Available: Y. Page Count: 10. Issue Publication Date: Oct, 2009. Copyright Statement: Taylor & Francis Group, LLC AB - In this commentary on the Peabody Journal of Education special edition, the author addresses implications of the contributing articles to three central domains of interest to states engaged in or considering the development of an alternate assessment on modified academic achievement standards: (a) identifying an eligible student population, (b) ensuring eligible students are provided access to appropriate instruction, and (c) developing more accessible test items. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - alternate assessments KW - academic achievement standards KW - student population KW - 2009 KW - Academic Achievement KW - Disabilities KW - Educational Measurement KW - Students KW - 2009 DO - 10.1080/01619560903241093 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-11611-008&site=ehost-live&scope=site UR - Susan.Weigert@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR T1 - THE RELATIONSHIP BETWEEN CHANGE DIRECTION ABILITY AND EXPLOSIVE STRENGTH IN PROFESSIONAL SOCCER PLAYERS. AU - Turgut, Kaplan AU - Nurtekin, Erkmen AU - Halil, Taşkin AU - Ahmet, Sanıoğlu AU - Mehmet, Kumartaşli AU - Fatma, Arslan JO - Ovidius University Annals, Series Physical Education & Sport/Science, Movement & Health JF - Ovidius University Annals, Series Physical Education & Sport/Science, Movement & Health Y1 - 2009/09// VL - 9 IS - 2 SP - 155 EP - 160 SN - 2285777X N1 - Accession Number: 53995242; Author: Turgut, Kaplan: 1 Author: Nurtekin, Erkmen: 1 Author: Halil, Taşkin: 1 Author: Ahmet, Sanıoğlu: 1 Author: Mehmet, Kumartaşli: 2 Author: Fatma, Arslan: 3 ; Author Affiliation: 1 School of Physical Education and Sport, Selcuk University, Konya, Turkey: 2 Institute of Education Sciences, Gazi University, Ankara, Turkey: 3 Institute of Physical Education and Sport Sciences, Gazi University, Ankara, Turkey; No. of Pages: 6; Language: English; Publication Type: Article; Update Code: 20100930 N2 - The purpose of this study was to determine the relationship between explosive strength and change direction ability in professional soccer players. The sample included 120 professional soccer players at third soccer league in Turkey. Subject characteristics were as follows: age (23.84±3.15 years), height (179.29±4.96 cm), and body mass (73.54±4.37 kg). The tests were performed at the competition season and conducted on a single day for each test subject. 10x5m Shuttle Run Test to measure change direction ability and standing broad jump to measure explosive strength were used. The tests were taken from Eurofit Test Battery. All data was reported as means ± standard deviation (SD). To determine the relationship between two tests was used Pearson Correlation Coefficient. Level of statistical significance was set at P<0.05. The correlations between change direction ability and explosive strength for all soccer players and playing positions were no significant (p>0.05). The results of the present study suggest that explosive strength in soccer players was not an indicator of change direction ability. If tests included more complex ability to measure explosive strength were used, the relationships between this parameters can be obviously observed. ABSTRACT FROM AUTHOR KW - *SOCCER players KW - *ELITE athletes KW - *ATHLETIC ability -- Testing KW - *PHYSICAL fitness testing KW - *STANDING long jump KW - *EUROFIT KW - *PHYSICAL training & conditioning KW - STANDARD deviations KW - ANALYSIS of variance KW - TURKEY KW - agility KW - explosive strength KW - Professional soccer player KW - speed UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=53995242&site=ehost-live&scope=site DP - EBSCOhost DB - s3h ER - TY - JOUR ID - 105395990 T1 - Measuring moral progress: a neo-Kohlbergian approach and two case studies. AU - Minnameier G Y1 - 2009/08// N1 - Accession Number: 105395990. Language: English. Entry Date: 20091009. Revision Date: 20150711. Publication Type: Journal Article; case study; pictorial; research; tables/charts. Journal Subset: Biomedical; USA. Special Interest: Psychiatry/Psychology. KW - Human Development KW - Kohlberg's Theory of Moral Development KW - Morals KW - Adult KW - Cognition KW - Interviews KW - Male KW - Prospective Studies KW - Qualitative Studies KW - Human SP - 131 EP - 143 JO - Journal of Adult Development JF - Journal of Adult Development JA - J ADULT DEV VL - 16 IS - 3 CY - , PB - Springer Science & Business Media B.V. SN - 1068-0667 AD - Department of Vocational and Business Education, Institute of Education Sciences, RWTH Aachen University, Eilfschornsteinstraße 7 Aachen 52062 Germany UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=105395990&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2009-12841-002 AN - 2009-12841-002 AU - Minnameier, Gerhard T1 - Measuring moral progress: A neo-Kohlbergian approach and two case studies. JF - Journal of Adult Development JO - Journal of Adult Development JA - J Adult Dev Y1 - 2009/08// VL - 16 IS - 3 SP - 131 EP - 143 CY - Germany PB - Springer SN - 1068-0667 SN - 1573-3440 AD - Minnameier, Gerhard, Department of Vocational and Business Education, Institute of Education Sciences, RWTH Aachen University, Eilfschornsteinstrasse 7, 52062, Aachen, Germany N1 - Accession Number: 2009-12841-002. Partial author list: First Author & Affiliation: Minnameier, Gerhard; Department of Vocational and Business Education, Institute of Education Sciences, RWTH Aachen University, Aachen, Germany. Release Date: 20091109. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Developmental Stages; Kohlberg (Lawrence); Longitudinal Studies; Moral Development. Classification: Developmental Psychology (2800). Population: Human (10); Male (30). Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Tests & Measures: SRM Screening Test. Methodology: Empirical Study; Longitudinal Study; Nonclinical Case Study; Qualitative Study. References Available: Y. Page Count: 13. Issue Publication Date: Aug, 2009. Publication History: First Posted Date: Apr 9, 2009. Copyright Statement: Springer Science+Business Media, LLC. 2009. AB - The study provides an in-depth analysis of two young adult subjects from a longitudinal study who underwent successive and significant developmental changes. Their developmental patterns, however, are only revealed by a new conception of moral stages, which is both more comprehensive and more detailed than Kohlberg’s original approach. In particular, the suggested alternative taxonomy neatly accommodates what appears as developmental anomalies in the Kohlbergian frame of reference. What is more, apart from merely matching with the observed data, the new theory also explains why the subjects developed the way they did, since it reveals the inherent cognitive conflicts at each stage and how these are resolved at the following one. Although the theory stands against the Kohlberg theory as it is, it may be understood as an extension and further development of the latter, in the sense that Kohlbergian stages are differentiated, supplemented, and theoretically substantiated within the new framework. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - moral progress KW - neo Kohlbergian approach KW - case studies KW - longitudinal study KW - developmental changes KW - moral stages KW - 2009 KW - Developmental Stages KW - Kohlberg (Lawrence) KW - Longitudinal Studies KW - Moral Development KW - 2009 DO - 10.1007/s10804-009-9058-y UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-12841-002&site=ehost-live&scope=site UR - minnameier@lbw.rwth-aachen.de DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2009-12290-004 AN - 2009-12290-004 AU - Smith, Anne T1 - The daily me: A response to 'Tocqueville on democracy and inclusive education: A more ardent and enduring love of equality than of liberty.' JF - European Journal of Special Needs Education JO - European Journal of Special Needs Education JA - Eur J Spec Needs Educ Y1 - 2009/08// VL - 24 IS - 3 SP - 253 EP - 256 CY - United Kingdom PB - Taylor & Francis SN - 0885-6257 SN - 1469-591X AD - Smith, Anne N1 - Accession Number: 2009-12290-004. Partial author list: First Author & Affiliation: Smith, Anne; US Department of Education, Washington, DC, US. Release Date: 20091109. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Comment/Reply. Language: English. Major Descriptor: Democracy; Freedom; Insight; Mainstreaming (Educational); Society. Minor Descriptor: Social Equality. Classification: Social Processes & Social Issues (2900). Population: Human (10). References Available: Y. Page Count: 4. Issue Publication Date: Aug, 2009. Copyright Statement: Taylor & Francis. 2009. AB - Comments on an article by Steven Connolley and Rune Sarromaa Hausstätter (see record [rid]2009-12290-001[/rid]). The provocative article has proven to be challenging, perplexing, and vexing to me. The authors frame their critique of inclusive education and its relationship to democracy, liberty and equality using Alexis De Tocqueville’s Democracy in America. I wholeheartedly concur with the authors’ assertion that inclusive education is an expression of democratic principles. However, given the depth and breadth of Tocqueville’s writing, I suggest that the narrow themes employed by the authors are necessary, but not sufficient, to inform our understanding of the evolution of democracy, liberty, and equality on the emergence of inclusive education policy, practice and research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Tocqueville KW - democracy KW - inclusive education KW - equality KW - liberty KW - democratization KW - inclusive schooling KW - 2009 KW - Democracy KW - Freedom KW - Insight KW - Mainstreaming (Educational) KW - Society KW - Social Equality KW - 2009 DO - 10.1080/08856250903020153 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-12290-004&site=ehost-live&scope=site UR - smithanne1@mac.com DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2009-11189-006 AN - 2009-11189-006 AU - Massone, María Ignacia AU - Baez, Mónica T1 - Deaf children's construction of writing. JF - Sign Language Studies JO - Sign Language Studies Y1 - 2009///Sum 2009 VL - 9 IS - 4 SP - 457 EP - 479 CY - US PB - Gallaudet University Press SN - 0302-1475 N1 - Accession Number: 2009-11189-006. Partial author list: First Author & Affiliation: Massone, María Ignacia; Centre for Research on Philosophical and Cultural Anthropology (CIAFIC), Linguistics Department, Argentina. Release Date: 20110425. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Deaf; Language Development; Literacy; Written Language. Minor Descriptor: Cognitive Development; Comprehension. Classification: Vision & Hearing & Sensory Disorders (3299). Population: Human (10). Location: Argentina. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Methodology: Empirical Study; Interview; Qualitative Study. References Available: Y. Page Count: 23. Issue Publication Date: Sum 2009. AB - High illiteracy rates among the Argentine deaf population, even after long years of schooling, point to the need to revise certain approaches to deaf literacy, particularly in school settings. Qualitative change in deaf literacy requires the use of multiple conceptual tools if learners are to be able to tackle its complexity without reductionism or over-simplification. We define illiteracy as the absence of knowledge that involves but is not confined to graphic marks. It has been contended that the term may also apply to the difficulty one experiences in interpreting and using written materials in a variety of contexts, as well as the inability to take part in a literate culture despite having mastered its written symbols. Various studies have focused on different aspects of the 'conquest of the written language' by deaf children and teenagers. Stressing their competence in and need for visual communication, this research therefore calls for the rejection of oralism in favor of the new ways of knowing made possible by today’s essentially visual media and multimedia. In speaking of writing as a language or a mode of language, we mean far more than simply communicating. We are also referring to the making of meaning, to the interpretation of cultural practices, and to the reconstruction of the representations that define the family and culture in which every person is subjectively and socially embedded. Thus, literacy should be encouraged as a way to promote integration, and the processes that deaf children engage in to develop it deserve close attention. In order to account for the specific features of the cognitive and linguistic processes that deaf people utilize when dealing with written language, we draw on two perspectives that have revolutionized the traditional understanding of the factors at stake in deaf literacy. These are the socioanthropological view of deafness and the psycholinguistic theory of writing, which is based on psychogenetic studies. Written languages characterize the practices, representations, and discourses of the literate hearing societies in which deaf communities are embedded. Deaf children, to whom written language is a second language, are linguistically, communicatively, and pragmatically competent in their own natural sign language. We explore deaf children’s literacy and the role that sign language plays in the reconstruction of written language. The present study is part of a wider research project that focuses on how these children develop literacy skills. The article concentrates on the cognitive and linguistic processes involved in understanding written Spanish. It also discusses the conceptual schemata of language learners for whom sound does not constitute a source of information. They are already competent, nevertheless, in their own natural language (i.e., sign language), which presupposes a distinctive type of linguistic organization. This article analyzes the interpretation of an illustrated text by deaf children who had had no oral training. The conclusions we draw are based on data obtained at the exploratory stage of this ongoing project. Although they are therefore provisional, we offer them here to encourage the revision of deaf literacy practices. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - deaf children KW - writing construction KW - literacy KW - written Spanish comprehension KW - conceptual schemata KW - 2009 KW - Deaf KW - Language Development KW - Literacy KW - Written Language KW - Cognitive Development KW - Comprehension KW - 2009 DO - 10.1353/sls.0.0023 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-11189-006&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2009-08133-002 AN - 2009-08133-002 AU - Bennett, Ian M. AU - Chen, Jing AU - Soroui, Jaleh S. AU - White, Sheida T1 - The contribution of health literacy to disparities in self-rated health status and preventive health behaviors in older adults. JF - Annals of Family Medicine JO - Annals of Family Medicine JA - Ann Fam Med Y1 - 2009/05//May-Jun, 2009 VL - 7 IS - 3 SP - 204 EP - 211 CY - US PB - Annals of Family Medicine, Inc. SN - 1544-1709 SN - 1544-1717 AD - Bennett, Ian M., 2nd Floor, Gates Pavilion, 3400 Spruce St, Philadelphia, PA, US, 19104 N1 - Accession Number: 2009-08133-002. PMID: 19433837 Partial author list: First Author & Affiliation: Bennett, Ian M.; Department of Family Medicine and Community Health, University of Pennsylvania School of Medicine, Philadelphia, PA, US. Release Date: 20100125. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Grant Information: Bennett, Ian M. Major Descriptor: Aging; Health Behavior; Racial and Ethnic Differences; Health Disparities; Health Literacy. Minor Descriptor: Health; Prevention. Classification: Promotion & Maintenance of Health & Wellness (3365). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300); Aged (65 yrs & older) (380); Very Old (85 yrs & older) (390). Tests & Measures: National Assessment of Adult Literacy Test. Methodology: Empirical Study; Quantitative Study. Supplemental Data: Tables and Figures Internet. References Available: Y. Page Count: 8. Issue Publication Date: May-Jun, 2009. Publication History: Accepted Date: Sep 15, 2008; Revised Date: Aug 3, 2008; First Submitted Date: Mar 22, 2008. AB - Purpose: Health literacy is associated with a range of poor health-related outcomes. Evidence that health literacy contributes to disparities in health is minimal and based on brief screening instruments that have limited ability to assess health literacy. The purpose of this study was to assess whether health literacy contributes, through mediation, to racial/ethnic and education-related disparities in self-rated health status and preventive health behaviors among older adults. Methods: We undertook a cross-sectional study of a nationally representative sample of 2,668 US adults aged 65 years and older from the 2003 National Assessment of Adult Literacy. Multiple regression analysis was used to assess for evidence of mediation. Results: Of older adults in the United States, 29% reported fair or poor health status, and 27% to 39% reported not utilizing 3 recommended preventive health care services in the year preceding the assessment (influenza vaccination 27%, mammography 34%, dental checkup 39%). Health literacy and the 4 health outcomes (self-rated health status and utilization of the 3 preventive health care services) varied by race/ethnicity and educational attainment. Regression analyses indicated that, after controlling for potential confounders, health literacy significantly mediated both racial/ethnic and education-related disparities in self-rated health status and receipt of influenza vaccination, but only education-related disparities in receipt of mammography and dental care. Conclusions: Health literacy contributes to disparities associated with race/ethnicity and educational attainment in self-rated health and some preventive health behaviors among older adults. Interventions addressing low health literacy may reduce these disparities. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - health literacy KW - racial & ethnic disparities in health status KW - older adults KW - preventive health behavior KW - 2009 KW - Aging KW - Health Behavior KW - Racial and Ethnic Differences KW - Health Disparities KW - Health Literacy KW - Health KW - Prevention KW - 2009 U1 - Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development, US. Grant: 1K23HD048915-01A2. Other Details: Career development grant. Recipients: Bennett, Ian M. DO - 10.1370/afm.940 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-08133-002&site=ehost-live&scope=site UR - UR - ORCID: 0000-0002-7139-9456 UR - ian.bennett@uphs.upenn.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2011-19986-001 AN - 2011-19986-001 AU - Haegerich, Tamara M. AU - Metz, Edward T1 - The Social and Character Development Research Program: Development, goals, and opportunities. T3 - The Social and Character Development (SACD) Research Program JF - Journal of Research in Character Education JO - Journal of Research in Character Education Y1 - 2009/// VL - 7 IS - 2 SP - 1 EP - 20 CY - US PB - Information Age Publishing SN - 1543-1223 AD - Haegerich, Tamara M., 4770 Buford Highway NE MS F-64, Atlanta, GA, US, 30341 N1 - Accession Number: 2011-19986-001. Partial author list: First Author & Affiliation: Haegerich, Tamara M.; Centers for Disease Control and Prevention, Atlanta, GA, US. Release Date: 20121112. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Personality Development; Prosocial Behavior; Psychosocial Development; School Based Intervention. Classification: Educational Psychology (3500). Population: Human (10). Location: US. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 20. Issue Publication Date: 2009. Copyright Statement: Information Age Publishing, Inc. 2009. AB - The Social and Character Development (SACD) Research Program is a 3-year multiprogram randomized controlled trial that examines the efficacy of seven universal, school-based programs designed to promote social development and prosocial behavior, reduce aggression and violence-related problem behaviors, support academic achievement, and improve school climate. The U.S. Department of Education's Institute of Education Sciences (IES), in collaboration with the Centers for Disease Control and Prevention's Division of Violence Prevention (DVP), Mathematica Policy Research (MPR), and seven research institutions are evaluating program impact in two ways. First, investigators from the research institutions are conducting program-specific studies designed assess impacts on proximal outcomes directly targeted by the programs, and to understand fidelity of program implementation. Second, MPR, in collaboration with SACD Consortium members, is conducting a multiprogram evaluation utilizing a core set of measures to understand impacts on school and classroom practices, more general social and behavioral outcomes, and school climate. The multiprogram evaluation collects data from principals, teachers, students, and caregivers in sequential school years from the third to fifth grade, and analyzes program impacts across all programs and for each program specifically. This article provides an introduction to the special issue summarizing the preliminary work of the SACD Research Consortium. The article intends to provide a brief and nontechnical overview of the research program, highlight the significance and implications for researchers and school practitioners, and provide a basis for future dissemination of findings in government reports and the scientific literature. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - school based programs KW - social development KW - prosocial behavior KW - academic achievement KW - character development KW - 2009 KW - Academic Achievement KW - Personality Development KW - Prosocial Behavior KW - Psychosocial Development KW - School Based Intervention KW - 2009 U1 - Sponsor: U.S. Department of Education, Institute of Education Sciences (IES). Grant: ED-01-CO-0039/0006. Other Details: Social and Character Development (SACD) Research Program. Recipients: No recipient indicated UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-19986-001&site=ehost-live&scope=site UR - thaegerich@cdc.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 105059053 T1 - The fierce urgency of now: what, if any, lessons have we learned about educating children who were excluded from public schools prior to EHA?...Education of All Handicapped Children Act of 1975 AU - Smith A A2 - Ryndak D Y1 - 2008///Winter2008/Spring2009 N1 - Accession Number: 105059053. Language: English. Entry Date: 20100910. Revision Date: 20150711. Publication Type: Journal Article; tables/charts. Supplement Title: Winter2008/Spring2009. Journal Subset: Biomedical; USA. KW - Child, Disabled -- Legislation and Jurisprudence -- United States KW - Learning KW - Schools KW - Academic Achievement KW - Education KW - Success KW - United States SP - 258 EP - 261 JO - Research & Practice for Persons with Severe Disabilities JF - Research & Practice for Persons with Severe Disabilities JA - RES PRACT PERSONS SEVERE DISABIL VL - 33/34 IS - 4-1 CY - Thousand Oaks, California PB - Sage Publications Inc. SN - 1540-7969 AD - U.S. Department of Education; Annesmith@ed.gov UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=105059053&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR AU - Gleason, Philip AU - Burghardt, John AU - Strasberg, Paul AU - Hulsey, Lara T1 - Tightening Income Documentation in a Means-Tested Program: Who Stays Away? JO - Evaluation Review JF - Evaluation Review Y1 - 2008/06// VL - 32 IS - 3 M3 - Article SP - 273 EP - 297 SN - 0193841X AB - Programs using means tests to identify low-income households face a trade-off between promoting access and ensuring program integrity. The authors use a comparison-district design to estimate the effects of a pilot program to improve the accuracy of the process of certifying students for free or reduced-price meals in the National School Lunch Program. This pilot program required households to provide income documentation with their applications for these benefits. Requiring income documentation did not reduce the proportion of ineligible households getting free or reduced-price meals. Furthermore, this requirement did reduce access to the program among eligible households. [ABSTRACT FROM AUTHOR] AB - Copyright of Evaluation Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - DOCUMENTATION KW - INCOME KW - DEMOGRAPHY KW - POOR people KW - HOUSEHOLDS KW - NATIONAL school lunch program KW - SCHOOL children -- Food KW - PILOT projects KW - SOCIAL science research KW - free or reduced-price meals KW - income documentation KW - program integrity KW - school lunch N1 - Accession Number: 32813115; Gleason, Philip 1 Burghardt, John 1 Strasberg, Paul 2 Hulsey, Lara 1; Affiliation: 1: Mathematica Policy Research 2: Institute for Education Sciences, U.S. Department of Education; Source Info: Jun2008, Vol. 32 Issue 3, p273; Subject Term: DOCUMENTATION; Subject Term: INCOME; Subject Term: DEMOGRAPHY; Subject Term: POOR people; Subject Term: HOUSEHOLDS; Subject Term: NATIONAL school lunch program; Subject Term: SCHOOL children -- Food; Subject Term: PILOT projects; Subject Term: SOCIAL science research; Author-Supplied Keyword: free or reduced-price meals; Author-Supplied Keyword: income documentation; Author-Supplied Keyword: program integrity; Author-Supplied Keyword: school lunch; NAICS/Industry Codes: 814110 Private Households; NAICS/Industry Codes: 541720 Research and Development in the Social Sciences and Humanities; Number of Pages: 25p; Illustrations: 3 Charts, 3 Graphs; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=32813115&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Hudson, Lisa T1 - Connecting Jobs to Education. JO - Issues in Science & Technology JF - Issues in Science & Technology Y1 - 2008///Summer2008 VL - 24 IS - 4 M3 - Article SP - 81 EP - 86 PB - University of Texas at Dallas SN - 07485492 AB - Several charts are presented that show the national survey conducted by the U.S. Department of Education which includes median annual earnings in 2004 for selected jobs in which most workers age 25-44 do not have a bachelor's degree, number of registered apprentices from 2002-2007, and percentage of public high school students taking occupational courses. KW - CHARTS, diagrams, etc. KW - ACADEMIC degrees KW - SOCIAL surveys KW - UNITED States KW - UNITED States. Dept. of Education N1 - Accession Number: 33306413; Hudson, Lisa 1; Email Address: lisa.hudson@ed.gov; Affiliation: 1: Education statistician at the National Center for Education Statistics in the Institute for Education Sciences at the U.S. Department of Education; Source Info: Summer2008, Vol. 24 Issue 4, p81; Subject Term: CHARTS, diagrams, etc.; Subject Term: ACADEMIC degrees; Subject Term: SOCIAL surveys; Subject Term: UNITED States; Company/Entity: UNITED States. Dept. of Education; Number of Pages: 6p; Illustrations: 12 Graphs; Document Type: Article; Full Text Word Count: 1761 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33306413&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 105778612 T1 - Relationship of preventive health practices and health literacy: a national study. AU - White S AU - Chen J AU - Atchison R Y1 - 2008/05//May/Jun2008 N1 - Accession Number: 105778612. Language: English. Entry Date: 20080801. Revision Date: 20150711. Publication Type: Journal Article; equations & formulas; research; tables/charts. Journal Subset: Blind Peer Reviewed; Double Blind Peer Reviewed; Expert Peer Reviewed; Health Promotion/Education; Peer Reviewed; USA. NLM UID: 9602338. KW - Health Knowledge -- Evaluation KW - Literacy -- Evaluation KW - Preventive Health Care -- Evaluation KW - Health Literacy KW - Adolescence KW - Adult KW - Age Factors KW - Aged KW - Aged, 80 and Over KW - Female KW - Health Status KW - Insurance Coverage KW - Male KW - Middle Age KW - Poverty KW - Questionnaires KW - Race Factors KW - Regression KW - Scales KW - Sex Factors KW - United States KW - Human SP - 227 EP - 242 JO - American Journal of Health Behavior JF - American Journal of Health Behavior JA - AM J HEALTH BEHAV VL - 32 IS - 3 CY - Oak Ridge, North Carolina PB - PNG Publications AB - Objective: To identify relationships between the health literacy and self-reported preventive health practices of US adults. Methods: Measured health literacy and preventive health practices for a nationally representative sample of adults (N = 18,100) and conducted probit regression analyses after controlling for age, gender, race/ethnicity, poverty level, insurance status, self-reported health status, and oral reading fluency. Results: Low literacy was associated with a decreased likelihood of using most preventive health measures under study for adults aged 65 and older, but not for adults of 2 younger age groups. Conclusion: The relationship between health literacy and preventive health practices varied substantially by adult age group. SN - 1087-3244 AD - Project Officer, National Assessment of Adult Literacy, National Center for Education Statistics, Institute of Education Sciences, US Department of Education, Washington, DC U2 - PMID: 18067463. UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=105778612&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2008-05914-001 AN - 2008-05914-001 AU - White, Sheida AU - Chen, Jing AU - Atchison, Ruth T1 - Relationship of preventive health practices and health literacy: A national study. JF - American Journal of Health Behavior JO - American Journal of Health Behavior JA - Am J Health Behav Y1 - 2008/05//May-Jun, 2008 VL - 32 IS - 3 SP - 227 EP - 242 CY - US PB - American Journal of Health Behavior SN - 1087-3244 SN - 1945-7359 AD - White, Sheida, National Assessment of Adult Literacy, National Center for Education Statistics, Institute of Education Sciences, US Department of Education, 1990 K Street NW. 8th Floor, Washington, DC, US, 20006 N1 - Accession Number: 2008-05914-001. PMID: 18067463 Other Journal Title: Health Values: Health Behavior, Education & Promotion; Health Values: The Journal of Health Behavior, Education & Promotion. Partial author list: First Author & Affiliation: White, Sheida; National Assessment of Adult Literacy, National Center for Education Statistics, Institute of Education Sciences, US Department of Education, Washington, DC, US. Release Date: 20081006. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Health Behavior; Health Knowledge; Literacy; Preventive Medicine; Health Literacy. Classification: Promotion & Maintenance of Health & Wellness (3365). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340); Middle Age (40-64 yrs) (360); Aged (65 yrs & older) (380). Tests & Measures: National Assessment of Adult Literacy. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 16. Issue Publication Date: May-Jun, 2008. AB - Objective: To identify relationships between the health literacy and self-reported preventive health practices of US adults. Methods: Measured health literacy and preventive health practices for a nationally representative sample of adults (N = 18,100) and conducted probit regression analyses after controlling for age, gender, race/ethnicity, poverty level, insurance status, self-reported health status, and oral reading fluency. Results: Low literacy was associated with a decreased likelihood of using most preventive health measures under study for adults aged 65 and older, but not for adults of 2 younger age groups. Conclusion: The relationship between health literacy and preventive health practices varied substantially by adult age group. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - preventive health practices KW - health literacy KW - adults KW - 2008 KW - Health Behavior KW - Health Knowledge KW - Literacy KW - Preventive Medicine KW - Health Literacy KW - 2008 DO - 10.5993/AJHB.32.3.1 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-05914-001&site=ehost-live&scope=site UR - sheida.white@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2008-03455-002 AN - 2008-03455-002 AU - Bradley, Renée AU - Doolittle, Jennifer AU - Bartolotta, Robert T1 - Building on the data and adding to the discussion: The experiences and outcomes of students with emotional disturbance. T3 - Emotional and Behavioral Disorders JF - Journal of Behavioral Education JO - Journal of Behavioral Education JA - J Behav Educ Y1 - 2008/03// VL - 17 IS - 1 SP - 4 EP - 23 CY - Germany PB - Springer SN - 1053-0819 SN - 1573-3513 AD - Bradley, Renée, 8310 Geller Circle, Manassas, VA, US, 20112 N1 - Accession Number: 2008-03455-002. Partial author list: First Author & Affiliation: Bradley, Renée; Office of Special Education Programs, U.S. Department of Education, Washington, DC, US. Release Date: 20080512. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Behavior Disorders; Emotional Disturbances; Special Education Students. Minor Descriptor: Educational Program Evaluation; Treatment Outcomes. Classification: Behavior Disorders & Antisocial Behavior (3230). Methodology: Literature Review. References Available: Y. Page Count: 20. Issue Publication Date: Mar, 2008. AB - The purpose of this article is to add to the discussion regarding identification of students with emotional and behavioral disorders (EBD). In addition, the article discusses services that students with EBD receive and their outcomes. The article reviews data from several national longitudinal studies to present a comprehensive picture of issues pertinent to this group of students, Unfortunately, outcomes for these students continue to be dismal. The article concludes with a discussion of areas for further consideration and attention. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - emotional & behavioral disorders KW - federal perspective KW - student outcomes KW - 2008 KW - Behavior Disorders KW - Emotional Disturbances KW - Special Education Students KW - Educational Program Evaluation KW - Treatment Outcomes KW - 2008 DO - 10.1007/s10864-007-9058-6 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-03455-002&site=ehost-live&scope=site UR - renee.bradley@ed.gov DP - EBSCOhost DB - psyh ER - TY - CHAP ID - 2008-00390-008 AN - 2008-00390-008 AU - Chhin, Christina S. AU - Bleeker, Martha M. AU - Jacobs, Janis E. ED - Watt, Helen M. G. ED - Eccles, Jacquelynne S. ED - Watt, Helen M. G., (Ed) ED - Eccles, Jacquelynne S., (Ed) T1 - Gender-typed occupational choices: The long-term impact of parents' beliefs and expectations. T2 - Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences. Y1 - 2008/// SP - 215 EP - 234 CY - Washington, DC, US PB - American Psychological Association SN - 1-4338-0310-0 SN - 978-1-4338-0310-9 N1 - Accession Number: 2008-00390-008. Partial author list: First Author & Affiliation: Chhin, Christina S.; Institute of Education Sciences, U.S. Department of Education, Washington, DC, US. Release Date: 20080211. Correction Date: 20151221. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 1-4338-0310-0, Hardcover; 978-1-4338-0310-9, Hardcover. Language: English. Major Descriptor: Human Sex Differences; Occupational Aspirations; Occupational Choice; Parental Attitudes; Parental Expectations. Minor Descriptor: Occupational Interests; Sex Role Attitudes. Classification: Occupational Interests & Guidance (3610); Childrearing & Child Care (2956). Population: Human (10); Male (30); Female (40). Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Intended Audience: Psychology: Professional & Research (PS). Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 20. AB - This chapter presents three studies that provide evidence for the important role of parents' beliefs and expectations in shaping their children's occupational choices from adolescence through young adulthood. Gender differences in the occupational choices of men and women can be seen beginning with the occupational interests and aspirations of children and adolescents. For example, in one recent study, adolescent boys reported science and technology careers as their top occupational choices, whereas adolescent girls reported artistic and health professions as theirs. It is important to examine whether these gender-typed occupational aspirations of adolescents are actually related to later occupational choices in young adulthood and what role parents' beliefs and expectations play in these choices. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - gender differences KW - occupational interests KW - gender-typed occupational choices KW - adolescents KW - occupational aspirations KW - parents' beliefs & expectations KW - young adults KW - 2008 KW - Human Sex Differences KW - Occupational Aspirations KW - Occupational Choice KW - Parental Attitudes KW - Parental Expectations KW - Occupational Interests KW - Sex Role Attitudes KW - 2008 U1 - Sponsor: National Science Foundation. Recipients: No recipient indicated U1 - Sponsor: Spencer Foundation. Recipients: No recipient indicated U1 - Sponsor: William T. Grant Foundation. Other Details: Jacquelynne S. Eccles,Bonnie Barber. Recipients: No recipient indicated DO - 10.1037/11706-008 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-00390-008&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2008-04355-003 AN - 2008-04355-003 AU - Baker, Scott K. AU - Smolkowski, Keith AU - Katz, Rachell AU - Fien, Hank AU - Seeley, John R. AU - Kame'enui, Edward J. AU - Beck, Carrie Thomas T1 - Reading fluency as a predictor of reading proficiency in low-performing, high-poverty schools. JF - School Psychology Review JO - School Psychology Review JA - School Psych Rev Y1 - 2008/// VL - 37 IS - 1 SP - 18 EP - 37 CY - US PB - National Assn of School Psychologists SN - 0279-6015 AD - Baker, Scott K., University of Oregon, Pacific Insitutes for Research, 1600 Millrace Drive, Suite 109, Eugene, OR, US, 97403 N1 - Accession Number: 2008-04355-003. Other Journal Title: School Psychology Digest. Partial author list: First Author & Affiliation: Baker, Scott K.; University of Oregon, Pacific Insitutes for Research, Eugene, OR, US. Release Date: 20080421. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Language Proficiency; Oral Reading; Poverty; Schools; Verbal Fluency. Minor Descriptor: Elementary School Students. Classification: Educational Psychology (3500). Population: Human (10). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Tests & Measures: Stanford Achievement Test, Tenth Edition; Oregon Statewide Reading Assessment. Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 20. Issue Publication Date: 2008. AB - The purpose of this study was to examine oral reading fluency (ORF) in the context of a large-scale federal reading initiative conducted in low performing, high poverty schools. The objectives were to (a) investigate the relation between ORF and comprehensive reading tests, (b) examine whether slope of performance over time on ORF predicted performance on comprehensive reading tests over and above initial level of performance, and (c) test how well various models of ORF and performance on high stakes reading tests in Year 1 predicted performance on high-stakes reading tests in Year 2. Subjects were four cohorts of students in Grades 1-3, with each cohort representing approximately 2,400 students. Results support the use of ORF in the early grades to screen students for reading problems and monitor reading growth over time. The use of ORF in reading reform and implications for school psychologists are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - oral reading fluency KW - reading proficiency KW - low-performing KW - high poverty schools KW - 2008 KW - Language Proficiency KW - Oral Reading KW - Poverty KW - Schools KW - Verbal Fluency KW - Elementary School Students KW - 2008 U1 - Sponsor: Oregon Department of Education, US. Grant: 8948. Other Details: University of Oregon. Recipients: No recipient indicated UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-04355-003&site=ehost-live&scope=site UR - sbaker@uoregon.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2008-00698-008 AN - 2008-00698-008 AU - Danielson, Louis AU - Doolittle, Jennifer AU - Bradley, Renee T1 - Professional development, capacity building, and research needs: Critical issues for response to intervention implementation. JF - School Psychology Review JO - School Psychology Review JA - School Psych Rev Y1 - 2007/12// VL - 36 IS - 4 SP - 632 EP - 637 CY - US PB - National Assn of School Psychologists SN - 0279-6015 AD - Doolittle, Jennifer, Office of Special Education Programs, 550 12th Street SW, Room 4096, Washington, DC, US, 20202 N1 - Accession Number: 2008-00698-008. Other Journal Title: School Psychology Digest. Partial author list: First Author & Affiliation: Danielson, Louis; Office of Special Education Programs, U.S. Department of Education, Washington, DC, US. Release Date: 20080204. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Comment/Reply. Language: English. Major Descriptor: Early Intervention; Prevention; Professional Development; School Based Intervention; Response to Intervention. Classification: Educational Psychology (3500). Population: Human (10). References Available: Y. Page Count: 6. Issue Publication Date: Dec, 2007. AB - Comments on an article by Thomas R. Kratochwill, Paula Volpiansky, Melissa Clements and Carrie Ball (see record [rid]2008-00698-007[/rid]). The aforementioned article lays out the key components of a system of response to intervention (RTI) as it should be implemented in an education setting and sets the framework for the series of articles in this special issue. The authors report that professional development has achieved greater importance as the link between practitioner skills and student performance levels has been delineated. One of the benefits of looking at the research base through an RTI lens is that the comprehensive nature of RTI--covering type, frequency, and duration of instruction, as well as varied types of assessments--helps reveal gaps in research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - professional development KW - multitier prevention models KW - implications KW - response to intervention KW - 2007 KW - Early Intervention KW - Prevention KW - Professional Development KW - School Based Intervention KW - Response to Intervention KW - 2007 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-00698-008&site=ehost-live&scope=site UR - jennifer.doolittle@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2007-18770-009 AN - 2007-18770-009 AU - Worthen, Maria R. T1 - Education policy implications from the Expert Panel on Electronic Media and Youth Violence. JF - Journal of Adolescent Health JO - Journal of Adolescent Health JA - J Adolesc Health Y1 - 2007/12// VL - 41 IS - 6,Suppl SP - S61 EP - S63 CY - Netherlands PB - Elsevier Science SN - 1054-139X AD - Worthen, Maria R., U.S. Department of Education, 400 Maryland Ave. SW, Room 3W225, Washington, DC, US, 20202-6200 N1 - Accession Number: 2007-18770-009. PMID: 18047948 Other Journal Title: Journal of Adolescent Health Care. Partial author list: First Author & Affiliation: Worthen, Maria R.; U.S. Department of Education, Washington, DC, US. Release Date: 20071217. Correction Date: 20151207. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Comment/Reply. Language: English. Major Descriptor: Adolescent Development; Education; Electronic Communication; Policy Making; Violence. Minor Descriptor: Behavior Problems; Harassment; Internet; Bullying; Education Policy. Classification: Psychosocial & Personality Development (2840). Population: Human (10). Age Group: Adolescence (13-17 yrs) (200). References Available: Y. Page Count: 3. Issue Publication Date: Dec, 2007. AB - The research from the Expert Panel on Electronic Media and Youth Violence makes a compelling case for why educators and education policymakers should care about the effects of media on youth behavior, and the growing phenomenon of Internet bullying and harassment. The ability of the U.S. education system to respond is limited not only by competing instructional priorities but also by the governance structure of the education system itself. The federal role is limited to a proportionally small amount of funding for states and schools, to raising public awareness, and to providing research and data. States can set priorities, make requirements, and direct funding. Districts and schools ultimately have the most control over prevention program selection and setting social and behavioral norms. Key implications of the panel's research for educators and education policymakers include: (1) Internet bullying is correlated with school behavior problems. (2) Internet bullying behavior may peak in middle school. (3) Internet bullying shares common predictors with verbal and, to some extent, physical bullying. (4) Media literacy programs may mitigate the negative effects of electronic media on youth. Specific recommendations based on these conclusions are discussed, and research priorities for the prevention and education fields are identified. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - education policy KW - electronic media KW - youth violence KW - internet bullying KW - harassment KW - youth behavior KW - 2007 KW - Adolescent Development KW - Education KW - Electronic Communication KW - Policy Making KW - Violence KW - Behavior Problems KW - Harassment KW - Internet KW - Bullying KW - Education Policy KW - 2007 DO - 10.1016/j.jadohealth.2007.09.009 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-18770-009&site=ehost-live&scope=site UR - Maria.Worthen@ed.gov DP - EBSCOhost DB - psyh ER - TY - GEN AU - Miller, David C. AU - Sen, Anindita AU - Malley, Lydia B. T1 - Comparative Indicators of Education in the United States & Other G-8 Countries: 2006. JO - Drug Discovery & Development JF - Drug Discovery & Development Y1 - 2007/11// VL - 10 IS - 11 M3 - Excerpt SP - 8 EP - 11 PB - Advantage Business Media SN - 1524783X AB - An excerpt from the "Comparative Indicators of Education in the United States & Other G-8 countries: 2006," is presented. KW - EDUCATION & state KW - EDUCATION -- International cooperation N1 - Accession Number: 27492391; Miller, David C. 1 Sen, Anindita 1 Malley, Lydia B. 1; Affiliation: 1: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education; Source Info: Nov2007, Vol. 10 Issue 11, Special section p8; Subject Term: EDUCATION & state; Subject Term: EDUCATION -- International cooperation; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; Number of Pages: 4p; Illustrations: 5 Graphs; Document Type: Excerpt UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27492391&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2007-17748-015 AN - 2007-17748-015 AU - Rice, John A. AU - Levine, Linda J. AU - Pizarro, David A. T1 - 'Just stop thinking about it': Effects of emotional disengagement on children's memory for educational material. JF - Emotion JO - Emotion JA - Emotion Y1 - 2007/11// VL - 7 IS - 4 SP - 812 EP - 823 CY - US PB - American Psychological Association SN - 1528-3542 SN - 1931-1516 AD - Levine, Linda J., Department of Psychology and Social Behavior, University of California, Irvine, 3340 Social Ecology Building II, Irvine, CA, US, 92697-7085 N1 - Accession Number: 2007-17748-015. PMID: 18039051 Partial author list: First Author & Affiliation: Rice, John A.; Institute of Education Sciences, U.S. Department of Education, Washington, DC, US. Release Date: 20071126. Correction Date: 20091026. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Education; Emotional Regulation; Memory. Minor Descriptor: Emotional States. Classification: Developmental Psychology (2800). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100); Preschool Age (2-5 yrs) (160); School Age (6-12 yrs) (180). Tests & Measures: Clinical Evaluation of Language Fundamentals--Revised. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 12. Issue Publication Date: Nov, 2007. Publication History: Accepted Date: May 29, 2007; Revised Date: May 24, 2007; First Submitted Date: Jan 8, 2007. Copyright Statement: American Psychological Association. 2007. AB - Children regulate negative emotions in a variety of ways. Emotion education programs typically discourage emotional disengagement and encourage emotional engagement or 'working through' negative emotions. The authors examined the effects of emotional disengagement and engagement on children's memory for educational material. Children averaging 7 or 10 years of age (N=200) watched either a sad or an emotionally neutral film and were then instructed to emotionally disengage, instructed to engage in problem solving concerning their emotion, or received no emotion regulation instructions. All children then watched and were asked to recall the details of an emotionally neutral educational film. Children instructed to disengage remembered the educational film better than children instructed to work through their feelings or children who received no emotion regulation instructions. Although past research has indicated that specific forms of emotional disengagement can impair memory for emotionally relevant events, the current findings suggest that disengagement is a useful short-term strategy for regulating mild negative emotion in educational settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - emotion regulation KW - children KW - memory KW - education KW - disengagement KW - 2007 KW - Education KW - Emotional Regulation KW - Memory KW - Emotional States KW - 2007 DO - 10.1037/1528-3542.7.4.812 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-17748-015&site=ehost-live&scope=site UR - ORCID: 0000-0001-9013-3787 UR - UR - llevine@uci.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2008-08466-001 AN - 2008-08466-001 AU - Planty, Michael AU - Strom, Kevin J. T1 - Understanding the role of repeat victims in the production of annual US victimization rates. JF - Journal of Quantitative Criminology JO - Journal of Quantitative Criminology JA - J Quant Criminol Y1 - 2007/09// VL - 23 IS - 3 SP - 179 EP - 200 CY - Germany PB - Springer SN - 0748-4518 SN - 1573-7799 AD - Planty, Michael, National Center for Education Statistics, 1990 K Street, NW, Room 9031, Washington, DC, US, 20006 N1 - Accession Number: 2008-08466-001. Partial author list: First Author & Affiliation: Planty, Michael; National Center for Education Statistics, Washington, DC, US. Release Date: 20090727. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Crime; Crime Victims; Statistical Analysis; Statistical Data; Victimization. Classification: Criminal Behavior & Juvenile Delinquency (3236); Statistics & Mathematics (2240). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340); Middle Age (40-64 yrs) (360); Aged (65 yrs & older) (380). Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 22. Issue Publication Date: Sep, 2007. AB - Victimization incidence rates produced from the National Crime Victimization Survey (NCVS) are a generally accepted annual indicator of the amount and type of crime in the United States. However, persons who report a large number of similar victimizations--known as series victimizations in the NCVS--are currently excluded in government reports of annual violent victimizations. This paper quantifies the effect of series incident counting procedures on national estimates of violent victimization. The findings suggest that these high-volume repeat victims can have a significant impact on the magnitude and distribution of violent victimization. Current government counting rules that exclude series incidents do not include about three out of every five violent victimizations and distorts the characterization and risk of violence in the United States. However, the inclusion of series incidents introduces significant estimate instability. One remedy is to use prevalence rates in concert with incidence rates to present a more complete and reliable picture of victimization. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - crime victimization KW - repeat victims KW - crime data KW - victimization rates KW - counting procedures KW - 2007 KW - Crime KW - Crime Victims KW - Statistical Analysis KW - Statistical Data KW - Victimization KW - 2007 U1 - Sponsor: American Statistical Association (ASA), US. Other Details: Committee on Law and Justice Statistics Grant Program, BJS. Recipients: No recipient indicated DO - 10.1007/s10940-007-9026-2 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-08466-001&site=ehost-live&scope=site UR - Michael.Planty@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2007-12322-008 AN - 2007-12322-008 AU - Modzeleski, William T1 - School-based violence prevention programs: Offering hope for school districts. JF - American Journal of Preventive Medicine JO - American Journal of Preventive Medicine JA - Am J Prev Med Y1 - 2007/08// VL - 33 IS - 2,Suppl SP - S107 EP - S108 CY - Netherlands PB - Elsevier Science SN - 0749-3797 SN - 1873-2607 AD - Modzeleski, William, Office of Safe and Drug Free Schools, U.S. Department of Education, 400 Maryland Ave SW, Washington, DC, US, 20202 N1 - Accession Number: 2007-12322-008. PMID: 17675010 Partial author list: First Author & Affiliation: Modzeleski, William; Office of Safe and Drug Free Schools, U.S. Department of Education, Washington, DC, US. Release Date: 20071015. Correction Date: 20160516. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Comment/Reply. Language: English. Major Descriptor: Aggressive Behavior; Prevention; School Based Intervention; Violence. Classification: Educational/Vocational Counseling & Student Services (3580). Population: Human (10). References Available: Y. Page Count: 2. Issue Publication Date: Aug, 2007. AB - Comments on an article by R. Hahn et al (see record [rid]2007-12322-011[/rid]) about universal school-based programs to prevent violent and aggressive behavior. The article provides school districts with hope as it has demonstrated four things: (1) effective violence prevention programs are available for schools to adopt; (2) the programs work in various environments; (3) many of the programs do not necessarily have to take precious time away from the academic calendar (adopting the programs could add time to the calendar as teachers will spend less time on disciplining students); and (4) the cost of some of the programs is very reasonable, making them available to most schools. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - effectiveness KW - universal school based programs KW - violence prevention KW - aggressive behavior prevention KW - 2007 KW - Aggressive Behavior KW - Prevention KW - School Based Intervention KW - Violence KW - 2007 DO - 10.1016/j.amepre.2007.04.017 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-12322-008&site=ehost-live&scope=site UR - Bill.Modzeleski@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 106168046 T1 - Psychoneuroendocrine effects of resource-activating stress management training. AU - Storch M AU - Gaab J AU - Küttel Y AU - Stüssi A AU - Fend H Y1 - 2007/07// N1 - Accession Number: 106168046. Language: English. Entry Date: 20071012. Revision Date: 20150711. Publication Type: Journal Article; research; tables/charts. Journal Subset: Biomedical; Peer Reviewed; USA. Special Interest: Psychiatry/Psychology. Instrumentation: Perceived Stress Scale (PSS) (Cohen et al); Center for Epidemiologic Studies Depression Scale (CES-D); Trier Social Stress Test (TSST) (Kirschbaum et al); Perceived Stress Scale (PSS) (Cohen et al) [German]; Questionnaire for Competence and Control Orientations (Krampen); Measure for Assessment of General Stress Susceptibility; Center for Epidemiological Studies Depression Scale [German]; Primary Appraisal Secondary Appraisal Scale (PASA) (Gaab et al). NLM UID: 8211523. KW - Stress Management -- Education KW - Stress, Psychological -- Prevention and Control KW - Adult KW - Analysis of Variance KW - Center for Epidemiological Studies Depression Scale KW - Circadian Rhythm KW - Cognition KW - Comparative Studies KW - Experimental Studies KW - Hydrocortisone -- Analysis KW - Hydrocortisone -- Blood KW - Male KW - Prospective Studies KW - Psychological Tests KW - Psychotherapy, Group KW - Questionnaires KW - Random Assignment KW - Regression KW - Repeated Measures KW - Saliva KW - Scales KW - Switzerland KW - Translations KW - Treatment Outcomes KW - Human SP - 456 EP - 463 JO - Health Psychology JF - Health Psychology JA - HEALTH PSYCHOL VL - 26 IS - 4 CY - Washington, District of Columbia PB - American Psychological Association AB - Objective: The stress-induced release of cortisol has been linked to detrimental health outcomes. Therefore, strategies to attenuate cortisol stress responses are of interest for prevention and treatment of stress-related symptoms and problems. Previous studies have found protective effects of cognitive-behavioral stress management training--which focuses on the modification of stress-inducing cognitions--on cortisol stress responses; however, the effects of resource-oriented interventions on cortisol stress responses are unknown. Design: The longitudinal effects of resource-oriented stress management training (Zurich resource model training) on cortisol stress responses and cognitive appraisal of a standardized psychosocial stress test were evaluated in 54 healthy male participants assigned randomly to treatment and control groups. The Trier Social Stress Test (TSST; C. Kirschbaum, Wust, & Strasburger, 1992) was administered to all participants 3 months after the treatment group underwent stress management training. Main Outcome Measures: Saliva cortisol samples were taken before, during, and after the TSST, and cognitive stress appraisal was assessed before the test. Results: The treatment group had significantly attenuated cortisol responses and stress appraisals in comparison to the control group. The endocrine differences were mediated by differences in cognitive appraisals. Discussion: These results indicate that resource-oriented stress management training effectively reduces endocrine stress responses to stress in healthy adults. ((c) 2007 APA, all rights reserved). SN - 0278-6133 AD - Department of Educational Psychology, Institute of Education Sciences, University of Zurich, Zurich, Switzerland. storch@paed.unizh.ch. U2 - PMID: 17605565. UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=106168046&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 106183442 T1 - Development of English literacy in Spanish-speaking children: transforming research into practice. AU - Garcia GN AU - McCardle P AU - Nixon SM Y1 - 2007/07// N1 - Accession Number: 106183442. Language: English. Entry Date: 20071102. Revision Date: 20150820. Publication Type: Journal Article. Journal Subset: Allied Health; Peer Reviewed; USA. Special Interest: Pediatric Care; Speech-Language Pathology/Audiology. NLM UID: 0323431. KW - English as a Second Language -- In Infancy and Childhood KW - Hispanics -- In Infancy and Childhood KW - Language Development -- In Infancy and Childhood KW - Literacy -- In Infancy and Childhood KW - Child KW - Culture KW - Education Research KW - Reading SP - 213 EP - 215 JO - Language, Speech & Hearing Services in Schools JF - Language, Speech & Hearing Services in Schools JA - LANG SPEECH HEAR SERV SCH VL - 38 IS - 3 CY - Rockville, Maryland PB - American Speech-Language-Hearing Association AB - Purpose: The purpose of the present article is to provide the background for the clinical forum contained in this issue, which showcases prereading and reading development research that was conducted with Spanish-speaking children who were English language learners. Method: We focus on the articles presented in this clinical forum and provide the background for the research. Implications: There is a need for further educational research to ensure that practitioners achieve literacy for all children. SN - 0161-1461 AD - Institute of Education Sciences, U.S. Department of Education, Washington, DC U2 - PMID: 17625047. UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=106183442&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2007-12250-005 AN - 2007-12250-005 AU - Garcia, Gil Narro AU - McCardle, Peggy AU - Nixon, Stephanie M. T1 - Development of English literacy in Spanish-speaking children: Transforming research into practice. JF - Language, Speech, and Hearing Services in Schools JO - Language, Speech, and Hearing Services in Schools JA - Lang Speech Hear Serv Sch Y1 - 2007/07// VL - 38 IS - 3 SP - 213 EP - 215 CY - US PB - American Speech-Language-Hearing Assn SN - 0161-1461 SN - 1558-9129 AD - McCardle, Peggy, National Institute of Child Health and Human Development, 6100 Executive Boulevard, Suite 4B05, Rockville, MD, US, 20852-7510 N1 - Accession Number: 2007-12250-005. PMID: 17625047 Partial author list: First Author & Affiliation: Garcia, Gil Narro; Institute of Education Sciences, U.S. Department of Education, Washington, DC, US. Release Date: 20070820. Correction Date: 20161201. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Childhood Development; English as Second Language; Language Development; Literacy; Reading Development. Classification: Academic Learning & Achievement (3550). Population: Human (10). References Available: Y. Page Count: 3. Issue Publication Date: Jul, 2007. AB - Purpose: The purpose of the present article is to provide the background for the clinical forum contained in this issue, which showcases pre-reading and reading development research that was conducted with Spanish-speaking children who were English language learners. Method: We focus on the articles presented in this clinical forum and provide the background for the research. Implications: There is a need for further educational research to ensure that practitioners achieve literacy for all children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - English literacy KW - Spanish-speaking children KW - reading development KW - English language learning KW - 2007 KW - Childhood Development KW - English as Second Language KW - Language Development KW - Literacy KW - Reading Development KW - 2007 DO - 10.1044/0161-1461(2007/022) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-12250-005&site=ehost-live&scope=site UR - PM43Q@nih.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2007-09406-009 AN - 2007-09406-009 AU - Storch, Maja AU - Gaab, Jens AU - Küttel, Yvonne AU - Stüssi, Ann-Christin AU - Fend, Helmut T1 - Psychoneuroendocrine effects of resource-activating stress management training. JF - Health Psychology JO - Health Psychology JA - Health Psychol Y1 - 2007/07// VL - 26 IS - 4 SP - 456 EP - 463 CY - US PB - American Psychological Association SN - 0278-6133 SN - 1930-7810 AD - Storch, Maja, Department of Educational Psychology, University of Zurich, Freiestrasse 36, 8032, Zurich, Switzerland N1 - Accession Number: 2007-09406-009. PMID: 17605565 Partial author list: First Author & Affiliation: Storch, Maja; Department of Educational Psychology, Institute of Education Sciences, University of Zurich, Zurich, Switzerland. Other Publishers: Lawrence Erlbaum Associates. Release Date: 20070702. Correction Date: 20140217. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Hydrocortisone; Psychoneuroendocrinology; Stress Management. Classification: Psychophysiology (2560). Population: Human (10). Location: Switzerland. Age Group: Adulthood (18 yrs & older) (300). Tests & Measures: Questionnaire for Competence and Control Orientations; Measure for Assessment of General Stress Susceptibility; Center for Epidemiological Studies Depression Scale-German version; Perceived Stress Scale DOI: 10.1037/t02889-000; Trier Social Stress Test DOI: 10.1037/t05570-000. Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 8. Issue Publication Date: Jul, 2007. Copyright Statement: American Psychological Association. 2007. AB - Objective: The stress-induced release of cortisol has been linked to detrimental health outcomes. Therefore, strategies to attenuate cortisol stress responses are of interest for prevention and treatment of stress-related symptoms and problems. Previous studies have found protective effects of cognitive-behavioral stress management training--which focuses on the modification of stress-inducing cognitions--on cortisol stress responses; however, the effects of resource-oriented interventions on cortisol stress responses are unknown. Design: The longitudinal effects of resource-oriented stress management training (Zurich resource model training) on cortisol stress responses and cognitive appraisal of a standardized psychosocial stress test were evaluated in 54 healthy male participants assigned randomly to treatment and control groups. The Trier Social Stress Test (TSST; C. Kirschbaum, Wust, & Strasburger, 1992) was administered to all participants 3 months after the treatment group underwent stress management training. Main Outcome Measures: Saliva cortisol samples were taken before, during, and after the TSST, and cognitive stress appraisal was assessed before the test. Results: The treatment group had significantly attenuated cortisol responses and stress appraisals in comparison to the control group. The endocrine differences were mediated by differences in cognitive appraisals. Discussion: These results indicate that resource-oriented stress management training effectively reduces endocrine stress responses to stress in healthy adults. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Zurich resource model KW - stress management training KW - resource KW - cortisol KW - psychoneuroendocrine effects KW - 2007 KW - Hydrocortisone KW - Psychoneuroendocrinology KW - Stress Management KW - 2007 DO - 10.1037/0278-6133.26.4.456 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-09406-009&site=ehost-live&scope=site UR - ORCID: 0000-0002-9194-8491 UR - UR - storch@paed.unizh.ch DP - EBSCOhost DB - psyh ER - TY - JOUR T1 - Tomorrow's Leaders: Recruiting and Retaining the Next Generation of Rehabilitation Professionals. AU - Talley, William AU - Smiling, Quincy R. AU - Edwards, Yolanda V. AU - Smith, Edward R. JO - Journal of Rehabilitation Administration JF - Journal of Rehabilitation Administration Y1 - 2007/06// VL - 31 IS - 2 SP - 91 EP - 100 SN - 01483846 N1 - Accession Number: 28105778; Author: Talley, William: 1,2 Author: Smiling, Quincy R.: 3 Author: Edwards, Yolanda V.: 4 Author: Smith, Edward R.: 5 ; Author Affiliation: 1 Associate Professor, Department of Rehabilitation, University of Maryland Eastern Shore.: 2 Department Chair, Department of Rehabilitation, University of Maryland Eastern Shore.: 3 Assistant Professor, Winston-Salem State University.: 4 Associate Professor, University of South Carolina.: 5 Project Officer, United States Department of Education Rehabilitation Services Administration.; No. of Pages: 10; Language: English; Publication Type: Article; Update Code: 20080108 N2 - The preparation of a new generation of vocational rehabilitation counselors, educators, researchers, and leaders for public vocational rehabilitation agencies is highly challenging. Likewise, the recruitment of students into rehabilitation counselor education programs and the recruitment of graduates of these programs into positions in state and federal rehabilitation agencies is also challenging. Chan (2007) projected demands and needs for personnel in the field to be a need to replace approximately 3,820 vocational rehabilitation counselors and 240 VRC supervisors by the end of the 2007. Implications and recommendations are discussed. ABSTRACT FROM AUTHOR KW - VOCATIONAL rehabilitation KW - COUNSELORS KW - EDUCATORS KW - GRADUATES KW - GOVERNMENT agencies UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=28105778&site=ehost-live&scope=site DP - EBSCOhost DB - s3h ER - TY - JOUR AU - Kame'enui, Edward J. T1 - A New Paradigm. JO - Teaching Exceptional Children JF - Teaching Exceptional Children Y1 - 2007/05//May/Jun2007 VL - 39 IS - 5 M3 - Article SP - 6 EP - 7 PB - Sage Publications Inc. SN - 00400599 AB - The article presents an explanation of responsiveness to intervention (RTI), the topic of the issue in which the article appears, and the reasons that a discussion of this topic is both timely and premature in 2007. KW - PREFACES & forewords KW - CHILDREN with disabilities -- Identification N1 - Accession Number: 25204847; Kame'enui, Edward J. 1; Email Address: Edward.Kame'enui@ed.gov; Affiliation: 1: (CEC DC Federation), Commissioner for Special Education Research, National Center for Special Education Research (NCSER), Institute of Education Sciences (IES), U.S. Department of Education, Washington, DC; Source Info: May/Jun2007, Vol. 39 Issue 5, p6; Subject Term: PREFACES & forewords; Subject Term: CHILDREN with disabilities -- Identification; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=25204847&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Fuchs, Douglas AU - Fuchs, Lynn S. AU - Compton, Donald L. AU - Bouton, Bobette AU - Caffrey, Erin AU - Hill, Lisa T1 - Dynamic Assessment as Responsiveness to Intervention. JO - Teaching Exceptional Children JF - Teaching Exceptional Children Y1 - 2007/05//May/Jun2007 VL - 39 IS - 5 M3 - Article SP - 58 EP - 63 PB - Sage Publications Inc. SN - 00400599 AB - The article proposes dynamic assessment as an alternative to responsiveness to intervention (RTI) in U.S. schools. The authors note that, because RTI uses instruction as the "test" for identifying students' academic level or performance, the validity of the instruction is equally as important as that of any test instrument, and they describe discrepancies and consensus in the format and implementation of RTI across the country. They advocate for use of a dynamic assessment (DA), or assessment of learning potential, as a more efficient means of predicting and monitoring academic performance. In support of this, they describe their two studies focusing on first-grade students' reading instruction and progress, as measured through dynamic assessment, and commend on their findings. KW - DYNAMIC assessment (Education) KW - LEARNING ability testing KW - PREDICTION of scholastic success KW - CHILDREN with disabilities -- Identification KW - FORMATIVE tests KW - READING disability KW - LEARNING disabled persons KW - RESEARCH KW - TEST validity KW - PRIMARY education KW - EDUCATION -- United States KW - UNITED States N1 - Accession Number: 25204854; Fuchs, Douglas 1 Fuchs, Lynn S. 1 Compton, Donald L. 2; Email Address: doug.fuchs@vanderbilt.edu Bouton, Bobette 3 Caffrey, Erin 4 Hill, Lisa 5; Affiliation: 1: (CEC TN Federation), Nicholas Hobbs Professor of Special Education and Human Development 2: (CEC TN Federation) Associate Professor 3: (CEC TN Federation), Project Coordinator, Special Education Department, Vanderbilt University, Nashville, Tennessee 4: Research Scientist, Office of the Commissioner, National Center for Special Education Research, Washington, DC 5: Project Coordinator, Special Education Department, Vanderbilt University, Nashville, Tennessee; Source Info: May/Jun2007, Vol. 39 Issue 5, p58; Subject Term: DYNAMIC assessment (Education); Subject Term: LEARNING ability testing; Subject Term: PREDICTION of scholastic success; Subject Term: CHILDREN with disabilities -- Identification; Subject Term: FORMATIVE tests; Subject Term: READING disability; Subject Term: LEARNING disabled persons; Subject Term: RESEARCH; Subject Term: TEST validity; Subject Term: PRIMARY education; Subject Term: EDUCATION -- United States; Subject Term: UNITED States; Number of Pages: 6p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=25204854&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - von Kopp, Botho AU - Oxenham, John AU - Fartuşnic, Ciprian AU - Turner, David AU - Okano, Kaori AU - Giannakaki, Marina-Stefania AU - Savolainen, Kaisa AU - Preston, Rosemary AU - Brock-Utne, Birgit AU - Pahl, Kate T1 - The Perils of Educational Transfer. JO - International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft JF - International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft Y1 - 2007/03// VL - 53 IS - 2 M3 - Book Review SP - 219 EP - 242 PB - Springer Science & Business Media B.V. SN - 00208566 AB - The article reviews several books including "The Cross-Cultural Transfer of Educational Concepts and Practices: A Comparative Study," by Masahiro Tanaka, "Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience," by Helen Abadzi, and "International Handbook on the Economics of Education," edited by Geraint Johnes and Jill Johnes. KW - NONFICTION KW - TANAKA, Masahiro KW - ABADZI, Helen KW - JOHNES, Geraint KW - CROSS-Cultural Transfer of Educational Concepts & Practices: A Comparative Study, The (Book) KW - EFFICIENT Learning for the Poor: Insights From the Frontier of Cognitive Neuroscience (Book) KW - INTERNATIONAL Handbook on the Economics of Education (Book) N1 - Accession Number: 24962512; von Kopp, Botho 1 Oxenham, John Fartuşnic, Ciprian 2 Turner, David 3 Okano, Kaori 4 Giannakaki, Marina-Stefania 5 Savolainen, Kaisa Preston, Rosemary 6 Brock-Utne, Birgit 7 Pahl, Kate 8; Affiliation: 1: Deutsches Institut für Internationale Pädagogische Forschung (German Institute for International Educational Research) Frankfurt am Main 2: Institute of Education Sciences, Bucharest 3: University of Glamorgan, UK 4: School of Social Sciences, La Trobe University, Australia 5: UNESCO Centre for Comparative, Education Research School of Education, University of Nottingham, UK 6: School of Health and Social Studies, University of Warwick, UK 7: Institute for Educational Research, University of Oslo, Norway 8: University of Sheffield, England; Source Info: Mar2007, Vol. 53 Issue 2, p219; Subject Term: NONFICTION; Reviews & Products: CROSS-Cultural Transfer of Educational Concepts & Practices: A Comparative Study, The (Book); Reviews & Products: EFFICIENT Learning for the Poor: Insights From the Frontier of Cognitive Neuroscience (Book); Reviews & Products: INTERNATIONAL Handbook on the Economics of Education (Book); People: TANAKA, Masahiro; People: ABADZI, Helen; People: JOHNES, Geraint; Number of Pages: 24p; Document Type: Book Review L3 - 10.1007/s11159-007-9040-5 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=24962512&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2007-05044-006 AN - 2007-05044-006 AU - Spooner, Fred AU - Baker, Joshua N. AU - Harris, Amber A. AU - Ahlgrim-Delzell, Lynn AU - Browder, Diane M. T1 - Effects of training in universal design learning on lesson plan development. JF - Remedial and Special Education JO - Remedial and Special Education JA - Remedial Spec Educ Y1 - 2007/03//Mar-Apr, 2007 VL - 28 IS - 2 SP - 108 EP - 116 CY - US PB - PRO-ED SN - 0741-9325 SN - 1538-4756 AD - Spooner, Fred, Department of Special Education and Child Development, College of Education, UNC Charlotte, 9201 University City Boulevard, Charlotte, NC, US, 28223-0001 N1 - Accession Number: 2007-05044-006. Other Journal Title: RASE: Remedial & Special Education. Partial author list: First Author & Affiliation: Spooner, Fred; Institute for Education Sciences, University of North Carolina-Charlotte, Charlotte, NC, US. Other Publishers: Sage Publications. Release Date: 20070430. Correction Date: 20110919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Lesson Plans; Teacher Education. Minor Descriptor: College Students; Teachers. Classification: Educational Administration & Personnel (3510). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320); Thirties (30-39 yrs) (340); Middle Age (40-64 yrs) (360). Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 9. Issue Publication Date: Mar-Apr, 2007. AB - The effects of training in Universal Design for Learning (UDL) on lesson plan development of special and general educators in a college classroom environment were investigated. A true experimental group design with a control group was used for this study. A one-hour teacher training session introduced UDL to the experimental group; the control group received the intervention later. A three-factor analysis of variance with repeated measures was completed for each of the dependent variables (i.e., UDL lesson plan). Differences were found between pretest and posttest measures for both treatment groups for special education and general education teachers. The results suggest that a simple introduction to UDL can help teachers to design a lesson plan accessible for all students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - teacher training KW - Universal Design for Learning KW - lesson plan development KW - special educators KW - general educators KW - graduate & undergraduate students KW - 2007 KW - Lesson Plans KW - Teacher Education KW - College Students KW - Teachers KW - 2007 DO - 10.1177/07419325070280020101 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-05044-006&site=ehost-live&scope=site UR - fhspoone@email.uncc.ed DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2007-05224-013 AN - 2007-05224-013 AU - Early, Diane M. AU - Maxwell, Kelly L. AU - Burchinal, Margaret AU - Bender, Randall H. AU - Ebanks, Caroline AU - Henry, Gary T. AU - Iriondo-Perez, Jeniffer AU - Mashburn, Andrew J. AU - Pianta, Robert C. AU - Alva, Soumya AU - Bryant, Donna AU - Cai, Karen AU - Clifford, Richard M. AU - Griffin, James A. AU - Howes, Carollee AU - Jeon, Hyun-Joo AU - Peisner-Feinberg, Ellen AU - Vandergrift, Nathan AU - Zill, Nicholas T1 - Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. JF - Child Development JO - Child Development JA - Child Dev Y1 - 2007/03//Mar-Apr, 2007 VL - 78 IS - 2 SP - 558 EP - 580 CY - United Kingdom PB - Blackwell Publishing SN - 0009-3920 SN - 1467-8624 AD - Early, Diane M., FPG Child Development Institute, University of North Carolina at Chapel Hill, CB 8040, Chapel Hill, NC, US, 27599 N1 - Accession Number: 2007-05224-013. PMID: 17381790 Other Journal Title: Child Development: Abstracts & Bibliography. Partial author list: First Author & Affiliation: Early, Diane M.; University of North Carolina at Chapel Hill, Chapel Hill, NC, US. Other Publishers: Wiley-Blackwell Publishing Ltd. Release Date: 20070521. Correction Date: 20120618. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Preschool Education; Preschool Teachers; Professional Development; Teacher Education. Minor Descriptor: Classrooms. Classification: Educational Administration & Personnel (3510). Population: Human (10). Location: US. Age Group: Childhood (birth-12 yrs) (100); Preschool Age (2-5 yrs) (160). Tests & Measures: Head Start Family and Child Experiences Survey; Woodcock - Johnson Tests of Achievement; Early Childhood Environment Rating Scale--Revised Edition. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 23. Issue Publication Date: Mar-Apr, 2007. AB - In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - teachers education KW - classroom quality KW - young children KW - academic skills: preschool programs KW - public preschool teachers KW - 2007 KW - Academic Achievement KW - Preschool Education KW - Preschool Teachers KW - Professional Development KW - Teacher Education KW - Classrooms KW - 2007 U1 - Sponsor: US Department of Health and Human Services, Administration for Children and Families, US. Grant: 105-95-1936. Other Details: Columbia University Teachers College in conjunction with the Early Head Start Research Consortium. Recipients: No recipient indicated U1 - Sponsor: US Department of Health and Human Services, ACF, US. Grant: 03Y00318101D; GS23F8144H. Other Details: Westat, Rockville, MD. Recipients: No recipient indicated U1 - Sponsor: UPS Foundation. Other Details: Georgia Early Childhood Study (GECS). Recipients: No recipient indicated U1 - Sponsor: NIEER. Recipients: No recipient indicated U1 - Sponsor: Pew Charitable Trusts. Recipients: No recipient indicated U1 - Sponsor: Georgia Dept of Early Care & Learning. Recipients: No recipient indicated U1 - Sponsor: North Carolina Department of Health and Human Services, US. Grant: 2090002872. Other Details: Evaluation of the North Carolina More at Four Prekindergarten Program. Recipients: No recipient indicated U1 - Sponsor: US Department of Education, Institute of Education Sciences, US. Grant: ED-01- CO-0052/0004. Other Details: PCER, to RTI International. Recipients: No recipient indicated DO - 10.1111/j.1467-8624.2007.01014.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-05224-013&site=ehost-live&scope=site UR - diane_early@unc.edu DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Tharp, Roland G. AU - Dalton, Stephanie Stoll T1 - Orthodoxy, cultural compatibility, and universals in education. JO - Comparative Education JF - Comparative Education Y1 - 2007/02// VL - 43 IS - 1 M3 - Article SP - 53 EP - 70 SN - 03050068 AB - Are western psychological and educational theory and practice truly applicable to a range of diverse settings around the world? We demonstrate that there is a globally dominant pedagogical orthodoxy—not exclusively western—for which there is little supportive theory nor evidence of efficacy. There is an alternative—Standards for Effective Pedagogy—that aspires directly and by design toward universalism. We describe this pedagogical system’s nearly forty-year developmental history, as well as its methods, disciplines, and evidence for efficacy. Examples and prospects for application in a variety of cultures are discussed, as well as the political and philosophical limits of a universalist approach. [ABSTRACT FROM AUTHOR] AB - Copyright of Comparative Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - EFFECTIVE teaching -- Research KW - INSTRUCTIONAL systems KW - EVALUATION KW - CULTURAL universals KW - EDUCATIONAL standards KW - EDUCATIONAL anthropology KW - WESTERN influences in education KW - EDUCATIONAL planning KW - HISTORY KW - EDUCATIONAL change KW - SOCIAL aspects N1 - Accession Number: 24153923; Tharp, Roland G. 1 Dalton, Stephanie Stoll 2; Affiliation: 1: University of California. Berkeley. USA 2: US Department of Education. USA; Source Info: Feb2007, Vol. 43 Issue 1, p53; Subject Term: EFFECTIVE teaching -- Research; Subject Term: INSTRUCTIONAL systems; Subject Term: EVALUATION; Subject Term: CULTURAL universals; Subject Term: EDUCATIONAL standards; Subject Term: EDUCATIONAL anthropology; Subject Term: WESTERN influences in education; Subject Term: EDUCATIONAL planning; Subject Term: HISTORY; Subject Term: EDUCATIONAL change; Subject Term: SOCIAL aspects; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 18p; Document Type: Article L3 - 10.1080/03050060601162404 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=24153923&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - CHAP ID - 2006-22338-011 AN - 2006-22338-011 AU - Haegerich, Tamara M. AU - Okagaki, Lynn ED - Sternberg, Robert J. ED - Sternberg, Robert J., (Ed) T1 - Careers in Public Service: The Intersection of Science and Policy. T2 - Career paths in psychology: Where your degree can take you, 2nd ed. Y1 - 2007/// SP - 203 EP - 213 CY - Washington, DC, US PB - American Psychological Association SN - 1-59147-732-8 SN - 978-1-59147-732-7 N1 - Accession Number: 2006-22338-011. Partial author list: First Author & Affiliation: Haegerich, Tamara M.; Institute of Education Sciences, U.S. Department of Education, Washington, DC, US. Release Date: 20070430. Correction Date: 20151207. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 1-59147-732-8, Paperback; 978-1-59147-732-7, Paperback. Language: English. Major Descriptor: Government Programs; Policy Making; Psychologists; Sciences. Minor Descriptor: Education. Classification: Professional Psychological & Health Personnel Issues (3400). Population: Human (10). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 11. AB - Although psychologists fill a variety of roles in the government system, in this chapter we focus on our experiences within a federal research agency, the Institute of Education Sciences (IES), which is only one of many federal research offices and agencies. IES was established in 2002 as the primary research office in the U.S. Department of Education. Its mission is to expand knowledge and provide information about the condition of education, practices that improve academic achievement, and the effectiveness of education programs. Psychologists fill many roles at IES, such as ensuring the quality of research funded on the development and evaluation of education programs and practices; overseeing research grant programs; and making certain that IES research, statistics, and evaluation reports meet the highest standards of scientific rigor. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Institute of Education Sciences KW - careers KW - science KW - policy KW - psychologists KW - 2007 KW - Government Programs KW - Policy Making KW - Psychologists KW - Sciences KW - Education KW - 2007 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-22338-011&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - CHAP ID - 2006-20704-008 AN - 2006-20704-008 AU - Harn, Beth A. AU - Kame'enui, Edward J. AU - Simmons, Deborah C. ED - Haager, Diane ED - Klingner, Janette ED - Vaughn, Sharon ED - Haager, Diane, (Ed) ED - Klingner, Janette, (Ed) ED - Vaughn, Sharon, (Ed) T1 - The nature and role of the third tier in a prevention model for kindergarten students. T2 - Evidence-based reading practices for response to intervention. Y1 - 2007/// SP - 161 EP - 184 CY - Baltimore, MD, US PB - Paul H Brookes Publishing SN - 1-55766-828-0 SN - 978-1-55766-828-8 AD - Harn, Beth A., Center on Teaching and Learning, University of Oregon, 5292 University of Oregon, Eugene, OR, US, 97403 N1 - Accession Number: 2006-20704-008. Partial author list: First Author & Affiliation: Harn, Beth A.; University of Oregon, Center on Teaching and Learning, Eugene, OR, US. Release Date: 20080331. Correction Date: 20120827. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 1-55766-828-0, Paperback; 978-1-55766-828-8, Paperback. Language: English. Major Descriptor: Kindergarten Students; Prevention; Reading Disabilities; Reading Education; School Based Intervention. Minor Descriptor: At Risk Populations; Early Intervention; Models. Classification: Special & Remedial Education (3570). Population: Human (10). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Intended Audience: Psychology: Professional & Research (PS). Tests & Measures: Dynamic Indicators of Basic Early Literacy Skills; Woodcock Reading Mastery Test-Revised; Peabody Picture Vocabulary Test--Revised. Methodology: Empirical Study. References Available: Y. Page Count: 24. AB - Discusses essential features of interventions for kindergarten students most in need of support, particularly those students participating in the third tier of a Response to Intervention model. The authors provide data from a research study on kindergartners identified as being at risk for reading difficulties and conclude that effective third-tier interventions should be empirically based, carefully designed, purposefully implemented, and given high priority. In addition, student progress should be monitored closely. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - third-tier interventions KW - prevention model KW - kindergarten students KW - reading difficulties KW - at risk students KW - 2007 KW - Kindergarten Students KW - Prevention KW - Reading Disabilities KW - Reading Education KW - School Based Intervention KW - At Risk Populations KW - Early Intervention KW - Models KW - 2007 U1 - Sponsor: US Department of Education, Office of Special Education Programs, US. Grant: H324X010014. Other Details: Project CIRCUITS. Recipients: No recipient indicated U1 - Sponsor: US Department of Education, Office of Special Education Programs, US. Grant: H324M980127. Other Details: Project ACCEL-S. Recipients: No recipient indicated UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-20704-008&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Štrajn, Darko AU - Bhola, Harbans S. AU - Sopheak, Keng Chan AU - Fartusnic, Ciprian AU - Sider, Steven R. AU - Tiedo Xhang AU - Mcvey, Michael AU - Roy-Campbell, Zaline AU - Arroyo, Graciela Cordero T1 - Book reviews – Buchbesprechungen – analyses bibliographiques. JO - International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft JF - International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft Y1 - 2007/01// VL - 53 IS - 1 M3 - Book Review SP - 93 EP - 114 PB - Springer Science & Business Media B.V. SN - 00208566 AB - The article reviews several books including "Widening Access to Education As Social Justice: Essays in Honor of Michael Omolewa," edited by Akpovire Oduaran and Harban S. Bhola, "Social Justice and Democracy: The Relevance of Rawls' Conception of Justice in Africa," by Basile Ekanga and "Partnerships in Educational Development," by Iffath Farah and Barbara Jaworski. KW - NONFICTION KW - ODUARAN, Akpovire KW - BHOLA, Harbans S. KW - EKANGA, Basile KW - FARAH, Iffath KW - JAWORSKI, Barbara KW - WIDENING Access to Education As Social Justice: Essays in Honor of Michael Omolewa (Book) KW - SOCIAL Justice & Democracy: The Relevance of Rawls' Conception of Justice in Africa (Book) KW - PARTNERSHIPS in Educational Development (Book) N1 - Accession Number: 24363165; Štrajn, Darko 1 Bhola, Harbans S. 2 Sopheak, Keng Chan 3 Fartusnic, Ciprian 4 Sider, Steven R. 5 Tiedo Xhang 6 Mcvey, Michael 7 Roy-Campbell, Zaline 8 Arroyo, Graciela Cordero 9; Affiliation: 1: Educational Research Institute, Ljubljana, Slovenia 2: Professor Emeritus, Indiana University, Tucson, AZ, USA 3: Nagoya University, Japan 4: Institute of Education Sciences, Bucharest 5: Redeemer University College, Canada 6: Beijing Academy of Educational Sciences, China 7: University of Arizona 8: Syracuse University 9: Universidad Auto´noma de Baja, California; Source Info: Jan2007, Vol. 53 Issue 1, p93; Subject Term: NONFICTION; Reviews & Products: WIDENING Access to Education As Social Justice: Essays in Honor of Michael Omolewa (Book); Reviews & Products: SOCIAL Justice & Democracy: The Relevance of Rawls' Conception of Justice in Africa (Book); Reviews & Products: PARTNERSHIPS in Educational Development (Book); People: ODUARAN, Akpovire; People: BHOLA, Harbans S.; People: EKANGA, Basile; People: FARAH, Iffath; People: JAWORSKI, Barbara; Number of Pages: 22p; Document Type: Book Review L3 - 10.1007/s11159-006-9030-z UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=24363165&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Lin, Jiu-jenq AU - Lim, Hyun K. AU - Soto-quijano, David A. AU - Hanten, William P. AU - Olson, Sharon L. AU - Roddey, Toni S. AU - Sherwood, Arthur M. T1 - Altered patterns of muscle activation during performance of four functional tasks in patients with shoulder disorders: Interpretation from voluntary response index JO - Journal of Electromyography & Kinesiology JF - Journal of Electromyography & Kinesiology Y1 - 2006/10// VL - 16 IS - 5 M3 - Article SP - 458 EP - 468 SN - 10506411 AB - Abstract: Altered motor control of the shoulder muscles during performance of a specific motor task in patients with shoulder disorders (SDs) has been an interesting subject to researchers. This study compared shoulder muscle activation patterns by surface electromyography (sEMG), including the upper trapezius (UT), lower trapezius (LT), and serratus anterior (SA) muscles, during four functional tasks in 25 patients with SDs and controls. A voluntary response index (VRI) was calculated, including magnitude and similarity index (SI), to quantify sEMG patterns during four functional tasks. Responsiveness and clinically meaningful levels of discrimination between patients and control for EMG magnitude and SI were determined. An altered pattern of motor control during four functional tasks was evident in the patients, in which greater EMG amplitude and abnormal EMG patterns were found. For SI among four functional tasks, normal subjects ranged from 0.80 to 1.00 while patients ranged from 0.70 to 0.99. High probabilities (97%) of discrimination between patients and normal subjects were found by SI method during an overhead height task (patients: 0.85–0.96, normal subjects: 0.95–1.00). Our results also suggest that an individual can be estimated to be abnormal when lower SI values are observed during the four functional tasks. [Copyright &y& Elsevier] AB - Copyright of Journal of Electromyography & Kinesiology is the property of Elsevier Science Publishing Company, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - ANATOMY KW - MOTOR ability KW - HUMAN mechanics KW - ELECTROMYOGRAPHY KW - Functional activity KW - Quantitative analysis KW - Shoulder muscle KW - Surface electromyography N1 - Accession Number: 22132988; Lin, Jiu-jenq 1; Email Address: Artsherwood@ieee.org Lim, Hyun K. 2 Soto-quijano, David A. 3 Hanten, William P. 3 Olson, Sharon L. 4 Roddey, Toni S. 4 Sherwood, Arthur M. 5; Affiliation: 1: School of Physical Therapy and National Taiwan University Hospital, College of Medicine, National Taiwan University, Taiwan 2: Division of Electromagnetic Metrology, Biomagnetism Research Center, Korea Research Institute of Standards and Science, Republic of Korea 3: Department of Physical Medicine and Rehabilitation, Baylor College of Medicine Veterans Affairs Medical Center, Houston, TX, United States 4: School of Physical Therapy, Texas Woman’s University, United States 5: National Institute on Disability and Rehabilitation Research, US Department of Education, 400 Maryland Avenue SW, Washington, DC 20202, United States; Source Info: Oct2006, Vol. 16 Issue 5, p458; Subject Term: ANATOMY; Subject Term: MOTOR ability; Subject Term: HUMAN mechanics; Subject Term: ELECTROMYOGRAPHY; Author-Supplied Keyword: Functional activity; Author-Supplied Keyword: Quantitative analysis; Author-Supplied Keyword: Shoulder muscle; Author-Supplied Keyword: Surface electromyography; Number of Pages: 11p; Document Type: Article L3 - 10.1016/j.jelekin.2005.09.008 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=22132988&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Hayes, Susan Ansell T1 - Lead On. JO - Teacher Magazine JF - Teacher Magazine Y1 - 2006/10// VL - 18 IS - 2 M3 - Letter SP - 6 EP - 6 SN - 10466193 AB - A letter to the editor is presented in which a reader states the striking features of the new website of the journal. KW - LETTERS to the editor KW - EDUCATIONAL websites N1 - Accession Number: 22738553; Hayes, Susan Ansell 1; Affiliation: 1: National Assessment of Educational Progress Coordinator Vermont Department of Education; Source Info: Oct2006, Vol. 18 Issue 2, p6; Subject Term: LETTERS to the editor; Subject Term: EDUCATIONAL websites; NAICS/Industry Codes: 519130 Internet Publishing and Broadcasting and Web Search Portals; Number of Pages: 1/9p; Document Type: Letter; Full Text Word Count: 107 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=22738553&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Ricciuti, Henry N. AU - Thomas, Marney AU - Ricciuti, Anne E. T1 - Availability and spontaneous use of verbal labels in sorting categorization by 16–23-month olds JO - Early Childhood Research Quarterly JF - Early Childhood Research Quarterly Y1 - 2006/09// VL - 21 IS - 3 M3 - Article SP - 360 EP - 373 SN - 08852006 AB - Abstract: This study investigated the role of word knowledge and spontaneous labeling of familiar objects in free sorting object categorization by 16–23-month-old children. General vocabulary was related to categorization on particular tasks involving both familiar and unfamiliar objects. Object labeling was associated with categorization when familiar objects of a given kind were identical. Spontaneous object labeling was also the only predictor of non-familiar object categorization, beyond the effects of age and vocabulary. The pattern of results suggests that spontaneous object labeling during free sorting is a reflection of the child''s heightened involvement in the challenge of category discovery, thus perhaps facilitating object categorization. The findings reinforce the importance of teachers engaging toddlers in interactive object naming and world learning, as well as encouraging self-narration. [Copyright &y& Elsevier] AB - Copyright of Early Childhood Research Quarterly is the property of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CHILD development KW - CHILD rearing KW - WORD recognition KW - OBJECT-teaching KW - Bayley Mental Development Scale KW - Sorting categorization KW - Verbal labels N1 - Accession Number: 22255395; Ricciuti, Henry N. 1; Email Address: hnr1@cornell.edu Thomas, Marney 1 Ricciuti, Anne E. 2; Affiliation: 1: Department of Human Development, Cornell University, Ithaca, NY 14853, United States 2: Institute of Education Sciences, Washington, DC, United States; Source Info: Sep2006, Vol. 21 Issue 3, p360; Subject Term: CHILD development; Subject Term: CHILD rearing; Subject Term: WORD recognition; Subject Term: OBJECT-teaching; Author-Supplied Keyword: Bayley Mental Development Scale; Author-Supplied Keyword: Sorting categorization; Author-Supplied Keyword: Verbal labels; Number of Pages: 14p; Document Type: Article L3 - 10.1016/j.ecresq.2006.07.003 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=22255395&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Rinehart, Cheryl S. AU - Bridges, Lisa J. AU - Sigelman, Carol K. T1 - Differences Between Black and White Elementary School Children's Orientations Toward Alcohol and Cocaine: A Three-Study Comparison. JO - Journal of Ethnicity in Substance Abuse JF - Journal of Ethnicity in Substance Abuse Y1 - 2006/09// VL - 5 IS - 3 M3 - Article SP - 75 EP - 102 SN - 15332640 AB - To trace the origins of race differences in substance use, this study examined differences between Black and White elementary school children's knowledge of alcohol and cocaine, beliefs about their short- and long-term effects, and attitudes toward and intentions to use them across three independent samples (N = 18 1, N = 287, N = 234). Black children were more negatively oriented toward alcohol and cocaine than White children from an early age. Most notably, in all samples Black children had less positive attitudes toward adult alcohol use and lower intentions to use alcohol. Black children were also more likely to attribute negative long-term health and social effects to alcohol and cocaine use, but there were few significant race differences in knowledge or in expectancies regarding short-term effects of use. Since race differences in beliefs, exposure to alcohol, and socioeconomic factors could not explain race differences in attitudes toward substance use, other cultural differences must be considered. [ABSTRACT FROM AUTHOR] AB - Copyright of Journal of Ethnicity in Substance Abuse is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SCHOOL children KW - RACIAL differences KW - ALCOHOL KW - COCAINE KW - AFRICAN American children KW - ATTITUDE (Psychology) KW - Alcohol KW - attitudes KW - children KW - cocaine N1 - Accession Number: 23837054; Rinehart, Cheryl S. 1; Email Address: crinehart@cesar.umd.edu Bridges, Lisa J. 2; Email Address: Lisa.Bridges@ed.gov Sigelman, Carol K. 3; Affiliation: 1: Faculty Research Assistant, Center for Substance Abuse Research, University of Maryland 2: Research Scientist, Institute of Education Sciences, Washington 3: Associate Vice President for Graduate Studies and Academic Affairs and Professor of Psychology, Department of Psychology, George Washington University, Washington; Source Info: 2006, Vol. 5 Issue 3, p75; Subject Term: SCHOOL children; Subject Term: RACIAL differences; Subject Term: ALCOHOL; Subject Term: COCAINE; Subject Term: AFRICAN American children; Subject Term: ATTITUDE (Psychology); Author-Supplied Keyword: Alcohol; Author-Supplied Keyword: attitudes; Author-Supplied Keyword: children; Author-Supplied Keyword: cocaine; NAICS/Industry Codes: 325193 Ethyl Alcohol Manufacturing; NAICS/Industry Codes: 325411 Medicinal and Botanical Manufacturing; NAICS/Industry Codes: 325410 Pharmaceutical and medicine manufacturing; Number of Pages: 28p; Illustrations: 5 Charts; Document Type: Article L3 - 10.1300/J233v05n03̱05 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=23837054&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Kiley, James P. AU - Frumkin, Howard AU - Collins, Janet L. AU - Price, Deborah A. T1 - Foreword. JO - Journal of School Health JF - Journal of School Health Y1 - 2006/08// VL - 76 IS - 6 M3 - Letter SP - 201 EP - 201 PB - Wiley-Blackwell SN - 00224391 AB - The article presents a foreword to the August 2006 issue of the "Journal of School Health." The issue focuses on children who have asthma and school-based asthma programs. More than 5 million school children in the United States have asthma, and improperly controlled asthma is credited with almost 15 million absences annually. In addition, asthma can compromise academic performance and limit participation in school activities and sports, making it essential for schools to manage asthma programs and minimize negative effects. KW - ASTHMA KW - CHILDREN -- United States KW - SCHOOL children KW - PUBLIC health KW - MEDICAL policy KW - UNITED States N1 - Accession Number: 21980230; Kiley, James P. 1 Frumkin, Howard 2 Collins, Janet L. 3 Price, Deborah A. 4; Affiliation: 1: Director Division of Lung Diseases National Heart, Lung and Blood Institute National Institutes for Health 2: Director National Center for Environmental Health/Agency for Toxic Substances and Disease Registry Centers for Disease Control and Prevention US Department of Health and Human Services 3: Director National Center for Chronic Disease Prevention and Health Promotion Centers for Disease Control and Prevention 4: Assistant Deputy Secretary Office of Safe and Drug-Free Schools US Department of Education; Source Info: Aug2006, Vol. 76 Issue 6, p201; Subject Term: ASTHMA; Subject Term: CHILDREN -- United States; Subject Term: SCHOOL children; Subject Term: PUBLIC health; Subject Term: MEDICAL policy; Subject Term: UNITED States; NAICS/Industry Codes: 923120 Administration of Public Health Programs; NAICS/Industry Codes: 525120 Health and Welfare Funds; Number of Pages: 1p; Document Type: Letter; Full Text Word Count: 317 L3 - 10.1111/j.1746-1561.2006.00095.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21980230&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2006-09833-006 AN - 2006-09833-006 AU - Wells, Michael E. T1 - Psychotherapy for Families in the Aftermath of a Disaster. JF - Journal of Clinical Psychology JO - Journal of Clinical Psychology JA - J Clin Psychol Y1 - 2006/08// VL - 62 IS - 8 SP - 1017 EP - 1027 CY - US PB - John Wiley & Sons SN - 0021-9762 SN - 1097-4679 AD - Wells, Michael E., 6036 Richmond Highway, No. 710, Alexandria, VA, US, 22303 N1 - Accession Number: 2006-09833-006. PMID: 16700020 Other Journal Title: In Session: Psychotherapy in Practice. Partial author list: First Author & Affiliation: Wells, Michael E.; United States Department of Education, US. Release Date: 20060807. Correction Date: 20130624. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Disasters; Family Therapy; Mental Health Services; Psychotherapy; Trauma. Classification: Psychotherapy & Psychotherapeutic Counseling (3310). Population: Human (10). References Available: Y. Page Count: 11. Issue Publication Date: Aug, 2006. AB - We have not seen the last of natural disasters; nor have we endured the last of the terrorist acts. This article offers clinical guidance in providing mental health services to families in the aftermath of such events. The trauma experienced by an individual victimized by a natural disaster or terror attack reverberates through an entire family. Although based in established clinical practice, intervention with survivors of disasters is a different process from other treatments. A case illustrates the key principles and central methods of family therapy with a traumatized family. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - psychotherapy KW - family therapy KW - disaster aftermath KW - mental health services KW - trauma KW - 2006 KW - Disasters KW - Family Therapy KW - Mental Health Services KW - Psychotherapy KW - Trauma KW - 2006 DO - 10.1002/jclp.20286 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-09833-006&site=ehost-live&scope=site UR - mdocwells@aol.com DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Shuy, Tanya R. AU - McCardle, Peggy AU - Albro, Elizabeth T1 - Introduction to This Special Issue: Reading Comprehension Assessment. JO - Scientific Studies of Reading JF - Scientific Studies of Reading Y1 - 2006/07// VL - 10 IS - 3 M3 - Article SP - 221 EP - 224 SN - 10888438 AB - The article discusses various reports published within the issue regarding the assessment of the reading comprehension skills of students. KW - PREFACES & forewords KW - READING comprehension N1 - Accession Number: 21384705; Shuy, Tanya R. 1; Email Address: tshuy@nifl.gov McCardle, Peggy 2 Albro, Elizabeth 3; Affiliation: 1: National Institute for Literacy 2: National Institute of Child Health and Human Development 3: Institute of Education Sciences; Source Info: 2006, Vol. 10 Issue 3, p221; Subject Term: PREFACES & forewords; Subject Term: READING comprehension; Number of Pages: 4p; Document Type: Article L3 - 10.1207/s1532799xssr1003_1 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21384705&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Johnson, Henry T1 - No Child Left Behind leaves time for physical education. JO - Christian Science Monitor JF - Christian Science Monitor Y1 - 2006/06/30/ VL - 98 IS - 151 M3 - Letter SP - 8 EP - 8 PB - Christian Science Publishing Society SN - 08827729 N1 - Accession Number: 21395800; Johnson, Henry 1; Affiliation: 1: Assistant Secretary for Elementary and Secondary Education, US Department of Education, Washington; Source Info: 6/30/2006, Vol. 98 Issue 151, p8; Number of Pages: 1/8p; Document Type: Letter; Full Text Word Count: 250 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21395800&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Fartuşnic, Ciprian AU - Haluza-Delay, Randolf AU - Bonner, Claudine AU - Zhang, Tiedao AU - Holmarsdottir, Halla AU - Omolewa, Michael A. T1 - Book Reviews – Buchbesprechungen – Analyses Bibliographiques. JO - International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft JF - International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft Y1 - 2006/05//May-Jul2006 VL - 52 IS - 3/4 M3 - Book Review SP - 377 EP - 391 PB - Springer Science & Business Media B.V. SN - 00208566 AB - The article reviews the book "Education for Rural Development: Towards New Policy Responses," edited by David Atchoarena and Lavinia Gasperini. KW - RURAL education KW - NONFICTION KW - ATCHOARENA, David KW - GASPERINI, Lavinia KW - EDUCATION for Rural Development: Towards New Policy Responses (Book) N1 - Accession Number: 20910153; Fartuşnic, Ciprian 1 Haluza-Delay, Randolf 2 Bonner, Claudine 3 Zhang, Tiedao 4 Holmarsdottir, Halla 5 Omolewa, Michael A. 6; Affiliation: 1: Institute of Education Sciences 2: The King's University College 3: University of Western Ontario 4: Beijing Academy of Educational Sciences 5: University of Oslo 6: Nigerian Permanent Delegation to UNESCO Paris; Source Info: May-Jul2006, Vol. 52 Issue 3/4, p377; Subject Term: RURAL education; Subject Term: NONFICTION; Reviews & Products: EDUCATION for Rural Development: Towards New Policy Responses (Book); People: ATCHOARENA, David; People: GASPERINI, Lavinia; Number of Pages: 15p; Document Type: Book Review L3 - 10.1007/s11159-006-7486-5 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20910153&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Losee-Hoehlein, Jill AU - Vázquez, Jose T1 - The Last Journey for the Leatherback? JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2006/02// VL - 68 IS - 2 M3 - Entertainment Review SP - 118 EP - 118 PB - National Association of Biology Teachers SN - 00027685 AB - The article reviews the video recording "The Last Journey for the Leatherback?," released on DVD format. KW - VIDEO recordings KW - LEATHERBACK turtle KW - AUDIOVISUAL materials KW - DVD media KW - OPTICAL disks N1 - Accession Number: 20067110; Losee-Hoehlein, Jill 1 Vázquez, Jose 2,3; Email Address: jrv2@nyu.edu; Affiliation: 1: Great Bridge High School, Chesapeake, VA 23322 2: General Studies Program, New York University 3: Member, Test Development Committee for the National Assessment of Educational Progress (The Nation's Report Card); Source Info: Feb2006, Vol. 68 Issue 2, p118; Subject Term: VIDEO recordings; Subject Term: LEATHERBACK turtle; Subject Term: AUDIOVISUAL materials; Subject Term: DVD media; Subject Term: OPTICAL disks; NAICS/Industry Codes: 334610 Manufacturing and reproducing magnetic and optical media; NAICS/Industry Codes: 334614 Software and Other Prerecorded Compact Disc, Tape, and Record Reproducing; NAICS/Industry Codes: 334613 Blank Magnetic and Optical Recording Media Manufacturing; NAICS/Industry Codes: 414450 Video recording merchant wholesalers; NAICS/Industry Codes: 334310 Audio and Video Equipment Manufacturing; NAICS/Industry Codes: 512110 Motion Picture and Video Production; NAICS/Industry Codes: 423990 Other Miscellaneous Durable Goods Merchant Wholesalers; Number of Pages: 1/2p; Document Type: Entertainment Review; Full Text Word Count: 442 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20067110&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Vázquez, José AU - Sack, Jeffrey D. T1 - Origin of Life: What science has to say. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2006/01// VL - 68 IS - 1 M3 - Product Review SP - 55 EP - 55 PB - National Association of Biology Teachers SN - 00027685 AB - This article reviews the video recording "Origin of Life: What Science Has to Say," available in VHS and DVD formats. KW - VIDEO recordings KW - ORIGIN of life KW - EVOLUTION (Biology) KW - EXOBIOLOGY KW - SPONTANEOUS generation N1 - Accession Number: 20067204; Vázquez, José 1,2; Email Address: jrv2@nyu.edu Sack, Jeffrey D. 3; Email Address: jsack@vrhs.com; Affiliation: 1: General Studies Program, New York University 2: Member, Test Development Committee for the National Assessment of Educational Progress (The Nation's Report Card) 3: Valley Regional High School, Deep River, CT 06417; Source Info: Jan2006, Vol. 68 Issue 1, p55; Subject Term: VIDEO recordings; Subject Term: ORIGIN of life; Subject Term: EVOLUTION (Biology); Subject Term: EXOBIOLOGY; Subject Term: SPONTANEOUS generation; NAICS/Industry Codes: 334310 Audio and Video Equipment Manufacturing; NAICS/Industry Codes: 512110 Motion Picture and Video Production; NAICS/Industry Codes: 414450 Video recording merchant wholesalers; Number of Pages: 3/4p; Document Type: Product Review; Full Text Word Count: 662 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20067204&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Vázquez, José AU - Davis, Mary Jane T1 - Science of Fat. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2006/01// VL - 68 IS - 1 M3 - Product Review SP - 55 EP - 56 PB - National Association of Biology Teachers SN - 00027685 AB - The article reviews the video recording "Science of Fat," available in DVD format. KW - VIDEO recordings KW - EDUCATIONAL films KW - OBESITY KW - BODY weight KW - METABOLIC disorders N1 - Accession Number: 20067205; Vázquez, José 1,2; Email Address: jrv2@nyu.edu Davis, Mary Jane 3; Affiliation: 1: General Studies Program, New York University 2: Member, Test Development Committee for the National Assessment of Educational Progress (The Nation's Report Card) 3: Science Department Chair, Red Bank Catholic High School, Red Bank, NJ 07701; Source Info: Jan2006, Vol. 68 Issue 1, p55; Subject Term: VIDEO recordings; Subject Term: EDUCATIONAL films; Subject Term: OBESITY; Subject Term: BODY weight; Subject Term: METABOLIC disorders; NAICS/Industry Codes: 334310 Audio and Video Equipment Manufacturing; NAICS/Industry Codes: 414450 Video recording merchant wholesalers; NAICS/Industry Codes: 512110 Motion Picture and Video Production; Number of Pages: 2p; Document Type: Product Review; Full Text Word Count: 456 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20067205&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - CHAP ID - 2006-03632-010 AN - 2006-03632-010 AU - Randazzo, Marisa Reddy AU - Borum, Randy AU - Vossekuil, Bryan AU - Fein, Robert AU - Modzeleski, William AU - Pollack, William ED - Jimerson, Shane R. ED - Furlong, Michael ED - Jimerson, Shane R., (Ed) ED - Furlong, Michael, (Ed) T1 - Threat assessment in schools: Empirical support and comparison with other approaches. T2 - Handbook of school violence and school safety: From research to practice. Y1 - 2006/// SP - 147 EP - 156 CY - Mahwah, NJ, US PB - Lawrence Erlbaum Associates Publishers SN - 0-8058-5223-9 SN - 0-8058-5224-7 N1 - Accession Number: 2006-03632-010. Partial author list: First Author & Affiliation: Randazzo, Marisa Reddy; Business Intelligence Advisors Inc., Security Services, Boston, MA, US. Release Date: 20060424. Correction Date: 20151207. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. Book Type: Handbook/Manual. ISBN: 0-8058-5223-9, Hardcover; 0-8058-5224-7, Paperback. Language: English. Major Descriptor: Behavioral Assessment; Prevention; School Environment; School Violence; Threat. Minor Descriptor: Automation; Decision Support Systems; Educational Administration; Expert Systems; Profiles (Measurement); Psychiatric Evaluation; Safety. Classification: Behavior Disorders & Antisocial Behavior (3230); Educational/Vocational Counseling & Student Services (3580). Population: Human (10). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 10. AB - The vast majority of the nation's students will complete their schooling without ever being touched by school shootings. Nevertheless, some high-profile school attacks carried out by students have shaken the image of schools as reliably safe and secure environments (Fein et al., 2002). A recent study released by the Centers for Disease Control and Prevention (2004) notes that between 1991 and 2003 there was a significant increase in the number of students who reported not going to school because they felt too unsafe to attend. Although the U.S. Department of Education (2000) reports that approximately 53 million children attend the nation's 119,000 schools, available statistics indicate that few of these students will fall prey to serious violence in school settings. With respect to school shootings in particular, recent research by the U.S. Secret Service and U.S. Department of Education found that incidents of such school-based attacks, which we refer to as targeted violence in school, occurred in only 37 schools across the United States between December 1974 and May 2000 (Vossekuil, Fein, Reddy, Borum, & Modzeleski, 2002). We have conceptualized targeted violence as violent incidents where both the perpetrator and target(s) are identified or identifiable prior to the incident (Borum, Fein, Vossekuil, & Berglund, 1999; Fein & Vossekuil, 1998; Fein, Vossekuil, & Holden, 1995). The defining element of targeted violence is that the perpetrator selects a target prior to engaging in the violent incident. In this chapter, we focus specifically on approaches for preventing targeted violence in school--school shootings and other school-based attacks--rather than on other more common and recurring forms of school violence. Compared with the other types of violence and crime that children face both in and outside of school, school-based attacks are extremely rare (Fein et al., 2002; Vossekuil et al., 2002). Nevertheless, to incorporate the necessary lessons from past attacks and ensure a safe environment, it is useful to reflect on two central questions: 'Could we have known that these attacks were being planned?' and, if so, 'What could we have done to prevent these attacks from occurring?' (Brooks, Schiraldi, & Ziedenberg, 2000; Fein et al., 2002; Lawrence, 2000; Sugai, Sprague, Horner, & Walker, 2000). This chapter addresses these questions by reviewing available options for evaluating risk of targeted violence in schools. The following sections examine the three assessment approaches currently advocated and used in some jurisdictions for evaluating risk of targeted violence in schools. These are profiling; mental health assessments; and automated decision making, which includes the use of actuarial formulas and expert systems (see Reddy et al., 2001, for a detailed description of each approach). It is not currently known how many schools use which type of assessment and no data yet exist that describe the prevalence of any of these three approaches (or others) schools may currently use, nor of their effectiveness--perceived or actual. An alternative fact-based threat assessment approach, for identifying, evaluating, and managing threats and other inappropriate behaviors is also described (Borum et al., 1999; Fein & Vossekuil, 1998; Fein et al., 1995). After describing the principles of threat assessment, empirical support is presented for its utility among school administrators, law enforcement professionals, mental health professionals, and others to determine the risk of targeted school violence posed by a student who has engaged in threatening or otherwise concerning behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - threat assessment KW - school environment KW - school violence KW - targeted violence KW - prevention KW - safety KW - profiling KW - mental health assessment KW - automated decision making KW - 2006 KW - Behavioral Assessment KW - Prevention KW - School Environment KW - School Violence KW - Threat KW - Automation KW - Decision Support Systems KW - Educational Administration KW - Expert Systems KW - Profiles (Measurement) KW - Psychiatric Evaluation KW - Safety KW - 2006 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-03632-010&site=ehost-live&scope=site UR - wpollack@mclean.harvard.edu UR - bill.modzeleski@ed.gov UR - rfein@nvpsc.org UR - bvossekuil@nvpsc.org UR - borum@fmhi.usf.edu UR - marisa_randazzo@yahoo.com DP - EBSCOhost DB - psyh ER - TY - CHAP AU - Easton, Susanna AD - US Department of Education A2 - Jain, Subhash C. A2 - Vachani, Sushil T1 - Multinational Corporations and Global Poverty Reduction: Foreword T2 - Multinational Corporations and Global Poverty Reduction PB - Cheltenham, U.K. and Northampton, Mass.: Elgar Y1 - 2006/// SP - ix EP - x N1 - Accession Number: 1055533; Reviewed Book ISBN: 1-84376-581-0; ; Publication Type: Collective Volume Article; Update Code: 200908 KW - Introductory Material Y20 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=1055533&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - GEN AU - Vazquez, José T1 - WOWBug. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/11// VL - 67 IS - 9 M3 - Product Review SP - 568 EP - 568 PB - National Association of Biology Teachers SN - 00027685 AB - The article reviews the Web site WOWBug developed by Robert Matthews, available at www.wowbugs.com. KW - WEBSITES -- Evaluation KW - INSECTS KW - COMPUTER network resources N1 - Accession Number: 19402921; Vazquez, José 1,2; Email Address: jrv2@nyu.edu; Affiliation: 1: General Studies Program, New York University 2: Member of the Test Development Committee for the National Assessment of Educational Progress (The Nation's Report Card); Source Info: Nov2005, Vol. 67 Issue 9, p568; Subject Term: WEBSITES -- Evaluation; Subject Term: INSECTS; Subject Term: COMPUTER network resources; NAICS/Industry Codes: 519130 Internet Publishing and Broadcasting and Web Search Portals; Number of Pages: 1/2p; Document Type: Product Review; Full Text Word Count: 354 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19402921&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Vazquez, José T1 - Comparative Mammalian Collections. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/11// VL - 67 IS - 9 M3 - Product Review SP - 568 EP - 569 PB - National Association of Biology Teachers SN - 00027685 AB - The article reviews the Web site Comparative Mammalian Collections created by Wally Welker, John Irwin Johnson, and Addriane Noe, available at www.brainmuseum.org. KW - WEBSITES -- Evaluation KW - MAMMALS KW - COMPUTER network resources N1 - Accession Number: 19402922; Vazquez, José 1,2; Email Address: jrv2@nyu.edu; Affiliation: 1: General Studies Program, New York University 2: Member of the Test Development Committee for the National Assessment of Educational Progress (The Nation's Report Card); Source Info: Nov2005, Vol. 67 Issue 9, p568; Subject Term: WEBSITES -- Evaluation; Subject Term: MAMMALS; Subject Term: COMPUTER network resources; NAICS/Industry Codes: 519130 Internet Publishing and Broadcasting and Web Search Portals; Number of Pages: 2p; Document Type: Product Review; Full Text Word Count: 418 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19402922&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Vazquez, José T1 - American Fisheries Society. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/11// VL - 67 IS - 9 M3 - Article SP - 569 EP - 569 PB - National Association of Biology Teachers SN - 00027685 AB - The article reviews the Web site of the American Fisheries Society, available at www.fisheries.org/html/Education.shtml. KW - WEBSITES -- Evaluation KW - FISHERIES -- Computer network resources N1 - Accession Number: 19402923; Vazquez, José 1,2; Email Address: jrv2@nyu.edu; Affiliation: 1: General Studies Program, New York University 2: Member of the Test Development Committee for the National Assessment of Educational Progress (The Nation's Report Card); Source Info: Nov2005, Vol. 67 Issue 9, p569; Subject Term: WEBSITES -- Evaluation; Subject Term: FISHERIES -- Computer network resources; NAICS/Industry Codes: 519130 Internet Publishing and Broadcasting and Web Search Portals; NAICS/Industry Codes: 112511 Finfish Farming and Fish Hatcheries; Number of Pages: 1/3p; Document Type: Article; Full Text Word Count: 380 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19402923&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Williams, Joanna P. AU - Hall, Kendra M. AU - Lauer, Kristen D. AU - Stafford, K. Brooke AU - DeSisto, Laura A. AU - DeCani, John S. T1 - Expository Text Comprehension in the Primary Grade Classroom. JO - Journal of Educational Psychology JF - Journal of Educational Psychology Y1 - 2005/11// VL - 97 IS - 4 M3 - Article SP - 538 EP - 550 SN - 00220663 AB - This study investigates the effectiveness of an instructional program designed to teach 2nd graders how to comprehend compare-contrast expository text. Along with introducing new content (animal classification), the program emphasizes text structure via clue words, a sequence of questions, and a graphic organizer, and via the close analysis of specially constructed exemplar paragraphs. The authors compared the program with (a) more traditional instruction that focused only on the new content and (b) a no instruction control; 128 7- and 8-year-olds participated. Classroom teachers provided the instruction. The program improved students' ability to comprehend compare-contrast texts. Students were able to demonstrate transfer to uninstructed compare-contrast texts though not to text structures other than compare-contrast. Moreover, the text structure instruction did not detract from their ability to learn new content. The results provide evidence, heretofore lacking, that explicit instruction in comprehension is feasible and effective as early as the 2nd grade. [ABSTRACT FROM AUTHOR] AB - Copyright of Journal of Educational Psychology is the property of American Psychological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SECOND grade (Education) KW - EDUCATION KW - EDUCATIONAL programs KW - ANIMALS -- Classification KW - TEACHING KW - INSTRUCTIONAL systems KW - EDUCATIONAL technology KW - IDENTIFICATION of animals KW - EDUCATIONAL sociology KW - compare-contrast KW - expository text KW - instruction KW - reading comprehension KW - text structure N1 - Accession Number: 21461430; Williams, Joanna P. 1; Email Address: jpw15@columbia.edu Hall, Kendra M. 2 Lauer, Kristen D. 3 Stafford, K. Brooke 1 DeSisto, Laura A. 4 DeCani, John S. 5; Affiliation: 1: Department of Human Development, Teachers College, Columbia University. 2: Department of Teacher Education, Brigham Young University. 3: Institute of Education Sciences, U.S. Department of Education, Washington, DC. 4: Department of Arts and Humanities, Teachers College, Columbia University. 5: Department of Statistics, University of Pennsylvania.; Source Info: Nov2005, Vol. 97 Issue 4, p538; Subject Term: SECOND grade (Education); Subject Term: EDUCATION; Subject Term: EDUCATIONAL programs; Subject Term: ANIMALS -- Classification; Subject Term: TEACHING; Subject Term: INSTRUCTIONAL systems; Subject Term: EDUCATIONAL technology; Subject Term: IDENTIFICATION of animals; Subject Term: EDUCATIONAL sociology; Author-Supplied Keyword: compare-contrast; Author-Supplied Keyword: expository text; Author-Supplied Keyword: instruction; Author-Supplied Keyword: reading comprehension; Author-Supplied Keyword: text structure; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; Number of Pages: 13p; Document Type: Article L3 - 10.1037/0022-0663.97.4.538 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21461430&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2005-16834-002 AN - 2005-16834-002 AU - Henderson, Kelly AU - Klein, Sheri AU - Gonzalez, Patricia AU - Bradley, Renée T1 - Teachers of children with emotional disturbances: A national look at preparation, teaching conditions, and practices. JF - Behavioral Disorders JO - Behavioral Disorders JA - Behav Disord Y1 - 2005/11// VL - 31 IS - 1 SP - 6 EP - 17 CY - US PB - Council for Children with Behavioral Disorders SN - 0198-7429 AD - Henderson, Kelly, George Mason University, 404 Windover Ct., NW, Vienna, VA, US, 22180 N1 - Accession Number: 2005-16834-002. Partial author list: First Author & Affiliation: Henderson, Kelly; George Mason University, Vienna, VA, US. Release Date: 20060206. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Emotional Disturbances; Special Education Teachers; Teacher Characteristics. Minor Descriptor: Ability; Experience Level; Working Conditions. Classification: Educational Administration & Personnel (3510). Population: Human (10). Location: US. Age Group: Adulthood (18 yrs & older) (300). Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 12. Issue Publication Date: Nov, 2005. AB - Maintaining an adequate supply of qualified special education personnel is a major challenge. In particular, serious shortages of teachers of children with emotional disturbance (ED) jeopardize delivery of appropriate special education and services to this population. This article reports data from the national Study of Personnel Needs in Special Education on the quality of personnel who teach children with ED. Teachers of children with ED are compared with other special education teachers in terms of experience, working conditions, credentials, preservice preparation, instructional skill, and future plans. Teachers of children with ED are less experienced and worked in more restrictive settings than their special education teacher colleagues. They were less credentialed and more likely to have been credentialed via alternate certification programs. Teachers of children with ED judged themselves to be more skilled in assessing and addressing behavior but less skilled in other instructional tasks. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - emotional disturbances KW - special education teachers KW - teacher characteristics KW - experience KW - working conditions KW - credentials KW - preservice preparation KW - instructional skill KW - future plans KW - 2005 KW - Emotional Disturbances KW - Special Education Teachers KW - Teacher Characteristics KW - Ability KW - Experience Level KW - Working Conditions KW - 2005 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-16834-002&site=ehost-live&scope=site UR - Khender8@gmu.edu DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2005-14957-002 AN - 2005-14957-002 AU - Bradley, Renée AU - Danielson, Louis AU - Doolittle, Jennifer T1 - Response to intervention. JF - Journal of Learning Disabilities JO - Journal of Learning Disabilities JA - J Learn Disabil Y1 - 2005/11//Nov-Dec, 2005 VL - 38 IS - 6 SP - 485 EP - 486 CY - US PB - PRO-ED SN - 0022-2194 SN - 1538-4780 AD - Bradley, Renée, 8310 Geller Circle, Manassas, VA, US, 20112 N1 - Accession Number: 2005-14957-002. PMID: 16392688 Partial author list: First Author & Affiliation: Bradley, Renée; Office of Special Education Programs, US. Other Publishers: Sage Publications. Release Date: 20060117. Correction Date: 20121001. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Educational Programs; Initiative; Learning Disabilities; Special Education. Classification: Special & Remedial Education (3570). Population: Human (10). References Available: Y. Page Count: 2. Issue Publication Date: Nov-Dec, 2005. AB - This introduction provides a context for the other articles included in this volume. The Learning Disabilities Initiative, a multiyear effort at the Office of Special Education Programs, has been focused on a more efficient and effective process for determining specific learning disability eligibility. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - learning disability KW - Learning Disabilities Initiative KW - special education programs KW - 2005 KW - Educational Programs KW - Initiative KW - Learning Disabilities KW - Special Education KW - 2005 DO - 10.1177/00222194050380060201 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-14957-002&site=ehost-live&scope=site UR - Renee.Bradley@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2005-14938-010 AN - 2005-14938-010 AU - St.Pierre, Robert G. AU - Ricciuti, Anne E. AU - Rimdzius, Tracy A. T1 - Effects of a Family Literacy Program on Low-Literate Children and Their Parents: Findings From an Evaluation of the Even Start Family Literacy Program. T3 - Developmental Psychology and Public Policy JF - Developmental Psychology JO - Developmental Psychology JA - Dev Psychol Y1 - 2005/11// VL - 41 IS - 6 SP - 953 EP - 970 CY - US PB - American Psychological Association SN - 0012-1649 SN - 1939-0599 AD - St.Pierre, Robert G., STP Associates, Box 7399-167, Breckenridge, CO, US, 80424 N1 - Accession Number: 2005-14938-010. PMID: 16351339 Partial author list: First Author & Affiliation: St.Pierre, Robert G.; Social and Economic Policy Division, Abt Associates, Cambridge, MA, US. Release Date: 20051212. Correction Date: 20101108. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Educational Program Evaluation; Family; Intervention; Literacy; Literacy Programs. Minor Descriptor: Adult Education; Parent Child Relations; Parents. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100); Neonatal (birth-1 mo) (120); Infancy (2-23 mo) (140); Preschool Age (2-5 yrs) (160); School Age (6-12 yrs) (180); Adulthood (18 yrs & older) (300). Tests & Measures: Literacy Checklist; Early Childhood Environment Rating Scale; Peabody Picture Vocabulary Test-III; Social Skills Rating System; Vineland Adaptive Behavior Scales; Woodcock-Johnson Psycho-Educational Battery--Revised. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 18. Issue Publication Date: Nov, 2005. Publication History: Accepted Date: Jul 7, 2005; Revised Date: Jun 8, 2005; First Submitted Date: Jul 27, 2004. Copyright Statement: American Psychological Association. 2005. AB - A randomized experiment was conducted to test the effectiveness of Even Start, a federally supported family literacy program providing early childhood education, adult education, parenting education, and joint parent-child literacy activities to children and parents from low-literate families. The evaluation of 18 Even Start projects followed 463 families for 2 years and found no statistically significant or educationally important impacts on Even Start families when they were compared with control families on child literacy outcomes, parent literacy outcomes, or parent-child interactions. The study concludes that Even Start projects were able to properly implement family literacy programs, and the observed lack of effectiveness is attributed to a combination of 2 factors: (a) a lack of full participation on the part of families and (b) instructional services that may be ineffective because of the curriculum content or the instructional approach. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - evaluation KW - family literacy KW - Even Start KW - interventions KW - child literacy KW - adult literacy KW - parent child interactions KW - randomized experiments KW - 2005 KW - Educational Program Evaluation KW - Family KW - Intervention KW - Literacy KW - Literacy Programs KW - Adult Education KW - Parent Child Relations KW - Parents KW - 2005 DO - 10.1037/0012-1649.41.6.953 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-14938-010&site=ehost-live&scope=site UR - bob.stpierre@comcast.net DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 106516539 T1 - Commentary on early identification and interventions for students with mathematical difficulties: make sense-do the math. AU - Hanley TV Y1 - 2005/07//Jul/Aug2005 N1 - Accession Number: 106516539. Language: English. Entry Date: 20050923. Revision Date: 20150820. Publication Type: Journal Article; commentary; tables/charts. Original Study: Gersten R, Jordan NC. Early screening and intervention in mathematics difficulties: the need for action. Introduction to the special series. (J LEARN DISABIL) Jul/Aug2005; 38 (4): 291-292. Journal Subset: Allied Health; Editorial Board Reviewed; Expert Peer Reviewed; Peer Reviewed; USA. NLM UID: 0157312. KW - Early Intervention KW - Learning Disorders -- In Infancy and Childhood KW - Mathematics KW - Child KW - Child, Disabled KW - Individuals with Disabilities Education Act KW - Learning Disorders -- Epidemiology KW - Mathematics -- Education SP - 346 EP - 349 JO - Journal of Learning Disabilities JF - Journal of Learning Disabilities JA - J LEARN DISABIL VL - 38 IS - 4 CY - Thousand Oaks, California PB - Sage Publications Inc. AB - Gersten, Jordan, and Flojo (in this issue) have written an elegant summary of the research on early identification and interventions for students with mathematical difficulties. The general constructs of arithmetic combinations, counting strategies, and number sense encapsulate elemental components of early math learning and suggest approaches to remediation. Recent changes in the Individuals with Disabilities Education Act may enhance opportunities for researchers, practitioners, and young learners to benefit from this knowledge. SN - 0022-2194 AD - US Department of Education, Potomac Center Plaza, Room 4066, 550 12th Street, SW, Washington, DC 20202-2641 U2 - PMID: 16122067. UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=106516539&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - GEN AU - Sack, Jeff AU - Vázquez, José T1 - Mitosis and Meiosis Demystified. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/05// VL - 67 IS - 5 M3 - Product Review SP - 310 EP - 310 SN - 00027685 AB - Evaluates the Mitosis and Meiosis Demystified CD-ROM from SimBiotic Software for Teaching and Research Inc. Disadvantage of using the Macintosh Operating System 9 for CD-ROM operations; Applications on the disk; Inclusion of a self-test for students. KW - CD-ROMs KW - MITOSIS KW - MEIOSIS KW - OPERATING systems (Computers) KW - SIMBIOTIC Software for Teaching & Research Inc. N1 - Accession Number: 17029181; Sack, Jeff 1; Email Address: jsack@vrhs.com Vázquez, José 2,3; Email Address: jrv2@nyu.edu; Affiliation: 1: Valley Regional High School, Deep River, CT 06412 2: General Studies Program at New York University 3: Member, Test Development Committee for the National Assessment of Educational Progress; Source Info: May2005, Vol. 67 Issue 5, p310; Subject Term: CD-ROMs; Subject Term: MITOSIS; Subject Term: MEIOSIS; Subject Term: OPERATING systems (Computers); Company/Entity: SIMBIOTIC Software for Teaching & Research Inc.; NAICS/Industry Codes: 334613 Blank Magnetic and Optical Recording Media Manufacturing; NAICS/Industry Codes: 334614 Software and Other Prerecorded Compact Disc, Tape, and Record Reproducing; NAICS/Industry Codes: 334610 Manufacturing and reproducing magnetic and optical media; NAICS/Industry Codes: 511211 Software publishers (except video game publishers); NAICS/Industry Codes: 511210 Software Publishers; Number of Pages: 1/2p; Document Type: Product Review UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=17029181&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Dominiecki, Mary E. AU - Vásquez, José T1 - Biology of Sex & Gender. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/05// VL - 67 IS - 5 M3 - Entertainment Review SP - 311 EP - 311 SN - 00027685 AB - Reviews the video recording "Biology of Sex & Gender," released in video tape and DVD formats. KW - VIDEO recordings KW - EDUCATIONAL films KW - BIOLOGY KW - HUMAN sexuality KW - VIDEO tapes KW - DVD-Video discs N1 - Accession Number: 17029183; Dominiecki, Mary E. 1 Vásquez, José 2,3; Email Address: jrv2@nyu.edu; Affiliation: 1: Slippery Rock University, Slippery Rock, PA 16057 2: General Studies Program at New York University 3: Member, Test Development Committee for the National Assessment of Educational Progress; Source Info: May2005, Vol. 67 Issue 5, p311; Subject Term: VIDEO recordings; Subject Term: EDUCATIONAL films; Subject Term: BIOLOGY; Subject Term: HUMAN sexuality; Subject Term: VIDEO tapes; Subject Term: DVD-Video discs; NAICS/Industry Codes: 334310 Audio and Video Equipment Manufacturing; NAICS/Industry Codes: 414450 Video recording merchant wholesalers; NAICS/Industry Codes: 512110 Motion Picture and Video Production; NAICS/Industry Codes: 443146 Audio and video recordings stores; Number of Pages: 1/3p; Document Type: Entertainment Review UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=17029183&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Losee-Hoehlein, Jill AU - Vásquez, José T1 - Bio-Rhythms III. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/05// VL - 67 IS - 5 M3 - Entertainment Review SP - 311 EP - 311 SN - 00027685 AB - Reviews the video recording "Bio-Rhythms III," released in compact disc format. KW - VIDEO recordings KW - EDUCATIONAL films KW - BIOLOGICAL rhythms KW - COMPACT discs KW - AUDIOVISUAL materials N1 - Accession Number: 17029184; Losee-Hoehlein, Jill 1 Vásquez, José 2,3; Email Address: jrv2@nyu.edu; Affiliation: 1: Great Bridge High School, Chesapeake, VA 23322 2: General Studies Program at New York University 3: Member, Test Development Committee for the National Assessment of Educational Progress; Source Info: May2005, Vol. 67 Issue 5, p311; Subject Term: VIDEO recordings; Subject Term: EDUCATIONAL films; Subject Term: BIOLOGICAL rhythms; Subject Term: COMPACT discs; Subject Term: AUDIOVISUAL materials; NAICS/Industry Codes: 334610 Manufacturing and reproducing magnetic and optical media; NAICS/Industry Codes: 334613 Blank Magnetic and Optical Recording Media Manufacturing; NAICS/Industry Codes: 334614 Software and Other Prerecorded Compact Disc, Tape, and Record Reproducing; NAICS/Industry Codes: 414440 Sound recording merchant wholesalers; NAICS/Industry Codes: 423990 Other Miscellaneous Durable Goods Merchant Wholesalers; NAICS/Industry Codes: 443146 Audio and video recordings stores; NAICS/Industry Codes: 512110 Motion Picture and Video Production; NAICS/Industry Codes: 334310 Audio and Video Equipment Manufacturing; NAICS/Industry Codes: 414450 Video recording merchant wholesalers; Number of Pages: 1/3p; Document Type: Entertainment Review UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=17029184&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Sack, Jeff AU - Váquez, José T1 - OsmoBeaker: Computer Labs for Explorations in Osmosis and Diffusion, Version 1.0. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/05// VL - 67 IS - 5 M3 - Product Review SP - 311 EP - 311 SN - 00027685 AB - Evaluates the OsmoBeaker: Computer Labs for Explorations in Osmosis and Diffusion, Version 1.0 CD-ROM from SimBiotic Software for Teaching and Research Inc. Inclusion of computer simulations in the device; Importance of the CD-ROM to students; Improvements needed in the CD-ROM. KW - CD-ROMs KW - OSMOSIS KW - DIFFUSION KW - COMPUTER simulation KW - SIMBIOTIC Software for Teaching & Research Inc. N1 - Accession Number: 17029182; Sack, Jeff 1; Email Address: jsack@vrhs.com Váquez, José 2,3; Email Address: jrv2@nyu.edu; Affiliation: 1: Valley Regional High School, Deep River, CT 06412 2: General Studies Program at New York University 3: Member, Test Development Committee for the National Assessment of Educational Progress; Source Info: May2005, Vol. 67 Issue 5, p311; Subject Term: CD-ROMs; Subject Term: OSMOSIS; Subject Term: DIFFUSION; Subject Term: COMPUTER simulation; Company/Entity: SIMBIOTIC Software for Teaching & Research Inc.; NAICS/Industry Codes: 334610 Manufacturing and reproducing magnetic and optical media; NAICS/Industry Codes: 334613 Blank Magnetic and Optical Recording Media Manufacturing; NAICS/Industry Codes: 334614 Software and Other Prerecorded Compact Disc, Tape, and Record Reproducing; Number of Pages: 1/3p; Document Type: Product Review UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=17029182&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Whitehurst, Grover J. (Russ) T1 - Director Defends Federal Institute's 'Portfolio' of Investments in Research. JO - Education Week JF - Education Week Y1 - 2005/04/13/ VL - 24 IS - 31 M3 - Letter SP - 50 EP - 50 SN - 02774232 AB - Presents a letter to the editor in response to the article "Scientifically Based Practice: It's About More Than Improving the Quality of Research," by Deborah Stipek, published in the March 23, 2005 issue of the journal "Education Week." KW - LETTERS to the editor KW - RESEARCH institutes N1 - Accession Number: 16787021; Whitehurst, Grover J. (Russ) 1; Affiliation: 1: Director Institute of Education Sciences Washington, D.C.; Source Info: 4/13/2005, Vol. 24 Issue 31, p50; Subject Term: LETTERS to the editor; Subject Term: RESEARCH institutes; NAICS/Industry Codes: 541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology); NAICS/Industry Codes: 541720 Research and Development in the Social Sciences and Humanities; NAICS/Industry Codes: 541711 Research and Development in Biotechnology; Number of Pages: 1/5p; Illustrations: 1 Black and White Photograph; Document Type: Letter; Full Text Word Count: 428 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16787021&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2005-04575-001 AN - 2005-04575-001 AU - Oxaal, Ingrid T1 - Accelerating Student Learning in Kindergarten Through Grade 3: Five years of OSEP-Sponsored Intervention Research. JF - The Journal of Special Education JO - The Journal of Special Education JA - J Spec Educ Y1 - 2005///Spr 2005 VL - 39 IS - 1 SP - 2 EP - 5 CY - US PB - PRO-ED SN - 0022-4669 SN - 1538-4764 AD - Oxaal, Ingrid, U.S. Department of Education, Office of Special Education Programs, Research to Practice Division, 550 12th St., SW, Room 4154, Washington, DC, US, 20202-2600 N1 - Accession Number: 2005-04575-001. Partial author list: First Author & Affiliation: Oxaal, Ingrid; U.S. Department of Education, Office of Special Education Programs, Research to Practice Division, Washington, DC, US. Other Publishers: Sage Publications. Release Date: 20050509. Correction Date: 20110919. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Early Intervention; Experimentation; School Learning; Teaching Methods. Minor Descriptor: Special Education. Classification: Educational Psychology (3500). Population: Human (10). Location: US. Age Group: Childhood (birth-12 yrs) (100); Preschool Age (2-5 yrs) (160); School Age (6-12 yrs) (180). References Available: Y. Page Count: 4. Issue Publication Date: Spr 2005. AB - In this article the author provides the context for the 5 years of research conducted by the National Center on Accelerating Student Learning (CASL) and an introduction to key aspects of the work of the researchers. The following topics are discussed: methodology, student responsiveness to interventions, explicit and pragmatic instruction, implementation and adoption of interventions, and disseminating information about effective practices. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - experimentation KW - National Center on Accelerating Student Learning KW - student learning KW - teaching strategies KW - special education KW - early intervention KW - 2005 KW - Early Intervention KW - Experimentation KW - School Learning KW - Teaching Methods KW - Special Education KW - 2005 DO - 10.1177/00224669050390010101 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-04575-001&site=ehost-live&scope=site UR - Ingrid.Oxaal@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Beale, Cyndie AU - Vázquez, José T1 - EVOLUTION LAB EXERCISES. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/01// VL - 67 IS - 1 M3 - Article SP - 60 EP - 61 SN - 00027685 AB - Reviews the Web site Laboratory Exercises in Evolution from the University of Virginia. KW - WEBSITES -- Evaluation KW - EVOLUTION (Biology) KW - UNIVERSITIES & colleges N1 - Accession Number: 15809828; Beale, Cyndie 1 Vázquez, José 2,3; Email Address: jrv2@nyu.edu; Affiliation: 1: West Valley High School, Fairbanks, Alaska 99709 2: New York University 3: Member, Test Development Committee for the National Assessment of Educational Progress; Source Info: Jan2005, Vol. 67 Issue 1, p60; Subject Term: WEBSITES -- Evaluation; Subject Term: EVOLUTION (Biology); Subject Term: UNIVERSITIES & colleges; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 519130 Internet Publishing and Broadcasting and Web Search Portals; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=15809828&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Sack, Jeffrey D. AU - Vázquez, José T1 - HUMAN EVOLUTION AND PHYLOGENETICS. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/01// VL - 67 IS - 1 M3 - Article SP - 60 EP - 60 SN - 00027685 AB - Reviews the educational video recording "Rediscovering Biology: Molecular to Global Perspectives," produced by Oregon Public Broadcasting and Annenberg. KW - VIDEO recordings -- Reviews KW - EDUCATIONAL films KW - BIOLOGY N1 - Accession Number: 15809827; Sack, Jeffrey D. 1; Email Address: jsack@vrhs.com Vázquez, José 2,3; Email Address: jrv2@nyu.edu; Affiliation: 1: Biology Teacher, Valley Regional High School, Deep River, CT 06417 2: New York University 3: Member, Test Development Committee for the National Assessment of Educational Progress; Source Info: Jan2005, Vol. 67 Issue 1, p60; Subject Term: VIDEO recordings -- Reviews; Subject Term: EDUCATIONAL films; Subject Term: BIOLOGY; Number of Pages: 1/3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=15809827&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Johns, Rebecca AU - Vázquez, José T1 - DNA WORKSHOP. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/01// VL - 67 IS - 1 M3 - Article SP - 61 EP - 61 SN - 00027685 AB - Reviews the Web site A Scientific Odyssey: DNA Workshop. KW - WEBSITES -- Evaluation KW - DNA KW - DEOXYRIBOSE N1 - Accession Number: 15809830; Johns, Rebecca 1 Vázquez, José 2,3; Email Address: jrv2@nyu.edu; Affiliation: 1: Troy High School, Troy, Michigan 78098 2: New York University 3: Member, Test Development Committee for the National Assessment of Educational Progress; Source Info: Jan2005, Vol. 67 Issue 1, p61; Subject Term: WEBSITES -- Evaluation; Subject Term: DNA; Subject Term: DEOXYRIBOSE; NAICS/Industry Codes: 519130 Internet Publishing and Broadcasting and Web Search Portals; Number of Pages: 1/5p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=15809830&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Slygh, Carolyn AU - Vázquez, José T1 - LAB CLEARINGHOUSE. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2005/01// VL - 67 IS - 1 M3 - Article SP - 61 EP - 61 SN - 00027685 AB - Reviews the Web site The Biology Lab Clearinghouse. KW - WEBSITES KW - BIOLOGY KW - LIFE sciences KW - INTERNET KW - INTERNET in education N1 - Accession Number: 15809829; Slygh, Carolyn 1 Vázquez, José 2,3; Email Address: jrv2@nyu.edu; Affiliation: 1: Lake Worth High School, Lake Worth, FL 33460 2: New York University 3: Member, Test Development Committee for the National Assessment of Educational Progress; Source Info: Jan2005, Vol. 67 Issue 1, p61; Subject Term: WEBSITES; Subject Term: BIOLOGY; Subject Term: LIFE sciences; Subject Term: INTERNET; Subject Term: INTERNET in education; NAICS/Industry Codes: 519130 Internet Publishing and Broadcasting and Web Search Portals; NAICS/Industry Codes: 517110 Wired Telecommunications Carriers; NAICS/Industry Codes: 541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology); Number of Pages: 1/5p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=15809829&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - CHAP ID - 2015-50221-006 AN - 2015-50221-006 AU - Park, Jennifer M. AU - Hogan, Dennis P. AU - D'Ottavi, Maryhelen ED - Silverstein, Merril ED - Schaie, K. Warner ED - Silverstein, Merril, (Ed) ED - Schaie, K. Warner, (Ed) T1 - Grandparenting children with special needs. T2 - Annual review of gerontology and geriatrics, 2004: Focus on intergenerational relations across time and place. T3 - Annual review of gerontology and geriatrics; Vol 24; ISSN: 0198-8794 (Print) Y1 - 2005/// VL - 24 SP - 120 EP - 149 CY - New York, NY, US PB - Springer Publishing Co SN - 0198-8794 SN - 0-8261-1735-X SN - 978-0-8261-1735-9 SN - 978-0-8261-9797-9 AD - Park, Jennifer M., National Center for Education Statistics,, Room 9057, 1990 K St., NW, Washington, DC, US, 20006 N1 - Accession Number: 2015-50221-006. Partial author list: First Author & Affiliation: Park, Jennifer M.; Harvard University, Graduate School of Education, Cambridge, MA, US. Release Date: 20160128. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 0-8261-1735-X, Hardcover; 978-0-8261-1735-9, Hardcover; 978-0-8261-9797-9, Digital (undefined format). Language: English. Grant Information: Park, Jennifer M. Major Descriptor: Childhood Development; Grandchildren; Grandparents; Parental Attitudes. Minor Descriptor: Primary Health Care; Special Needs. Classification: Marriage & Family (2950). Population: Human (10); Male (30); Female (40). Location: US. Age Group: Childhood (birth-12 yrs) (100); Adulthood (18 yrs & older) (300). Intended Audience: Psychology: Professional & Research (PS). Tests & Measures: Household Residence Relationship Quality Care History Measure; Family Structure Measure; Household Coresidence Measure; Close Relationship Measure; Primary Nonparental Child Care Measure. Methodology: Empirical Study; Longitudinal Study; Quantitative Study. References Available: Y. Page Count: 30. AB - This chapter discusses grandparenting children with special needs. This study explores how the special health needs of children influence grandparenting practices. Specifically, we ask the following questions: 1. How does the experience of a special-needs child in the family influence the likelihood that a grandparent will reside in the child's household? 2. Do the special health needs of children affect the quality of grandparent- grandchild relationships? 3. Are grandchildren with special needs more likely to have received primary child care from a grandparent? (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - grandparenting practices KW - special needs children KW - grandchildren KW - family influences KW - primary child care KW - 2005 KW - Childhood Development KW - Grandchildren KW - Grandparents KW - Parental Attitudes KW - Primary Health Care KW - Special Needs KW - 2005 U1 - Sponsor: American Educational Research Association, US. Other Details: Postdoctoral fellowship. Recipients: Park, Jennifer M. U1 - Sponsor: National Science Foundation. Recipients: Park, Jennifer M. U1 - Sponsor: US Department of Education, Institute of Education Sciences, National Center for Education Statistics, US. Recipients: Park, Jennifer M. U1 - Sponsor: National Science Foundation. Grant: REC-9980573. Recipients: Park, Jennifer M. U1 - Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development, US. Grant: HD37614. Recipients: Hogan, Dennis P.; D'Ottavi, Maryhelen U1 - Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development, Network on Family and Child Well-Being, US. Recipients: Hogan, Dennis P.; D'Ottavi, Maryhelen UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-50221-006&site=ehost-live&scope=site UR - Dennis_Hogan@brown.edu UR - Jennifer.Park@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Lazarus, Sheryl S. AU - McCullough, Gerard J. AD - US Department of Education and U MN AD - US Department of Education and U MN T1 - The Impact of Outsourcing on Efficiency in Rural and Nonrural School Districts: The Case of Pupil Transportation in Minnesota JO - Journal of Regional Analysis and Policy JF - Journal of Regional Analysis and Policy Y1 - 2005/// VL - 35 IS - 1 SP - 55 EP - 68 SN - 10904999 N1 - Accession Number: 0943318; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Journal Article; Update Code: 200712 N2 - Government finance reforms in the United States have encouraged public entities to focus on their core mission and to use outsourcing to improve efficiency, yet little is known about whether these reforms impact rural areas differently than nonrural areas. This paper analyzes the provision of one service that is provided either in-house by school districts or outsourced--pupil transportation--and presents a variable cost function for pupil transportation for individual districts in the state of Minnesota. In-house provision of transportation was not shown to be more costly than outsourcing in either rural or nonrural locations; however, small rural districts were much more likely to provide pupil transportation in-house than other types of districts. Large contractors may seek the most profitable contracts in urban and suburban areas, while showing little interest in contracting opportunities in rural school districts. KW - State and Local Budget and Expenditures H72 KW - State and Local Government: Health; Education; Welfare; Public Pensions H75 KW - State and Local Government: Other Expenditure Categories H76 KW - Comparison of Public and Private Enterprises and Nonprofit Institutions; Privatization; Contracting Out L33 L3 - http://www.jrap-journal.org/pastvolumes/most_recent.htm UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0943318&site=ehost-live&scope=site UR - http://www.jrap-journal.org/pastvolumes/most_recent.htm DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Ginsburg, Alan L. AU - Pane, Natalia AD - US Department of Education AD - American Institutes for Research A2 - Schwartz, Robert A2 - Mayne, John T1 - Decentralization Does Not Mean Poor Data Quality: A Case Study from the U.S. Department of Education T2 - Quality Matters: Seeking Confidence in Evaluating, Auditing, and Performance Reporting PB - With a foreword by Christopher Pollitt. PB - Comparative Policy Evaluation Series, vol. 11. PB - New Brunswick, N.J. and London: PB - Transaction Y1 - 2005/// SP - 215 EP - 236 N1 - Accession Number: 0826917; Reviewed Book ISBN: 0-7658-0256-2; Keywords: Education; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 200603 KW - Structure, Scope, and Performance of Government H11 KW - National Government Expenditures and Education H52 KW - Public Administration; Public Sector Accounting and Audits H83 KW - Education: Government Policy I28 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0826917&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - JOUR AU - Schmidt, Stefanie R. AU - McKinney, Patricia T1 - Fruits and Vegetables Offered in School Lunch Salad Bars Versus Traditional School Lunches. JO - Family Economics & Nutrition Review JF - Family Economics & Nutrition Review Y1 - 2004/12// VL - 16 IS - 2 M3 - Article SP - 3 EP - 11 PB - Legal Books Depot SN - 10859985 AB - Most U.S. school-age children do not eat enough fruits and vegetables, both in terms of the number of servings and variety. One proposed way to improve children's consumption of fruits and vegetables is to increase the number of schools that offer salad bars as part of the National School Lunch Program. This study presented the first analysis of nationally representative data on foods offered in school lunch salad bars. The data were collected during the 1998-99 school year as part of USDA's School Nutrition Dietary Assessment Study-II. The study presented here examined whether schools with salad bars offered a greater variety of fruits and vegetables than did schools without salad bars. The study also examined items other than fruits and vegetables that were commonly offered in school lunch salad bars, with a focus on dietary fat content. Results showed that salad bars were associated with a greater variety of fruit and vegetable offerings. Schools with salad bars were much more likely to serve lettuce, tomatoes, other raw vegetables, and fresh fruit than were schools without salad bars. In addition, schools with salad bars were more likely than their counterparts, to offer nutrient-dense vegetables (like carrots and broccoli). [ABSTRACT FROM AUTHOR] AB - Copyright of Family Economics & Nutrition Review is the property of Legal Books Depot and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SCHOOL children -- Food KW - SALADS KW - VEGETABLES KW - FRUIT KW - UNITED States N1 - Accession Number: 21890255; Schmidt, Stefanie R. 1 McKinney, Patricia 2; Affiliation: 1: Institute of Education Sciences U.S. Department of Education 2: Food and Nutrition Service U.S. Department of Agriculture; Source Info: 2004, Vol. 16 Issue 2, p3; Subject Term: SCHOOL children -- Food; Subject Term: SALADS; Subject Term: VEGETABLES; Subject Term: FRUIT; Subject Term: UNITED States; NAICS/Industry Codes: 115110 Support activities for crop production; NAICS/Industry Codes: 424480 Fresh Fruit and Vegetable Merchant Wholesalers; NAICS/Industry Codes: 111419 Other Food Crops Grown Under Cover; NAICS/Industry Codes: 413150 Fresh fruit and vegetable merchant wholesalers; NAICS/Industry Codes: 445230 Fruit and Vegetable Markets; NAICS/Industry Codes: 115113 Crop Harvesting, Primarily by Machine; NAICS/Industry Codes: 311991 Perishable Prepared Food Manufacturing; NAICS/Industry Codes: 311990 All other food manufacturing; NAICS/Industry Codes: 115114 Postharvest Crop Activities (except Cotton Ginning); NAICS/Industry Codes: 111219 Other Vegetable (except Potato) and Melon Farming; Number of Pages: 9p; Document Type: Article; Full Text Word Count: 4943 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21890255&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Vazquez, José T1 - BIOMEDICAL SCIENCE. JO - American Biology Teacher (National Association of Biology Teachers) JF - American Biology Teacher (National Association of Biology Teachers) Y1 - 2004/10// VL - 66 IS - 8 M3 - Article SP - 574 EP - 575 SN - 00027685 AB - Reviews the biomedical science DVD, "Learning From Patients: The Science of Medicine," produced by Howard Hughes Medical Institute. KW - MOTION pictures -- Reviews KW - DIGITAL video KW - MEDICAL sciences KW - LIFE sciences KW - LEARNING From Patients: The Science of Medicine (Film) N1 - Accession Number: 14794115; Vazquez, José 1; Email Address: jrv2@nyu.edu; Affiliation: 1: Member, Test Development Committee for the national Assessment of Educational Progress; Source Info: Oct2004, Vol. 66 Issue 8, p574; Subject Term: MOTION pictures -- Reviews; Subject Term: DIGITAL video; Subject Term: MEDICAL sciences; Subject Term: LIFE sciences; Reviews & Products: LEARNING From Patients: The Science of Medicine (Film); NAICS/Industry Codes: 541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology); Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=14794115&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2004-17565-002 AN - 2004-17565-002 AU - Griffith, James T1 - Ineffective schools as organizational reactions to stress. JF - Social Psychology of Education JO - Social Psychology of Education JA - Soc Psychol Educ Y1 - 2004/08// VL - 7 IS - 3 SP - 257 EP - 287 CY - Germany PB - Springer SN - 1381-2890 SN - 1573-1928 AD - Griffith, James, 10956 Bellehaven Boulevard, Damascus, MD, US, 20872 N1 - Accession Number: 2004-17565-002. Partial author list: First Author & Affiliation: Griffith, James. Release Date: 20040927. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Occupational Stress; Parental Attitudes; School Adjustment; Stress Reactions. Minor Descriptor: Classroom Discipline. Classification: Academic Learning & Achievement (3550). Population: Human (10). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 31. Issue Publication Date: Aug, 2004. AB - Educational research has identified effective schools in terms of characteristics associated with high student achievement, and conversely, schools lacking these characteristics are often conceived as ineffective schools. In this article, I propose that organizational stress responses create the conditions that make schools effective or ineffective. In other words, low achievement does not make schools ineffective but rather organizational behavior associated with stress creates and perpetuates school ineffectiveness, including low achievement. Drawing on the threat-rigidity thesis and open systems theory, hypotheses regarding how groups and organizations respond to stress were tested using demographic and achievement data for students attending elementary schools, in addition to survey data obtained from students (N = 18,189), principals (N =75), and parents (N = 13,768). Using cluster analysis, schools were grouped and described in terms of the school's stress level (student populations requiring more resources for learning), school adaptations to stress (emphases on varied school internal processes), and school output (student achievement). To lessen input from the external environment, schools experiencing more stress had less permeable boundaries, as indicated by parent reports of less school involvement and less positive school climate. Schools experiencing more stress also had more internal disruption, as indicated by less consensus among parents and students regarding school internal processes and by more principal changes. However, in such schools, there was little evidence of more control over school internal processes in terms of principals' self-reported behavior and student and parent perceptions of school order and discipline, and teacher support of learning. Results call for a better understanding of school ineffectiveness in terms of organizational adaptations to stress and points at which to intervene for more effective school adaptation and functioning. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - school effectiveness KW - student achievement KW - organizational stress KW - parent perception KW - school adaptation KW - stress reactionsl school discipline KW - 2004 KW - Academic Achievement KW - Occupational Stress KW - Parental Attitudes KW - School Adjustment KW - Stress Reactions KW - Classroom Discipline KW - 2004 DO - 10.1023/B:SPOE.0000037505.03707.fd UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-17565-002&site=ehost-live&scope=site UR - james.griffith@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Wiatrowski, Michael D. AU - Pino, Nathan W. T1 - Policing Post-Communist Societies: Police-Public Violence, Democratic Policing, and Human Rights (Book). JO - Human Rights Quarterly JF - Human Rights Quarterly Y1 - 2004/05// VL - 26 IS - 2 M3 - Book Review SP - 547 EP - 552 SN - 02750392 AB - Reviews the book "Policing Post-Communist Societies: Police-Public Violence, Democratic Policing and Human Rights," by Niels Uildirks and Pin Van Reenen. KW - COMMUNISM KW - NONFICTION KW - UILDRIKS, Niels KW - VAN Reenen, Pin KW - POLICING Post-Communist Societies: Police-Public Violence, Democratic Policing & Human Rights (Book) N1 - Accession Number: 13180144; Wiatrowski, Michael D. 1 Pino, Nathan W. 2; Affiliation: 1: Acting Associate Commissioner of Education, Institute of Education Science, US Department of Education. 2: Assistant Professor of Sociology Georgia Southern University.; Source Info: May2004, Vol. 26 Issue 2, p547; Subject Term: COMMUNISM; Subject Term: NONFICTION; Reviews & Products: POLICING Post-Communist Societies: Police-Public Violence, Democratic Policing & Human Rights (Book); People: UILDRIKS, Niels; People: VAN Reenen, Pin; Number of Pages: 6p; Document Type: Book Review UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=13180144&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2004-14303-019 AN - 2004-14303-019 AU - Pledger, Constance T1 - Disability paradigm shift. JF - American Psychologist JO - American Psychologist JA - Am Psychol Y1 - 2004/05//May-Jun, 2004 VL - 59 IS - 4 SP - 275 EP - 276 CY - US PB - American Psychological Association SN - 0003-066X SN - 1935-990X AD - Pledger, Constance, National Institute on Disability and Rehabilitation Research, 3417 Mary Switzer Building, 330 C Street, Southwest, Washington, DC, US, 20202 N1 - Accession Number: 2004-14303-019. Partial author list: First Author & Affiliation: Pledger, Constance; National Institute on Disability and Rehabilitation Research, Washington, DC, US. Release Date: 20040517. Correction Date: 20170130. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Comment/Reply. Language: English. Major Descriptor: Disabilities; Models; Rehabilitation; Theories. Classification: Psychological & Physical Disorders (3200); Rehabilitation (3380). Population: Human (10). References Available: Y. Page Count: 2. Issue Publication Date: May-Jun, 2004. Copyright Statement: American Psychological Association. 2004. AB - Responds to comments made by Thomas (see record [rid]2004-14303-018[/rid]) on the current author's original articles (200305602-003; 2003) on a 'New Model for Disability.' The current author explains that the focus of the articles on this topic was on acknowledging the predecessors and rival perspectives within the context of a disability paradigm and not to adjudicate among the various disability paradigms across history. Semantics and word smithing is not as significant as recognizing that we learn from our history and divergent opinions on the same topic. Whether we call the existing paradigm new or old, it is clear that many individuals have poured wine into the vats that fill the wine bottles, and sometimes the wine sours the taste for some and sweetens the taste for others. Ultimately, the disability and rehabilitation community is enriched by each drop of knowledge poured into the vat. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - disability KW - rehabilitation KW - paradigms KW - theoretical frameworks KW - 2004 KW - Disabilities KW - Models KW - Rehabilitation KW - Theories KW - 2004 DO - 10.1037/0003-066X.59.4.275 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-14303-019&site=ehost-live&scope=site UR - connie.pledger@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Cottingham, Phoebe AU - Maynard, Rebecca AU - Stagner, Matthew T1 - Synthesising Evidence on the Impacts of Programmes and Policies in Education, Crime and Justice, and Social Welfare: Practical Recommendations Based on 14 Test-bed Reviews. JO - Evaluation & Research in Education JF - Evaluation & Research in Education Y1 - 2004/02// VL - 18 IS - 1/2 M3 - Article SP - 28 EP - 53 SN - 09500790 AB - Review teams tested the systematic review procedures and principles developed under the Campbell Collaboration Fourteen review teams selected topics for intervention reviews in social policy, education, and criminal justice. Review protocols gave criteria for the extensive research literature search. Randomised Controlled Trials were selected. Systematic reviewers should give careful attention to defining the review topic. Setting study inclusion and exclusion criteria, handling variability in outcome measurement and study reporting, appropriate uses of statistical meta-analysis, and reporting review results. Significant differences in review results were observed based on review criteria and procedures. [ABSTRACT FROM AUTHOR] AB - Copyright of Evaluation & Research in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SOCIAL policy KW - EDUCATION KW - CRIMINAL justice administration KW - GOVERNMENT policy KW - META-analysis KW - Campbell Collaboration KW - Cochrane Collaboration KW - education KW - social policy KW - systematic review KW - test-bed N1 - Accession Number: 17964058; Cottingham, Phoebe 1; Email Address: phoebe.cottingham@ed.gov Maynard, Rebecca 2 Stagner, Matthew 3; Affiliation: 1: Institute of Education Sciences, US Department of Education, Washington, DC, USA 2: University of Pennsylvania, Philadelphia, USA 3: Center on Labor, Human Services and Population, The Urban institute, Washington, DC, USA; Source Info: 2004, Vol. 18 Issue 1/2, p28; Subject Term: SOCIAL policy; Subject Term: EDUCATION; Subject Term: CRIMINAL justice administration; Subject Term: GOVERNMENT policy; Subject Term: META-analysis; Author-Supplied Keyword: Campbell Collaboration; Author-Supplied Keyword: Cochrane Collaboration; Author-Supplied Keyword: education; Author-Supplied Keyword: social policy; Author-Supplied Keyword: systematic review; Author-Supplied Keyword: test-bed; NAICS/Industry Codes: 922190 Other Justice, Public Order, and Safety Activities; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; Number of Pages: 26p; Illustrations: 1 Diagram, 5 Charts, 1 Graph; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=17964058&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - CHAP AU - Levi, Margaret AU - Moe, Matthew AU - Buckley, Theresa AD - U WA AD - U WA AD - US Department of Education A2 - Hardin, Russell T1 - The Transaction Costs of Distrust: Labor and Management at the National Labor Relations Board T2 - Distrust PB - Series on Trust, vol. 8. PB - New York: PB - Russell Sage Foundation Y1 - 2004/// SP - 106 EP - 135 N1 - Accession Number: 0805178; Reviewed Book ISBN: 0-87154-350-8; ; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 200511 KW - Trade Unions: Objectives, Structure, and Effects J51 KW - Labor-Management Relations; Industrial Jurisprudence J53 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: 1913- N32 KW - Economic Sociology; Economic Anthropology; Social and Economic Stratification Z13 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0805178&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP ID - 2004-00176-025 AN - 2004-00176-025 AU - Park, Ok-choon AU - Lee, Jung ED - Jonassen, David H. ED - Jonassen, David H., (Ed) T1 - Adaptive instructional systems. T2 - Handbook of research on educational communications and technology. Y1 - 2004/// SP - 651 EP - 684 CY - Mahwah, NJ, US PB - Lawrence Erlbaum Associates Publishers SN - 0-8058-4145-8 N1 - Accession Number: 2004-00176-025. Partial author list: First Author & Affiliation: Park, Ok-choon; Institute of Education Sciences, U.S. Department of Education, Washington, DC, US. Release Date: 20041206. Correction Date: 20170126. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. Book Type: Handbook/Manual. ISBN: 0-8058-4145-8, Hardcover. Language: English. Major Descriptor: Educational Programs; Individualized Instruction; Student Characteristics; Teaching Methods; Technology. Minor Descriptor: Computer Assisted Instruction; Individual Differences; Learning Ability; Learning Environment. Classification: Educational Psychology (3500). Population: Human (10). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 34. AB - A central and persisting issue in educational technology is the provision of instructional environments and conditions that can comply with individually different educational goals and learning abilities. Instructional approaches and techniques that are geared to meet the needs of the individually different student are called adaptive instruction. More specifically, adaptive instruction refers to educational interventions aimed at effectively accommodating individual differences in students while helping each student develop the knowledge and skills required to learn a task. This chapter has four objectives: (a) to review selectively systematic efforts to establish and implement adaptive instruction, including recently developed technology-based systems such as hypermedia and Web-based systems, (b) to discuss theoretical paradigms and research variables studied to provide theoretical bases and development guidelines of adaptive instruction, (c) to discuss problems and limitations of the current approach to adaptive instruction, and (d) to propose a response-sensitive approach to the development of adaptive instruction. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - adaptive instructional systems KW - educational technology KW - instructional environments & conditions KW - individual differences KW - goals KW - learning abilities KW - instructional approaches KW - adaptive instruction KW - 2004 KW - Educational Programs KW - Individualized Instruction KW - Student Characteristics KW - Teaching Methods KW - Technology KW - Computer Assisted Instruction KW - Individual Differences KW - Learning Ability KW - Learning Environment KW - 2004 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-00176-025&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Peterson, William AD - National Institute on Disability and Rehabilitation Research, US Department of Education T1 - Technology Transfer Trends in the Department of Education JO - Journal of Technology Transfer JF - Journal of Technology Transfer Y1 - 2003/08// VL - 28 IS - 3-4 SP - 193 EP - 196 SN - 08929912 N1 - Accession Number: 0671957; Keywords: Disability; Rehabilitation; Technology; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Journal Article; Update Code: 200401 N2 - The National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Department of Education, is the only federal agency mandated to improve the functional capabilities of people with disabilities. The application of technology is one means for addressing this mandate, so NIDRR operates programs that research, develop and commercialize assistive technology devices and services. To support this activity, the NIDRR collaborates with other federal agencies, and supports a national technology transfer center focused on bringing new or improved products to the marketplace. KW - Health Production I12 KW - Technological Change: Government Policy O38 L3 - http://link.springer.com/journal/volumesAndIssues/10961 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0671957&site=ehost-live&scope=site UR - http://link.springer.com/journal/volumesAndIssues/10961 DP - EBSCOhost DB - ecn ER - TY - JOUR ID - 2003-05602-003 AN - 2003-05602-003 AU - Pledger, Constance T1 - Discourse on disability and rehabilitation issues: Opportunities for psychology. JF - American Psychologist JO - American Psychologist JA - Am Psychol Y1 - 2003/04// VL - 58 IS - 4 SP - 279 EP - 284 CY - US PB - American Psychological Association SN - 0003-066X SN - 1935-990X AD - Pledger, Constance, National Institute on Disability and Rehabilitation Research, 400 Maryland Avenue, SW, MES-3417, Washington, DC, US, 20202-2572 N1 - Accession Number: 2003-05602-003. PMID: 12866393 Partial author list: First Author & Affiliation: Pledger, Constance; National Institute on Disability and Rehabilitation Research, Washington, DC, US. Release Date: 20030630. Correction Date: 20160303. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Disabilities; Models; Rehabilitation; Theories. Classification: Psychological & Physical Disorders (3200); Rehabilitation (3380). Population: Human (10). References Available: Y. Page Count: 6. Issue Publication Date: Apr, 2003. Copyright Statement: American Psychological Association. 2003. AB - There are noteworthy differences between the old and new paradigms of disability perspective, particularly in the way that disability is measured, defined, and understood. The new paradigm emphasizes the dynamic intersection of environmental factors and individual characteristics and the role this intersection plays in shaping the disability experience. In contrast, the old paradigm of disability is reductive to pathology and emphasizes individual disability characteristics and deficits. In addition to a discussion of the old and new paradigms of disability, the author summarizes the fundamental theoretical frameworks that have influenced the current state of the science in disability and rehabilitation and offers an overview of definitions, terminology, and models of disability. The author concludes with an overview of the articles in this section. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - disability KW - rehabilitation KW - paradigms KW - theoretical frameworks KW - 2003 KW - Disabilities KW - Models KW - Rehabilitation KW - Theories KW - 2003 DO - 10.1037/0003-066X.58.4.279 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2003-05602-003&site=ehost-live&scope=site UR - connie.pledger@ed.gov DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2004-10418-002 AN - 2004-10418-002 AU - Ehrlich, Nathaniel J. AU - Carlson, Dawn AU - Bailey, Nell T1 - Sources of Information About How to Obtain Assistive Technology: Findings From a National Survey of Persons With Disabilities. JF - Assistive Technology JO - Assistive Technology JA - Assist Technol Y1 - 2003/// VL - 15 IS - 1 SP - 28 EP - 38 CY - US PB - RESNA SN - 1040-0435 SN - 1949-3614 AD - Ehrlich, Nathaniel J., Institute for Public Policy and Social Research, Michigan State University, 321 Berkey Hall, East Lansing, MI, US, 48824 N1 - Accession Number: 2004-10418-002. PMID: 14760979 Partial author list: First Author & Affiliation: Ehrlich, Nathaniel J.; Office of Survey Research, Institute for Public Policy and Social Research, Michigan State University, East Lansing, MI, US. Other Publishers: Taylor & Francis. Release Date: 20040712. Correction Date: 20110502. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Disorders; Information Seeking; Information Services; Technology; Health Personnel. Minor Descriptor: Assistive Technology. Classification: Rehabilitation (3380). Population: Human (10). Location: US. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 11. Issue Publication Date: 2003. AB - A modified discriminant function analysis was performed to determine the interaction between the source of information for assistive technology used by persons with disabilities. In the sample of 1,412 such persons, 901 were found to use some form of assistive technology in their daily lives. We found that physicians and health care professionals provide information to all groups without significant variance--this source of information is clearly nondiscriminant. Respondents who use family and friends as a source of information tend to be older, poorer, unemployed, more severely impaired, non-White, and, most significantly, render a more negative opinion of the amount and utility of information they have received about assistive technology, as well as the helpfulness of assistive technology in general. Persons obtaining information from vocational rehabilitation counselors tend to be better educated, non-White, unemployed, and have a more positive opinion about assistive technology. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - assistive technology KW - information sources KW - vocational rehabilitation counselors KW - health care professionals KW - disabled persons KW - 2003 KW - Disorders KW - Information Seeking KW - Information Services KW - Technology KW - Health Personnel KW - Assistive Technology KW - 2003 DO - 10.1080/10400435.2003.10131887 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-10418-002&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2003-09341-003 AN - 2003-09341-003 AU - Hanley, Tom V. T1 - Commentary: Scaling Up Social-Emotional and Academic Supports for All Students, Including Students with Disabilities. JF - School Psychology Review JO - School Psychology Review JA - School Psych Rev Y1 - 2003/// VL - 32 IS - 3 SP - 327 EP - 330 CY - US PB - National Assn of School Psychologists SN - 0279-6015 AD - Hanley, Tom V., U.S. Department of Education, Office of Special Education Programs, Switzer Building, Room 3526, 330 C Street, S.W., Washington, DC, US, 20202-2641 N1 - Accession Number: 2003-09341-003. Other Journal Title: School Psychology Digest. Partial author list: First Author & Affiliation: Hanley, Tom V.; U.S. Department of Education, Office of Special Education Programs, Washington, DC, US. Release Date: 20031124. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Comment/Reply. Language: English. Major Descriptor: Educational Reform; Health Service Needs; Psychoeducation; Public School Education; Social Learning. Minor Descriptor: Academic Environment; Mental Health Services; Psychosocial Development; Special Education. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200). References Available: Y. Page Count: 4. Issue Publication Date: 2003. AB - Elias, Zins, Graczyk, and Weissberg (see record [rid]2003-09341-001[/rid]) have written a concise summary of the daunting challenges and possible solutions to improve outcomes for students with mental health needs. As a special educator, I would like to focus my comments on the potential benefits of school-wide approaches for students with the greatest psychosocial needs. The critical importance of these efforts cannot be denied; recent estimates identify approximately 20% of children and adolescents under the age of 18 with mental health disorders (see Surgeon General's Report, U.S. Department of Health and Human Services [HHS], 1999). When one out of five children suffer from conditions that directly affect their chances for success in life, everyone with an interest in child development and learning needs to consider better approaches to prevention and intervention. In the sections that follow, I will first attempt to contextualize students with mental health disorders within the larger school population and then link federal efforts to improve their outcomes with the themes presented prove in the Elias et al. (2003) article. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - school reform KW - psychoeducational programs KW - social-emotional innovations KW - academic innovations KW - public schools KW - mental health needs KW - special education KW - 2003 KW - Educational Reform KW - Health Service Needs KW - Psychoeducation KW - Public School Education KW - Social Learning KW - Academic Environment KW - Mental Health Services KW - Psychosocial Development KW - Special Education KW - 2003 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2003-09341-003&site=ehost-live&scope=site UR - Tom.Hanley@ed.gov DP - EBSCOhost DB - psyh ER - TY - CHAP AU - Hickok, Eugene W. AD - US Department of Education A2 - Izumi, Lance T. A2 - Evers, Williamson M. T1 - Teacher Quality Accountability Systems: The View from Pennsylvania T2 - Teacher quality PB - Hoover Institution Press Publication no. 505. PB - Stanford: PB - Hoover Institution Press; PB - San Francisco: PB - Pacific Research Institute Y1 - 2002/// SP - 25 EP - 32 N1 - Accession Number: 0758726; Reviewed Book ISBN: 0-8179-2932-0; Keywords: Teacher; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 200501 KW - Analysis of Education I21 KW - Education: Government Policy I28 KW - Public Sector Labor Markets J45 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0758726&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - JOUR ID - 106982203 T1 - Wheelchair use and social integration. AU - Carlson D AU - Myklebust J Y1 - 2002///2002 Winter N1 - Accession Number: 106982203. Language: English. Entry Date: 20021129. Revision Date: 20150818. Publication Type: Journal Article; research; tables/charts. Journal Subset: Allied Health; Editorial Board Reviewed; Expert Peer Reviewed; Nursing; Peer Reviewed; USA. NLM UID: 9515174. KW - Spinal Cord Injuries -- Rehabilitation KW - Disabled -- Psychosocial Factors KW - Functional Status KW - Social Behavior KW - Community Reintegration KW - Wheelchairs -- Utilization KW - Survey Research KW - Secondary Analysis KW - Interviews KW - Health Resource Utilization KW - Environment KW - Factor Analysis KW - Internal Consistency KW - Rasch Analysis KW - T-Tests KW - P-Value KW - Descriptive Statistics KW - Data Analysis Software KW - Socioeconomic Factors KW - Age Factors KW - Sex Factors KW - Race Factors KW - Male KW - Female KW - Adolescence KW - Adult KW - Middle Age KW - Aged KW - Aged, 80 and Over KW - Whites KW - Blacks KW - United States KW - Human SP - 28 EP - 46 JO - Topics in Spinal Cord Injury Rehabilitation JF - Topics in Spinal Cord Injury Rehabilitation JA - TOP SPINAL CORD INJ REHABIL VL - 7 IS - 3 CY - St. Louis, Missouri PB - Thomas Land Publishers Incorporated AB - This article explores whether persons with disabilities using wheelchairs participate to a lesser degree in social activities than persons with disabilities not using wheelchairs. A secondary data analysis of the 1994-1995 National Health Interview Survey on Disability (NHIS-D) Phase II showed thatsocial contacts (calling friends, calling relatives, and seeing relatives) did not differ significantly between the two groups. Social activities (seeing friends, going to church or temple, eating out, and seeing a movie) varied with wheelchair use and personal and environmental characteristics. The findings suggest that wheelchair use is not necessarily synonymous with exclusion, and social participation of wheelchair users is a far more complex phenomenon than commonly thought. SN - 1082-0744 AD - Rehabilitation Program Specialist, National Institute on Disability and Rehabilitation Research, US Department of Education, Washington, DC UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=106982203&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR AU - Clifford Adelman T1 - The Medieval Guild in Cyberclothes: International Dimensions of Industry Certification in Information Technology. JO - Tertiary Education & Management (Springer Science & Business Media B.V.) JF - Tertiary Education & Management (Springer Science & Business Media B.V.) Y1 - 2001/10// VL - 7 IS - 3 M3 - Article SP - 277 EP - 292 SN - 13583883 AB - To standardise protocols and knowledge so that they could draw on a borderless workforce, the information technology and telecommunications industries developed a new class of industry certification in the 1990s. As of mid-2000, approximately 2.5 million of these certifications had been earned by approximately 1.65 million people worldwide, half outside the US. These credentials are awarded by third-party examination, with three commercial testing firms operating at 5000 sites in 140 countries. Students prepare for the examinations in a variety of ways, including course work at commercial schools with both physical facilities and virtual presence in dozens of countries. This paper focuses on the status of IT certification in six countries (Australia, France, Germany, Russia, Spain and the UK), and the behaviour of six major certifying authorities (Microsoft, Cisco, SAP, Sun Microsystems, Oracle and Novell). It highlights (1) the ways that these certifying authorities behave in the countries at issue, (2) variations in opportunities for students to prepare for certification, by country, and (3) flexibility in the languages of instruction/preparation and the languages of examination in the IT certification system. Because this certification system lies outside formal tertiary systems, it is not subject to government data-gathering in any country, hence we know little about the backgrounds of those who seek/earn these credentials. The paper suggests and encourages three lines of research inquiry (basic descriptive tasks, comparative curriculum studies and assessment studies) that can enlighten the role of this growing parallel universe in tertiary education. [ABSTRACT FROM AUTHOR] AB - Copyright of Tertiary Education & Management (Springer Science & Business Media B.V.) is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - POSTSECONDARY education KW - TELECOMMUNICATION KW - INFORMATION technology KW - EDUCATIONAL technology KW - RUSSIA KW - GREAT Britain N1 - Accession Number: 19979684; Clifford Adelman 1; Affiliation: 1: US Department of Education, 555 New Jersey Avenue NW, Room 617A, Washington DC 20208-5531, USA, E-mail: clifford_adelman@ed.gov; Source Info: Oct2001, Vol. 7 Issue 3, p277; Subject Term: POSTSECONDARY education; Subject Term: TELECOMMUNICATION; Subject Term: INFORMATION technology; Subject Term: EDUCATIONAL technology; Subject Term: RUSSIA; Subject Term: GREAT Britain; NAICS/Industry Codes: 611511 Cosmetology and Barber Schools; NAICS/Industry Codes: 611519 Other Technical and Trade Schools; NAICS/Industry Codes: 611513 Apprenticeship Training; NAICS/Industry Codes: 611410 Business and Secretarial Schools; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 611210 Junior Colleges; NAICS/Industry Codes: 517911 Telecommunications Resellers; NAICS/Industry Codes: 517910 Other telecommunications; NAICS/Industry Codes: 517919 All Other Telecommunications; NAICS/Industry Codes: 811213 Communication Equipment Repair and Maintenance; Number of Pages: 16p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19979684&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 106952430 T1 - Pulmonary function testing in spinal cord injury: effects of abdominal muscle stimulation. AU - Langbein WE AU - Maloney C AU - Kandare F AU - Stanic U AU - Nemchausky B AU - Jaeger RJ Y1 - 2001/09//Sep/Oct2001 N1 - Accession Number: 106952430. Language: English. Entry Date: 20020823. Revision Date: 20151016. Publication Type: Journal Article; research; tables/charts. Journal Subset: Allied Health; Blind Peer Reviewed; Peer Reviewed; USA. Grant Information: Department of Veterans Affairs Merit Review Award (#B2027-BA). NLM UID: 8410047. KW - Spinal Cord Injuries -- Rehabilitation KW - Transcutaneous Electric Nerve Stimulation KW - Abdominal Muscles KW - Forced Expiratory Flow Rates KW - Forced Expiratory Volume KW - Funding Source KW - Electrodes KW - Spirometry KW - Linear Regression KW - Paired T-Tests KW - P-Value KW - Wilcoxon Signed Rank Test KW - Male KW - Adult KW - Middle Age KW - Aged KW - Human SP - 591 EP - 597 JO - Journal of Rehabilitation Research & Development JF - Journal of Rehabilitation Research & Development JA - J REHABIL RES DEV VL - 38 IS - 5 CY - Baltimore, Maryland PB - VA Prosthetics Research & Development Center AB - The purpose of this study was to assess the effects of applying transcutaneous electrical stimulation to paralyzed abdominal muscles during pulmonary function testing (PFT) of individuals with spinal cord injury (SCI). Ten male subjects with anatomical level of SCI between C5-T7 were studied. Subjects performed PFTs with and without electrical stimulation delivered to the abdominal muscles. Subjects with the lowest percentage of predicted expiratory volumes and flows demonstrated the greatest improvement when electrical stimulation was delivered during forced expiration. The overall increases seen in percent of predicted for the study sample were 23 percent for forced vital capacity (FVC), 16 percent for forced expiratory flow in 1 s (FEV1), and 22 percent for peak expiratory flow rate (PEF). Contractions of paralyzed expiratory muscles in response to electrical stimulation during the performance of PFT maneuvers can significantly improve FVC, FEV1, and PEF in some individuals with SCI. SN - 0748-7711 AD - Research Service (151), Edward Hines, Jr. VA Hospital, Hines, IL 60141; robert.jaeger@ed.gov U2 - PMID: 11732836. UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=106952430&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2001-10208-002 AN - 2001-10208-002 AU - Pritchard, Ivor A. T1 - Searching for 'research involving human subjects': What is examined? What is exempt? What is exasperating? JF - IRB: Ethics & Human Research JO - IRB: Ethics & Human Research JA - IRB Y1 - 2001/05//May-Jun, 2001 VL - 23 IS - 3 SP - 5 EP - 13 CY - US PB - Hastings Ctr SN - 0193-7758 SN - 2326-2222 AD - Pritchard, Ivor A., U.S. Dept of Education, Office of Educational Research & Improvement, 555 New Jersey Avenue, NW, Washington, DC, US, 20208-5573 N1 - Accession Number: 2001-10208-002. Other Journal Title: IRB: A Review of Human Subjects Research. Partial author list: First Author & Affiliation: Pritchard, Ivor A.; U.S. Dept of Education, Office of Educational Research & Improvement, Washington, DC, US. Release Date: 20020123. Correction Date: 20150518. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Experimental Subjects; Experimentation; Government Policy Making. Minor Descriptor: Experimental Ethics. Classification: Research Methods & Experimental Design (2260). Population: Human (10). Location: US. Age Group: Adulthood (18 yrs & older) (300). Page Count: 9. Issue Publication Date: May-Jun, 2001. AB - Discusses the kinds of activities covered by the 'Common Rule' (CR), federal regulations requiring institutional review board review of proposed research areas involving human Ss. Several external factors affect whether the CR applies: funding, multiple project assurances, agency peculiarities, and policies beyond the CR. The authors discuss CR definitions of research and human Ss, and interpretation of exemptions for certain kinds of research in education, information, and public benefit programs. Also considered are interpretations that are deemed inconsistent with the text of the CR. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Common Rule KW - federal regulations KW - institutional review board KW - research projects KW - human subjects KW - exemptions KW - 2001 KW - Experimental Subjects KW - Experimentation KW - Government Policy Making KW - Experimental Ethics KW - 2001 DO - 10.2307/3564509 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2001-10208-002&site=ehost-live&scope=site UR - Ivor_Pritchard@ed.gov DP - EBSCOhost DB - psyh ER - TY - CHAP ID - 2001-05826-005 AN - 2001-05826-005 AU - Campbell, Jay R. ED - Flippo, Rona F. ED - Flippo, Rona F., (Ed) T1 - A focus on NAEP data: What it means, what it does not mean, and the findings from the expert study. T2 - Reading researchers in search of common ground. Y1 - 2001/// SP - 147 EP - 158 CY - Newark, DE, US PB - International Reading Association SN - 0-87207-275-4 N1 - Accession Number: 2001-05826-005. Partial author list: First Author & Affiliation: Campbell, Jay R.; Educational Testing Service, National Assessment of Educational Progress (NAEP), Princeton, NJ, US. Release Date: 20011212. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 0-87207-275-4, Paperback. Language: English. Major Descriptor: Measurement; Reading; School Learning. Classification: Academic Learning & Achievement (3550). Population: Human (10). Location: US. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300); Young Adulthood (18-29 yrs) (320). Intended Audience: Psychology: Professional & Research (PS). Page Count: 12. AB - Suggests that the contexts and practices identified in R. Flippo's Expert Study that would facilitate learning to read are probably not surprising to most educators. Most of the statements that represent agreement among the experts have been confirmed by research and classroom practice. Many are also consistent with findings from the National Assessment of Educational Progress (NAEP), a large-scale assessment and survey of 4th, 8th, and 12th graders across the US. This chapter provides an examination and discussion of the connections that can be made between NAEP data and several findings from the Expert Study. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Expert Study KW - National Assessment of Progress KW - NAEP KW - learning KW - reading KW - 2001 KW - Measurement KW - Reading KW - School Learning KW - 2001 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2001-05826-005&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - CHAP ID - 2001-00344-007 AN - 2001-00344-007 AU - Loomis, Susan Cooper AU - Bourque, Mary Lyn ED - Cizek, Gregory J. ED - Cizek, Gregory J., (Ed) T1 - From tradition to innovation: Standard setting on the National Assessment of Educational Progress. T2 - Setting performance standards: Concepts, methods, and perspectives. Y1 - 2001/// SP - 175 EP - 217 CY - Mahwah, NJ, US PB - Lawrence Erlbaum Associates Publishers SN - 0-8058-3674-8 N1 - Accession Number: 2001-00344-007. Partial author list: First Author & Affiliation: Loomis, Susan Cooper; ACT Inc., Achievement Levels-Setting (ALS), Project for the National Assessment of Educational Progress (NAEP), Iowa City, IA, US. Release Date: 20010523. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. ISBN: 0-8058-3674-8, Hardcover. Language: English. Major Descriptor: Educational Programs; Evaluation Criteria; Measurement; Methodology. Classification: Educational Measurement (2227); Academic Learning & Achievement (3550). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 43. AB - Describes the various methods of standard setting that have been thought about, developed, pilot tested, used in simulations, or implemented over the past decade, with a particular emphasis on the criteria for evaluating the methods for use in large-scale assessment programs like National Assessment of Educational Progress. The authors also discuss some of the practical and technical limitations fact of the methods. Finally, the authors go over some challenges in standard setting to be faced in the next decade and beyond. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - large-scale assessment programs KW - National Assessment of Educational Progress KW - limitations KW - challenges KW - standard setting KW - 2001 KW - Educational Programs KW - Evaluation Criteria KW - Measurement KW - Methodology KW - 2001 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2001-00344-007&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 107039410 T1 - Rehabilitation science. AU - Seelman KD Y1 - 2000/04// N1 - Accession Number: 107039410. Language: English. Entry Date: 20010727. Revision Date: 20150819. Publication Type: Journal Article. Journal Subset: Allied Health; Peer Reviewed; USA. NLM UID: 9207007. KW - Rehabilitation Science -- Education SP - 77 EP - 83 JO - Technology & Disability JF - Technology & Disability JA - TECHNOL DISABIL VL - 12 IS - 2/3 PB - IOS Press SN - 1055-4181 AD - National Institute on Disability and Rehabilitation Research, U.S. Department of Education, 400 Maryland Ave SW, Washington, DC 20202. E-mail: kate_seelman@ed.gov UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=107039410&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR AU - Niemi, Richard G. AU - Hepburn, Mary A. AU - Chapman, Chris T1 - Community Service by High School Students: A Cure for Civic Ills? JO - Political Behavior JF - Political Behavior Y1 - 2000/03// VL - 22 IS - 1 M3 - Article SP - 45 EP - 69 PB - Springer Science & Business Media B.V. SN - 01909320 AB - In response to what some see as a crisis in civic attitudes and participation, there has been a reinvigorated effort to involve high school students in school-based community activities and in less formal, volunteer community service. Yet little is known about the extent of participation or its effects. Using a nationally representative sample of 9th–12th graders from 1996, we document a high participation rate but also note that many students perform service only once or twice a year and in limited capacities. Participation rates are related to certain student, family, and school characteristics; school policies are also significant, though arranging but not requiring participation may be the key. Participation appears to stimulate greater political knowledge, more political discussions with parents, enhanced participation skills, and higher political efficacy, but not more tolerance of diversity. [ABSTRACT FROM AUTHOR] AB - Copyright of Political Behavior is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - HIGH school students KW - SOCIAL participation KW - SOCIAL problems KW - POLITICAL participation KW - HIGH school student activities N1 - Accession Number: 11304199; Niemi, Richard G. 1 Hepburn, Mary A. 2 Chapman, Chris 3; Affiliation: 1: Department of Political Science, University of Rochester, Rochester, New York 14627 niemi@mail.rochester.edu 2: Carl Vinson Institute of Government, University of Georgia, Athens, GA 30602 mhepburn@cviog.uga.edu 3: National Center for Education Statistics, U.S. Department of Education, 555 New Jersey Ave., N.W., Washington, DC 20208–5651 chris_chapman@ed.gov; Source Info: Mar2000, Vol. 22 Issue 1, p45; Subject Term: HIGH school students; Subject Term: SOCIAL participation; Subject Term: SOCIAL problems; Subject Term: POLITICAL participation; Subject Term: HIGH school student activities; Number of Pages: 25p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11304199&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 106996991 T1 - Undergraduate rehabilitation education: the need for graduates from the perspective of the public rehabilitation program. AU - Muzzio TC Y1 - 2000/03// N1 - Accession Number: 106996991. Language: English. Entry Date: 20010209. Revision Date: 20150820. Publication Type: Journal Article. Journal Subset: Allied Health; Peer Reviewed; USA. NLM UID: 8912767. KW - Rehabilitation -- Education KW - Education, Baccalaureate KW - Counseling -- Education KW - Rehabilitation -- Manpower KW - Rehabilitation, Vocational -- Manpower SP - 89 EP - 95 JO - Rehabilitation Education JF - Rehabilitation Education JA - REHABIL EDUC VL - 14 IS - 1 CY - New York, New York PB - Springer Publishing Company, Inc. AB - This article examines the projected demand for graduates of baccalaureate degree programs in the rehabilitation services. It addresses the relevance of the products of undergraduate programs from the perspective of the public rehabilitation system of vocational rehabilitation which is probably the most significant 'consumer' of such graduates. Special attention is given to the Comprehensive System of Personnel Development (CSPD), one the primary factors affecting the future of rehabilitation education at the undergraduate level. A thorough review of the topic results in the conclusion that the demand for graduates of bachelors degree programs in the rehabilitation services should remain near current levels. SN - 0889-7018 AD - Rehabilitation Services Administration, 330 C St, SW, Room 3324, Switzer Building, Washington, DC 20202; e-mail: timothy_muzzio@ed.gov UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=106996991&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 2005-16894-002 AN - 2005-16894-002 AU - Brayboy, Mary E. AU - Morgan, Mary Y. T1 - Voices of Indianness: The Lived World of Native American Women. JF - Women's Studies International Forum JO - Women's Studies International Forum JA - Womens Stud Int Forum Y1 - 1998/07//Jul-Aug, 1998 VL - 21 IS - 4 SP - 341 EP - 354 CY - Netherlands PB - Elsevier Science SN - 0277-5395 AD - Brayboy, Mary E., Office of Indian Education, US Department of Education, 400 Maryland Avenue SW, Washington, DC, US, 20202 N1 - Accession Number: 2005-16894-002. Partial author list: First Author & Affiliation: Brayboy, Mary E.; Office of Indian Education, US Department of Education, Washington, DC, US. Release Date: 20060313. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: American Indians; Life Experiences; Working Women. Minor Descriptor: Attachment Behavior; Race and Ethnic Discrimination; Reciprocity; Spirituality. Classification: Sex Roles & Women's Issues (2970). Population: Human (10); Female (40). Location: US. Age Group: Adulthood (18 yrs & older) (300); Thirties (30-39 yrs) (340); Middle Age (40-64 yrs) (360). Methodology: Empirical Study; Qualitative Study. References Available: Y. Page Count: 14. Issue Publication Date: Jul-Aug, 1998. AB - An interpretive study of Native American women provided a greater understanding of the processes Native American women employ as they become socialized into a non-Indian environment and sustain their traditional culture. Intense dialogues were conducted with four Native American professional women. Data interpretations revealed the women's unique themes: prized, harmonious, vigilant, and struggling. Five common themes included spirituality, Indianness, bonding, racial discrimination, and reciprocity/inclusiveness. A schematic translation model showed how the women's life experiences and their themes connect to other populations of women. These women's experiences provide implications for programs that work with women. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - Native American professional women KW - spirituality KW - Indianness KW - bonding KW - racial discrimination KW - reciprocity KW - life experiences KW - 1998 KW - American Indians KW - Life Experiences KW - Working Women KW - Attachment Behavior KW - Race and Ethnic Discrimination KW - Reciprocity KW - Spirituality KW - 1998 DO - 10.1016/S0277-5395(98)00045-4 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-16894-002&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 107280526 T1 - Public policy affecting universal design. AU - Peterson W Y1 - 1998/03// N1 - Accession Number: 107280526. Language: English. Entry Date: 19980901. Revision Date: 20150820. Publication Type: Journal Article; review. Journal Subset: Allied Health; Double Blind Peer Reviewed; Editorial Board Reviewed; Expert Peer Reviewed; Peer Reviewed; USA. NLM UID: 8917250. KW - Public Policy -- History -- United States KW - Assistive Technology -- History -- United States KW - Equipment Design KW - Assistive Technology Devices KW - Architectural Accessibility KW - Americans with Disabilities Act KW - Rehabilitation -- Legislation and Jurisprudence -- United States KW - United States KW - Disabled SP - 13 EP - 20 JO - Assistive Technology JF - Assistive Technology JA - ASSIST TECHNOL VL - 10 IS - 1 CY - Philadelphia, Pennsylvania PB - Taylor & Francis Ltd AB - The federal government has passed numerous laws that have focused on everything from civil rights legislation to accessibility mandates. This paper looks at the cumulative effects of federal legislation and nonlegislative activities on breaking down the wall of inequality for persons with disabilities and promoting the concept of universal design and universal access. SN - 1040-0435 AD - National Institute on Disability and Rehabilitation Research, US Department of Education, 400 Maryland Ave, SW, Washington DC 20202-2572 U2 - PMID: 10181146. UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=107280526&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 107185684 T1 - Closing remarks. AU - Tirozzi GN Y1 - 1998/03//1998 Mar-Apr N1 - Accession Number: 107185684. Language: English. Entry Date: 19990501. Revision Date: 20150711. Publication Type: Journal Article. Journal Subset: Biomedical; Peer Reviewed; USA. NLM UID: 0322116. KW - Health Policy KW - Early Childhood Intervention KW - Infant KW - Child, Preschool KW - Child SP - 248 EP - 249 JO - Preventive Medicine JF - Preventive Medicine JA - PREV MED VL - 27 IS - 2 CY - Burlington, Massachusetts PB - Academic Press Inc. SN - 0091-7435 AD - Office of Elementary & Secondary Education, United States Department of Education, Washington, DC 20202 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=107185684&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - Gen ID - 9999-21393-000 AN - 9999-21393-000 AU - Sweet, Anne P. AU - Guthrie, John T. AU - Ng, Mary M. T1 - Teacher Questionnaire on Student Motivation to Read JF - PsycTESTS JO - PsycTESTS Y1 - 1998/// AD - Sweet, Anne P., U.S. Department of Education, Office of Educational Research and Improvement, 555 New Jersey Avenue, NW, Washington, District of Columbia, United States, 20208 AV - Commercial: No; Permissions: May use for Research/Teaching; Fee: No. Test Items: Yes N1 - Accession Number: 9999-21393-000. Partial author list: First Author & Affiliation: Sweet, Anne P.; U.S. Department of Education, Office of Educational Research and Improvement, Washington, District of Columbia, United States. Release Date: 20130909. Correction Date: 20151207. Instrument Type: Inventory/Questionnaire. Test Location: Appendix, Page 223. Test Format: This measure utilizes a 4-point answer format (1 = rarely, 2 = seldom, 3 = sometimes, and 4 = often). Negatively stated items are reverse coded.. Language: English. Constructs: Reading Motivation; Classification: Education, Teaching, and Student Characteristics (5900). Population: Human (10); Male (30); Female (40). Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180); Adulthood (18 yrs & older) (300). N2 - Administration Method: Paper AB - Purpose: The purpose of the Teacher Questionnaire on Student Motivation to Read is to assess teacher perceptions of students' motivations for reading. AB - Description: The Teacher Questionnaire on Student Motivation to Read (Sweet, Guthrie, & Ng, 1998) was developed to assess teacher perceptions of students' motivations for reading. Information gathered from teachers in focus groups regarding student reading motivations was used to develop the questionnaire. The motivational constructs included in the questionnaire were appraised as being valid (face, content) by way of independent expert judgment. The measure's 31 items address 6 motivational constructs: Individual, Activity, Autonomy, Social, Topic, and Writing. Each motivational subscale contains 4 items except for individual, which has 5 questions, and writing, which has 3 questions. Teacher perceptions of student motivation is measured by asking teachers to rate each child's reading-related characteristics. Each item is answered using a 4-point answer format. The Cronbach alpha reliabilities of these scales were activity = .78, autonomy = .34, social = .64, topic = .84, individual = .89, and writing = .84. (PsycTESTS Database Record (c) 2015 APA, all rights reserved) KW - Internal Consistency KW - Teacher Questionnaire on Student Motivation to Read KW - Test Development KW - Writing Subscale KW - Topic Subscale KW - Social Subscale KW - Autonomy Subscale KW - Activity Subscale KW - Individual Subscale U5 - Teacher Questionnaire on Student Motivation to Read [Test Development]Teacher perceptions and student reading motivation. (AN: 1998-02710-003 from PsycINFO) Sweet, Anne P.; Guthrie, John T.; Ng, Mary M.; Jun, 1998. Source: Journal of Educational Psychology. 90(2), American Psychological Association, US; Jun, 1998; Administration: Paper Age Group: Childhood (birth-12 yrs), School Age (6-12 yrs), Adulthood (18 yrs & older); Population: Human; Male; Female; Sample: Teachers of Students in Grades 3-6; Location: United States Keywords: Internal Consistency; Teacher Questionnaire on Student Motivation to Read; Test Development; Writing Subscale; Topic Subscale; Social Subscale; Autonomy Subscale; Activity Subscale; Individual Subscale; Subjects: Academic Achievement Motivation; Autonomy; Independence (Personality); Questionnaires; Reading Achievement; Social Skills; Student Characteristics; Teacher Attitudes; Test Construction; Writing Skills; DO - 10.1037/t21393-000 L3 - Full; Full text; 999921393_full_001.pdf UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pst&AN=9999-21393-000&site=ehost-live&scope=site UR - anne_sweet@ed.gov DP - EBSCOhost DB - pst ER - TY - GEN AU - Hawthorne, Sarah AU - Senge, Jeffrey AU - Coombs, Norman T1 - The law and library access for patrons with disabilities JO - Information Technology & Disabilities JF - Information Technology & Disabilities Y1 - 1997/04// VL - 4 IS - 1-2 M3 - Article SN - 10735727 AB - The Architectural Barriers Act mandated physical access to buildings, and now disabled patrons are also insisting on access to the information in those buildings. Educational institutions understood that the 1973 Rehabilitation Act required provision of access to educational materials, and this must now be expanded to mean access to information technology. Discusses three predominant areas of concern for most campus libraries: (1) providing information in specific alternative formats; (2) making these accommodations in a timely manner; and (3) reconciling issues of responsibility related to reasonable accommodations and readily achievable practices as specified in federal regulations. KW - LIBRARIES KW - LAW KW - Handicapped KW - Public Access N1 - Accession Number: ISTA3603025; Hawthorne, Sarah 1; Email Address: sarah_j._hawthorne@ed.gov; Senge, Jeffrey 2; Email Address: jsenge@fullerton.edu; Coombs, Norman 3; Email Address: nrcgsh@rit.edu; Affiliations: 1 : US Department of Education Office for Civil Rights, San Francisco, CA 94102; 2 : California State University, Fullerton, CA 34080; 3 : Equal Access to Software & Information, Rochester, NY; Source Info: April 1997, Vol. 4 Issue 1-2; Note: Article URL: http://www.rit.edu/~easi/itd/itdv04n1/article5.html; Note: Update Code: 3607; Subject Term: LIBRARIES; Subject Term: LAW; Author-Supplied Keyword: Handicapped; Author-Supplied Keyword: Public Access; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=ISTA3603025&site=ehost-live&scope=site DP - EBSCOhost DB - lih ER - TY - JOUR ID - 107317070 T1 - Dispelling the myths about special education: a message for parents. AU - Heumann JE Y1 - 1996/09// N1 - Accession Number: 107317070. Language: English. Entry Date: 19970401. Revision Date: 20150711. Publication Type: Journal Article. Journal Subset: Consumer Health; USA. NLM UID: 7702637. KW - Education, Special KW - Parents SP - 54 EP - 57 JO - Exceptional Parent JF - Exceptional Parent JA - EXCEPTIONAL PARENT VL - 26 IS - 9 CY - Johnstown, Pennsylvania PB - EP World, Inc. SN - 0046-9157 AD - Office of Special Education and Rehabilitative Services (OSERS), US Department of Education UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=107317070&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - JOUR ID - 107387914 T1 - Perceptions of braille usage by legally blind adults. AU - Schroeder FK Y1 - 1996/05//May/Jun96 Part 1 of 2 N1 - Accession Number: 107387914. Language: English. Entry Date: 19961101. Revision Date: 20150820. Publication Type: Journal Article; research; tables/charts. Supplement Title: May/Jun96 Part 1 of 2. Journal Subset: Allied Health; Double Blind Peer Reviewed; Editorial Board Reviewed; Expert Peer Reviewed; Peer Reviewed; USA. NLM UID: 7802172. KW - Braille -- Utilization KW - Blindness -- Psychosocial Factors KW - Qualitative Studies KW - Purposive Sample KW - Audiorecording KW - Interviews KW - Constant Comparative Method KW - Data Analysis Software KW - Internal Validity KW - Thematic Analysis KW - Blindness KW - Self Concept KW - Social Identity KW - Stigma KW - Minority Groups KW - Adult KW - Male KW - Female KW - Human SP - 210 EP - 218 JO - Journal of Visual Impairment & Blindness JF - Journal of Visual Impairment & Blindness JA - J VIS IMPAIRMENT BLINDNESS VL - 90 IS - 3 CY - New York, New York PB - American Foundation for the Blind AB - In this qualitative research, case study interviews were conducted to provide an in-depth examination of the meaning of braille in the lives of eight legally blind adults. Issues of self-esteem, self-identity, and the 'stigma' of being a person with a disability were found to be integrally intertwined with the subjects' expressed feelings about braille. SN - 0145-482X AD - Rehabilitation Services Administration, U.S. Department of Education, 600 Independence Ave, S.W., Switzer Building, Room 3028, Washington, DC 20202; E-mail: Fredric_Schroeder@ed.gov UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=107387914&site=ehost-live&scope=site DP - EBSCOhost DB - rzh ER - TY - CHAP AU - Vinovskis, Maris A. AD - U MI and US Office of Education Research & Improvement A2 - Vinovskis, Maris A. T1 - Family and Schooling in Colonial and Nineteenth-Century America T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 3 EP - 16 N1 - Accession Number: 0451346; Reviewed Book ISBN: 0-300-06269-9; Keywords: Schooling; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Analysis of Education I21 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451346&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AU - May, Dean AD - U MI and US Office of Education Research & Improvement AD - Unlisted A2 - Vinovskis, Maris A. T1 - A Ray of Millennial Light: Early Education and Social Reform in the Infant School Movement in Massachusetts, 1826-40 T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 17 EP - 44 RP - [1977] N1 - Accession Number: 0451347; Reviewed Book ISBN: 0-300-06269-9; Keywords: Education; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Analysis of Education I21 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451347&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AD - U MI and US Office of Education Research & Improvement A2 - Vinovskis, Maris A. T1 - The Crisis in Moral Education in Antebellum Massachusetts T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 45 EP - 72 N1 - Accession Number: 0451348; Reviewed Book ISBN: 0-300-06269-9; Keywords: Education; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Analysis of Education I21 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 KW - Education: Government Policy I28 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451348&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AD - U MI and US Office of Education Research & Improvement A2 - Vinovskis, Maris A. T1 - Schooling and Poverty in Nineteenth-Century America T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 73 EP - 91 N1 - Accession Number: 0451349; Reviewed Book ISBN: 0-300-06269-9; Keywords: Schooling; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 KW - Analysis of Education I21 KW - Measurement and Analysis of Poverty I32 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451349&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AD - U MI and US Office of Education Research & Improvement A2 - Vinovskis, Maris A. T1 - Horace Mann on the Economic Productivity of Education T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 92 EP - 105 N1 - Accession Number: 0451350; Reviewed Book ISBN: 0-300-06269-9; Keywords: Education; Productivity; Geographic Descriptors: U.S.; Geographic Region: Northern America; Named Person: Mann, Horace; Publication Type: Collective Volume Article; Update Code: 199805 KW - Analysis of Education I21 KW - Human Capital; Skills; Occupational Choice; Labor Productivity J24 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 KW - History of Economic Thought: Individuals B31 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451350&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AD - U MI and US Office of Education Research & Improvement A2 - Vinovskis, Maris A. T1 - Education, Society, and Economic Opportunity: A Historical Perspective on Persistent Issues: Introduction T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - xi EP - xvi N1 - Accession Number: 0451345; Reviewed Book ISBN: 0-300-06269-9; Keywords: Education; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Education and Research Institutions: General I20 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451345&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AD - U MI and US Office of Education Research & Improvement A2 - Vinovskis, Maris A. T1 - Immigrants and Schooling T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 106 EP - 121 RP - [1992] N1 - Accession Number: 0451351; Reviewed Book ISBN: 0-300-06269-9; Keywords: Immigrant; Schooling; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 KW - Analysis of Education I21 KW - International Migration F22 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451351&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AD - U MI and US Office of Education Research & Improvement A2 - Vinovskis, Maris A. T1 - Have We Underestimated the Extent of Antebellum High School Attendance? T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 142 EP - 156 N1 - Accession Number: 0451352; Reviewed Book ISBN: 0-300-06269-9; ; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 KW - Analysis of Education I21 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451352&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AD - U MI and US Office of Education Research & Improvement A2 - Vinovskis, Maris A. T1 - Public High School Attendance in Massachusetts in 1875 T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 157 EP - 170 N1 - Accession Number: 0451353; Reviewed Book ISBN: 0-300-06269-9; ; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 KW - Analysis of Education I21 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451353&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AU - Angus, David L. AU - Mirel, Jeffrey E. AD - U MI and US Office of Education Research & Improvement AD - Unlisted AD - Unlisted A2 - Vinovskis, Maris A. T1 - Historical Development of Age Stratification in Schooling T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 171 EP - 193 N1 - Accession Number: 0451354; Reviewed Book ISBN: 0-300-06269-9; Keywords: Schooling; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 KW - Analysis of Education I21 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451354&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - CHAP AU - Vinovskis, Maris A. AD - U MI and US Office of Education Research & Improvement A2 - Vinovskis, Maris A. T1 - A Historical Perspective on Support for Schooling by Different Age Cohorts T2 - Education, society, and economic opportunity: A historical perspective on persistent issues PB - New Haven and London: PB - Yale University Press Y1 - 1995/// SP - 194 EP - 212 RP - [1993] N1 - Accession Number: 0451355; Reviewed Book ISBN: 0-300-06269-9; Keywords: Schooling; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199805 KW - Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: U.S.; Canada: Pre-1913 N31 KW - Analysis of Education I21 KW - Educational Finance; Financial Aid I22 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0451355&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - JOUR AU - Riley, Richard AU - Feldman, Sandra AU - Sa, Sofie AU - Cooper, Bruce S. AU - Rigden, Diana Wyllie AU - Kolderie, Ted AU - Decker, Hans AU - Hess Jr., G. Alfred AU - Tucker, Allyson T1 - Educating the Workforce of the Future. JO - Harvard Business Review JF - Harvard Business Review Y1 - 1994/03//Mar/Apr94 VL - 72 IS - 2 M3 - Article SP - 39 EP - 51 PB - Harvard Business School Publication Corp. SN - 00178012 AB - The article presents comments by multiple business scholars on Bernard Avishai's article "What Is Business's Social Compact?," published in the January-February 1994 issue. Avishai examined the nature of the business' social responsibility in a competitive environment that has superseded Adam Smith's division of labor. Issues addressed include the federal efforts to foster business education through school-to-work initiatives, the placement of educational work in the scheme of broader corporate philanthropy, and criticism of Avishai's social context of business idealism. KW - BUSINESS & education KW - SOCIAL responsibility of business KW - SOCIAL impact KW - BUSINESS education KW - EMPLOYEE training KW - LEADERSHIP KW - LABOR supply KW - EDUCATIONAL change KW - EDUCATION & state KW - AVISHAI, Bernard N1 - Accession Number: 9405100915; Riley, Richard 1; Feldman, Sandra 2; Sa, Sofie 3; Cooper, Bruce S. 4; Rigden, Diana Wyllie 5; Kolderie, Ted 6; Decker, Hans 7; Hess Jr., G. Alfred 8; Tucker, Allyson 9; Affiliations: 1: Secretary of Education, United States Department of Education, Washington, D.C.; 2: President, United Federation of Teachers, New York, New York; 3: Executive Director, Panasonic Foundation, Inc., Secaucus, New Jersey; 4: Professor, Education Administration and Public Policy, Graduate School of Education, Fordham University, New York, New York; 5: Vice President, Precollege Programs, Council for Aid to Education, New York, New York; 6: Senior Associate, The Center for Policy Studies, St. Paul, Minnesota; 7: Executive-in-Residence, School of International and Public Affairs, Columbia University, New York, New York; 8: Executive Director, Chicago Panel on School Policy, Chicago, Illinois; 9: Manager, Center for Educational Policy, Heritage Foundation; Issue Info: Mar/Apr94, Vol. 72 Issue 2, p39; Thesaurus Term: BUSINESS & education; Thesaurus Term: SOCIAL responsibility of business; Thesaurus Term: SOCIAL impact; Thesaurus Term: BUSINESS education; Thesaurus Term: EMPLOYEE training; Thesaurus Term: LEADERSHIP; Thesaurus Term: LABOR supply; Subject Term: EDUCATIONAL change; Subject Term: EDUCATION & state; NAICS/Industry Codes: 611410 Business and Secretarial Schools; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 611430 Professional and Management Development Training; NAICS/Industry Codes: 561320 Temporary Help Services; People: AVISHAI, Bernard; Number of Pages: 9p; Illustrations: 1 Black and White Photograph; Document Type: Article; Full Text Word Count: 4921 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=9405100915&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Schwartz, Gail T1 - Federal Dateline. JO - Journal of Correctional Education JF - Journal of Correctional Education Y1 - 1993/03// VL - 44 IS - 1 M3 - Article SP - 9 EP - 9 PB - Correctional Education Association SN - 07402708 AB - Presents an update on the accomplishments and activities of the United States Department of Education in 1992-93. Appointment of Richard W. Riley as Secretary of Education and Madeleine M. Kunin as Deputy Secretary of Education; Highlights of various grants, programs and projects for correctional education; Promulgation of the Office of Correctional Education ( OCE) Quarterly Newsletter; Goals of the department for the following year. KW - PRISONERS -- Education KW - CORRECTIONAL institutions KW - PRISON educators KW - EDUCATIONAL programs KW - EDUCATION & state KW - CORRECTIONAL personnel KW - UNITED States KW - UNITED States. Dept. of Education N1 - Accession Number: 11094372; Schwartz, Gail 1; Affiliation: 1: Chief, Office of Correctional Education, US Department of Education, OVAE; 400 Maryland Avenue, SW, 4529 Switzer Building, Washington DC; Source Info: Mar1993, Vol. 44 Issue 1, p9; Subject Term: PRISONERS -- Education; Subject Term: CORRECTIONAL institutions; Subject Term: PRISON educators; Subject Term: EDUCATIONAL programs; Subject Term: EDUCATION & state; Subject Term: CORRECTIONAL personnel; Subject Term: UNITED States; Company/Entity: UNITED States. Dept. of Education; NAICS/Industry Codes: 912120 Provincial correctional services; NAICS/Industry Codes: 922140 Correctional Institutions; NAICS/Industry Codes: 623990 Other Residential Care Facilities; NAICS/Industry Codes: 911220 Federal correctional services; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 3/4p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11094372&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Alsalam, Nabeel AD - US Department of Education T1 - Interpreting Conditions in the Job Market for College Graduates JO - Monthly Labor Review JF - Monthly Labor Review Y1 - 1993/02// VL - 116 IS - 2 SP - 51 EP - 53 SN - 00981818 N1 - Accession Number: 0290613; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Journal Article; Update Code: 199309 KW - Labor Force and Employment, Size, and Structure J21 L3 - http://www.bls.gov/opub/mlr/# UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0290613&site=ehost-live&scope=site UR - http://www.bls.gov/opub/mlr/# DP - EBSCOhost DB - ecn ER - TY - JOUR AU - Pfeiffenberger, Will AU - Zolandz, Ann Marie AU - Jones, Lee T1 - TESTING PHYSICS ACHIEVEMENT: TRENDS OVER TIME AND PLACE. (Cover story) JO - Physics Today JF - Physics Today Y1 - 1991/09// VL - 44 IS - 9 M3 - Article SP - 30 EP - 37 PB - American Institute of Physics SN - 00319228 AB - This article focuses on the changes in the demographics and test scores of students who take standardized physics examinations in the U.S. The Physics Achievement Test was first administered in 1903, and the first all-multiple-choice version was given in 1937. Comparison of tests given in 1956, 1966 and the following years reveals that more change appears to have occurred in the test. One reason for these changes may be the major efforts undertaken to cope with the introduction of the Physical Science Study Committee curriculum. To make the test appropriate, the test developers gave greater emphasis to those topics covered significantly in both the new and traditional curriculums. The nature of the test development process ensures that the test is sensitive to major changes in the content of textbooks and curriculums generally. Like the Physics Achievement Test, the Advanced Placement Physics courses and examinations have changed slowly. Initially, there was only a single physics course and examination. The College Board made the changes to two exams in 1969 to accommodate the two types of introductory courses offered by colleges. In 1973, the Physics C exam was further split into two separately graded parts so that colleges could award credit and placement for one or two semesters. The free-response components were decreased in 1973 from 2 hours in length to 1.5 hours to cope with large increases in the number of examinees. KW - ACHIEVEMENT tests KW - PHYSICS KW - ACADEMIC achievement KW - EDUCATIONAL tests & measurements KW - UNITED States N1 - Accession Number: 9110142174; Pfeiffenberger, Will 1 Zolandz, Ann Marie 2 Jones, Lee 3; Affiliation: 1: Senior examiner, College Board test development area, Educational Testing Service 2: Examiner, College Board test development area, Educational Testing Service 3: Coordinator of science assessment, National Assessment of Educational Progress at ETS; Source Info: Sep91, Vol. 44 Issue 9, p30; Subject Term: ACHIEVEMENT tests; Subject Term: PHYSICS; Subject Term: ACADEMIC achievement; Subject Term: EDUCATIONAL tests & measurements; Subject Term: UNITED States; Number of Pages: 8p; Illustrations: 3 Diagrams, 3 Charts, 2 Graphs; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9110142174&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Mathews, A J T1 - Accepting the challenge: providing quality library services for distance education programs JO - Accepting the challenge: providing quality library services for distance education programs JF - Accepting the challenge: providing quality library services for distance education programs Y1 - 1991/// M3 - Book Chapter SP - 209 EP - 220 SN - 0810825120 AB - This paper comments on the role of library services in support of non-traditional learning and the financial support available through the Office of Library Programs at the US Department of Education. The author also examines how changes in higher education is affecting library services, and whether new approaches to higher education are causing the development of new approaches to library services. Consideration is then given to how those who plan distance education programs view the role of the library. The current perceptions and emerging priorities in distance education in the institution are finally discussed. KW - ACADEMIC libraries KW - DISTANCE education KW - POLITICAL science KW - GRANTS-in-aid N1 - Accession Number: ISTA2700878; Mathews, A J 1; Affiliations: 1 : US Department of Education, Washington, DC; Source Info: 1991, p209; Note: Place of Publication: United States; Note: Publisher: Scarecrow Press, Inc.; Note: Update Code: 2700; Subject Term: ACADEMIC libraries; Subject Term: DISTANCE education; Subject Term: POLITICAL science; Subject Term: GRANTS-in-aid; Number of Pages: 12p; Document Type: Book Chapter UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=ISTA2700878&site=ehost-live&scope=site DP - EBSCOhost DB - lih ER - TY - GEN AU - Alldredge, N S T1 - Doing business in the West--boom or bust in library acquisitions JO - Library Acquisitions JF - Library Acquisitions Y1 - 1991/// VL - 15 IS - 1 M3 - Article SP - 21 EP - 28 SN - 03646408 AB - This paper explores the impact of the boom and bust cycle of Western economics as well as the legacy of individualism and other characteristics of the history of the Western US on the process of library acquisitions in the West. The challenge to provide usable information is discussed, and the problems associated specifically with an example of a plan or allocation formula at a library are detailed. A plan for acquisition should reflect the historical pattern used to build the collection, state current parameters affecting collection development practices, and forecast the future course of collection development as well. KW - COLLECTION development (Libraries) KW - Acquisitions KW - Socioeconomic aspects N1 - Accession Number: ISTA2602384; Alldredge, N S 1; Affiliations: 1 : US Department of Education, Washington, DC; Source Info: 1991, Vol. 15 Issue 1, p21; Note: Update Code: 2600; Subject Term: COLLECTION development (Libraries); Author-Supplied Keyword: Acquisitions; Author-Supplied Keyword: Socioeconomic aspects; Number of Pages: 8p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=ISTA2602384&site=ehost-live&scope=site DP - EBSCOhost DB - lih ER - TY - JOUR AU - Sashkin, Marshall T1 - Invited Reaction: Why Rhetorical Rules Are Weak Levers for Culture Change. JO - Human Resource Development Quarterly JF - Human Resource Development Quarterly Y1 - 1990///Winter1990 VL - 1 IS - 4 M3 - Article SP - 339 EP - 342 SN - 10448004 AB - How effective is rhetoric as a metaphor for culture? This article analyzes Shapiro and Schall's use of rhetoric as the overlying principle for managing organization-cultures and concludes that the authors are confusing metaphor with reality. In doing so, they leave out some important aspects of organization and culture. The rhetorical "rules" are examined and challenged through an analysis of recent literature and a logical exploration of the problems that arise when organizations are viewed only as influence systems and all action is seen as rhetoric. [ABSTRACT FROM AUTHOR] AB - Copyright of Human Resource Development Quarterly is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - PERSONNEL management KW - ORGANIZATION KW - CULTURE KW - CORPORATE culture KW - RHETORIC KW - RULES N1 - Accession Number: 16978248; Sashkin, Marshall 1; Affiliations: 1: Senior Associate, Office of Educational Research and improvement, United States Department of Education, Washington, D.C.; Issue Info: Winter1990, Vol. 1 Issue 4, p339; Thesaurus Term: PERSONNEL management; Thesaurus Term: ORGANIZATION; Thesaurus Term: CULTURE; Thesaurus Term: CORPORATE culture; Subject Term: RHETORIC; Subject Term: RULES; NAICS/Industry Codes: 541612 Human Resources Consulting Services; NAICS/Industry Codes: 923130 Administration of Human Resource Programs (except Education, Public Health, and Veterans' Affairs Programs); Number of Pages: 4p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=16978248&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - CHAP AU - Stacey, Nevzer AU - To, Duc-Le AD - US Department of Education AD - US Department of Education A2 - Noyelle, Thierry T1 - Adult Education and Training Markets T2 - Skills, wages, and productivity in the service sector PB - Conservation of Human Resources Studies in the New Economy PB - Boulder and Oxford: PB - Westview Press Y1 - 1990/// SP - 160 EP - 186 N1 - Accession Number: 0283820; Reviewed Book ISBN: 0-8133-1078-4 (pbk); ; Geographic Descriptors: U.S.; Geographic Region: Northern America; Publication Type: Collective Volume Article; Update Code: 199306 KW - Economics of Health (including medical subsidy programs) 9130 KW - Human Capital; Value of Human Life 8510 KW - Manpower Training and Development 8110 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ecn&AN=0283820&site=ehost-live&scope=site DP - EBSCOhost DB - ecn ER - TY - GEN AU - Mathews, A J T1 - An overview of issues, proposals, and products in library/information research JO - Journal of Education for Library & Information Science JF - Journal of Education for Library & Information Science Y1 - 1989///Spr VL - 29 IS - 4 M3 - Article SP - 251 EP - 261 SN - 07485786 AB - This paper describes research performed by the U.S. Department of Education during the past decade, including an analysis of field-initiated proposals funded in 1987 and 1988. Products of the research, a description of the most current agenda efforts by the department, and implications for future research are also discussed. KW - INFORMATION science KW - Federal government KW - Library science KW - Research N1 - Accession Number: ISTA2402473; Mathews, A J 1; Affiliations: 1 : US Department of Education, Washington, DC; Source Info: Spr 1989, Vol. 29 Issue 4, p251; Note: Update Code: 2400; Subject Term: INFORMATION science; Author-Supplied Keyword: Federal government; Author-Supplied Keyword: Library science; Author-Supplied Keyword: Research; Number of Pages: 11p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=ISTA2402473&site=ehost-live&scope=site DP - EBSCOhost DB - lih ER - TY - JOUR AU - Sashkin, Marshall T1 - The Trainer's Professional Development Handbook (Book). JO - Personnel Psychology JF - Personnel Psychology Y1 - 1988///Winter88 VL - 41 IS - 4 M3 - Book Review SP - 816 EP - 820 PB - Wiley-Blackwell SN - 00315826 AB - Reviews the book "The Trainer's Professional Development Handbook," by Ray Bard, Chip Bell, Leslie Stephen and Linda Webster. KW - PERSONNEL management KW - NONFICTION KW - BARD, Ray KW - BELL, Chip KW - STEPHEN, Leslie, Sir, 1832-1904 KW - WEBSTER, Linda KW - TRAINER'S Professional Development Handbook, The (Book) N1 - Accession Number: 6265895; Sashkin, Marshall 1; Affiliations: 1: OERI Senior Associate, Office of Educational Research & Improvement, United States Department of Education, Washington, DC; Issue Info: Winter88, Vol. 41 Issue 4, p816; Thesaurus Term: PERSONNEL management; Subject Term: NONFICTION; Reviews & Products: TRAINER'S Professional Development Handbook, The (Book); NAICS/Industry Codes: 541612 Human Resources Consulting Services; NAICS/Industry Codes: 923130 Administration of Human Resource Programs (except Education, Public Health, and Veterans' Affairs Programs); People: BARD, Ray; People: BELL, Chip; People: STEPHEN, Leslie, Sir, 1832-1904; People: WEBSTER, Linda; Number of Pages: 5p; Document Type: Book Review UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=6265895&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Sashkin, Marshall T1 - The Dynamics of Taking Charge. JO - Academy of Management Executive (08963789) JF - Academy of Management Executive (08963789) Y1 - 1987/08// VL - 1 IS - 3 M3 - Book Review SP - 262 EP - 263 PB - Academy of Management SN - 08963789 AB - This article presents a review of the book "The Dynamics of Taking Charge," by John J. Gabarro. KW - MANAGEMENT KW - NONFICTION KW - GABARRO, John J. KW - DYNAMICS of Taking Charge, The (Book) N1 - Accession Number: 4275783; Sashkin, Marshall 1; Affiliations: 1: Office of Educational Research and Improvement, United States Department of Education.; Issue Info: Aug1987, Vol. 1 Issue 3, p262; Thesaurus Term: MANAGEMENT; Subject Term: NONFICTION; Reviews & Products: DYNAMICS of Taking Charge, The (Book); People: GABARRO, John J.; Number of Pages: 2p; Document Type: Book Review L3 - 10.5465/AME.1987.4275783 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=4275783&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Lapointe, Archie T1 - The State of Instruction in Reading and Writing in U.S. Elementary Schools. JO - Phi Delta Kappan JF - Phi Delta Kappan Y1 - 1986/10// VL - 68 IS - 2 M3 - Article SP - 135 EP - 138 SN - 00317217 AB - The article presents data released by the U.S. National Assessment of Educational Progress on the state of instruction in reading and writing in U.S. elementary schools in 1984. Ninety-four percent of 9-year olds could read at a rudimentary level. Sixty percent of 13-year olds could read and understand their textbooks with ease. For the 9- and 13-year old age groups as a whole, no growth in reading achievement took place between 1980 to 1984. About 30% of the fourth-graders reported that they were asked to read fewer that five a week. In 1984, 20% of 13-year olds reported that they had no homework assigned, and another 30% claimed that they spent less than one hour each night doing homework assignments. Only about 10% of 9-year olds had read a story of novel for school. About one-half of 9-year olds had read once a week for fun and pleasure. About one-third of the fourth-graders felt that reading helps them decide what they want to be. Almost one-half of the 9-year olds said they would like reading better if the teacher gave them more time and if they were not tested on it. Writing skills were also assessed. Students at ages 9, 13 and 17 are writing at the same level of competence as they were in 1974. Only 20% of 17-year olds who were still in school could write a letter. Only 18% of the 13-year olds could write a descriptive report. Only 5% of the 9-year olds could write an imaginative piece. KW - ELEMENTARY education KW - READING KW - WRITING KW - ELEMENTARY schools KW - EDUCATIONAL planning KW - EDUCATION -- United States N1 - Accession Number: 8600004653; Lapointe, Archie 1; Affiliation: 1: Director, National Assessment of Educational Progress; Source Info: Oct86, Vol. 68 Issue 2, p135; Subject Term: ELEMENTARY education; Subject Term: READING; Subject Term: WRITING; Subject Term: ELEMENTARY schools; Subject Term: EDUCATIONAL planning; Subject Term: EDUCATION -- United States; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; Number of Pages: 4p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=8600004653&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Singleton, Harry M. T1 - Afro-American Families. JO - Vital Speeches of the Day JF - Vital Speeches of the Day Y1 - 1985/03/15/ VL - 51 IS - 11 M3 - Speech SP - 331 EP - 333 PB - Pro Rhetoric, LLC SN - 0042742X AB - Presents a speech by Harry M. Singleton, assistant secretary for Civil Rights of the U.S. Department of Education, delivered at the John Hopkins University in Baltimore, Maryland on February 14, 1985. Role of the destruction of the black family in the enslavement of black people in the U.S.; Major elements needed to obtain total equality of opportunity for African Americans; Importance of families in providing vision and wisdom for children. KW - AFRICAN American families KW - AFRICAN Americans KW - FAMILIES KW - SINGLETON, Harry N1 - Accession Number: 8500002027; Singleton, Harry M. 1; Affiliation: 1: Assistant Secretary for Civil Rights, United States Department of Education; Source Info: 3/15/85, Vol. 51 Issue 11, p331; Subject Term: AFRICAN American families; Subject Term: AFRICAN Americans; Subject Term: FAMILIES; People: SINGLETON, Harry; Number of Pages: 3p; Document Type: Speech UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=8500002027&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 1984-29819-001 AN - 1984-29819-001 AU - Roberts, Linda G. T1 - The computer age comes to our nation's classrooms. JF - Theory Into Practice JO - Theory Into Practice JA - Theory Pract Y1 - 1983///Fal 1983 VL - 22 IS - 4 SP - 308 EP - 312 CY - US PB - The Ohio State University Press SN - 0040-5841 N1 - Accession Number: 1984-29819-001. Partial author list: First Author & Affiliation: Roberts, Linda G.; US Department of Education, Ctr for Libraries & Education Improvement, Washington, DC. Release Date: 19841101. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Computer Applications; Computer Assisted Instruction; Education; Surveys. Classification: Educational Psychology (3500); Research Methods & Experimental Design (2260). Population: Human (10). Page Count: 5. Issue Publication Date: Fal 1983. AB - Reports the results of surveys conducted by the National Center for Educational Statistics on state of computer usage in education. Computers seem to be the objects of instruction, the means to deliver instruction, and tools for learning. Aspects of program implementation are discussed in terms of teacher training, access to technology, software requirements, and computer literacy. (14 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - results of surveys on computer usage in education conducted by National Center for Educational Statistics KW - 1983 KW - Computer Applications KW - Computer Assisted Instruction KW - Education KW - Surveys KW - 1983 DO - 10.1080/00405848309543079 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1984-29819-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Hoyt, Kenneth B. T1 - Career Education: A Report Card for the 70's and Some Predictions for the Decade of the 1980's. JO - Journal of Career Education JF - Journal of Career Education Y1 - 1980/12// VL - 7 IS - 2 M3 - Article SP - 82 EP - 96 SN - 01642502 AB - Focuses on the career education movement in 1970. Financial support for career education; Basic goals of the movement; Evidence of the movement's success. KW - CAREER education KW - EDUCATION -- Finance KW - OCCUPATIONAL training KW - VOCATIONAL education N1 - Accession Number: 16541142; Hoyt, Kenneth B. 1; Affiliations: 1: Director, Office of Career Education, United States Department of Education, Washington, D. C.; Issue Info: Dec1980, Vol. 7 Issue 2, p82; Thesaurus Term: CAREER education; Thesaurus Term: EDUCATION -- Finance; Thesaurus Term: OCCUPATIONAL training; Thesaurus Term: VOCATIONAL education; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; Number of Pages: 15p; Illustrations: 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=16541142&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Swan, William W. T1 - The Handicapped Children's Early Education Program. JO - Exceptional Children JF - Exceptional Children Y1 - 1980/09// VL - 47 IS - 1 M3 - Article SP - 12 EP - 16 SN - 00144029 AB - All 21 of the first cohort of the Handicapped Children's Early Education Program (HCEEP) demonstration projects were contacted to determine whether each had maintained continuation funding of the direct services components of the demonstration model. Of these projects, 18 (86%) had maintained continuation funding of their direct services components with monies from 16 different funding sources. Further, they maintained their models basically as developed and expected to continue direct services in the future. Many of the projects were continuing to disseminate information to target audiences and to stimulate increased comprehensive services for preschool handicapped children and their families. These results indicate the viability of demonstration seed money programs under appropriate conditions. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CHILDREN with disabilities -- Education (Preschool) KW - PRESCHOOL education KW - EARLY childhood education KW - CHILDREN with disabilities -- Services for KW - EDUCATION -- Finance KW - EDUCATIONAL fundraising KW - FUNDRAISING KW - EDUCATION KW - ACADEMIC achievement N1 - Accession Number: 20881362; Swan, William W. 1; Affiliation: 1: Acting Chief, Program Development Branch, Office of Special Education, US Department of Education, Washington, DC; Source Info: Sep1980, Vol. 47 Issue 1, p12; Subject Term: CHILDREN with disabilities -- Education (Preschool); Subject Term: PRESCHOOL education; Subject Term: EARLY childhood education; Subject Term: CHILDREN with disabilities -- Services for; Subject Term: EDUCATION -- Finance; Subject Term: EDUCATIONAL fundraising; Subject Term: FUNDRAISING; Subject Term: EDUCATION; Subject Term: ACADEMIC achievement; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 624410 Child Day Care Services; NAICS/Industry Codes: 813211 Grantmaking Foundations; NAICS/Industry Codes: 813210 Grant-making and giving services; Number of Pages: 5p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20881362&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Cobb, H T1 - Data base management needs of national assessment and ways to meet those needs JO - Rep. No: NAEP-12-IP-58 JF - Rep. No: NAEP-12-IP-58 Y1 - 1980/07// M3 - Book Chapter AB - This paper discusses the procedures best suited for storing, organizing, and using past and present national assessment of educational progress (naep) data, as well as procedures and systems used for archiving past and future data, and the quality-control procedures employed to ensure the integrity and responsiveness of the data management system N1 - Accession Number: ISTA1703176; Cobb, H 1; Affiliations: 1 : National Assessment Of Educational Progress, Denver, Co; Source Info: July 1980; Note: Update Code: 1700; Number of Pages: 65p; Document Type: Book Chapter UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=ISTA1703176&site=ehost-live&scope=site DP - EBSCOhost DB - lih ER - TY - JOUR AU - Chesley, Robert E. T1 - The Educational Resources Information Center. JO - Exceptional Children JF - Exceptional Children Y1 - 1979/11// VL - 46 IS - 3 M3 - Article SP - 194 EP - 199 SN - 00144029 AB - The Educational Resources Information Center system provides access to a wide variety of information concerned with education. The process of acquiring, selecting, retrieving, and disseminating documents is described. The user services and publishing activities provided by the 16 ERIC clearinghouses and their capabilities for computer searching are summarized. Changes and improvements in the system are reviewed as well as plans for future expansion. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - ERIC (Information retrieval system) KW - INFORMATION storage & retrieval systems -- Education KW - TEACHING aids & devices KW - EDUCATIONAL technology KW - ELECTRONIC information resources KW - INFORMATION resources KW - ELECTRONIC information resource searching KW - INFORMATION retrieval KW - ONLINE information services N1 - Accession Number: 19763045; Chesley, Robert E. 1; Affiliation: 1: Head, ERIC system, Program on Dissemination and Improvement of Practice, National Institute of Education, US Department of Health, Education and Welfare; Source Info: Nov1979, Vol. 46 Issue 3, p194; Subject Term: ERIC (Information retrieval system); Subject Term: INFORMATION storage & retrieval systems -- Education; Subject Term: TEACHING aids & devices; Subject Term: EDUCATIONAL technology; Subject Term: ELECTRONIC information resources; Subject Term: INFORMATION resources; Subject Term: ELECTRONIC information resource searching; Subject Term: INFORMATION retrieval; Subject Term: ONLINE information services; Number of Pages: 6p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19763045&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Daugharty, H. AU - Kelley, K. AU - Moore, C. AU - Hersh, T. T1 - Autoimmune implications of immune complexes in clinical variants of hepatitis B. JO - Clinical & Experimental Immunology JF - Clinical & Experimental Immunology Y1 - 1979/08// VL - 37 IS - 2 M3 - Article SP - 213 EP - 220 PB - Wiley-Blackwell SN - 00099104 AB - Immune complexes (IC) were investigated in sera from 208 individuals with various clinical types of viral hepatitis diagnosed by clinical and laboratory criteria, including liver biopsy. Immune complexes were assessed by platelet aggregation (P1 A) and by radioimmunoassay (RIA). The data were related to autoimmune phenomena (especially rheumatoid factors) and to the role that the IgM class to hepatitis B (HB) antibody might have in IC formation. Although the highest frequency of PI A was in the few sera from patients with cirrhosis or hepatoma, the next highest was in sera from acute hepatitis patients (71%), and the lowest in sera from chronic active (57%) and chronic persistent (46%) hepatitis patients. A proportional number of patients with IC's were positive for hepatitis B surface antigen (HBs). A parallel prevalence was noted between PI A and autoantibodies, with anti-Ig's being found more frequently in sera from acute hepatitis and chronic active hepatitis patients. The relationship between RIA results for complexes and RIA results for anti-IgG was inverse, as though anti-IgG interfered with IC reactivity by RIA. Anti-lgM pre-incubated with sera increased the amount of PI A in sera from patients with acute hepatitis as well as in those from patients with chronic persistent hepatitis, suggesting a more frequent IgM involvement in IC's in these diseases than in chronic active hepatitis. Whereas liver cell damage in acute and active hepatitis may reflect elevated autoantibodies, the IgM class of HBs antibody may be involved in acute as well as chronic persistent hepatitis. [ABSTRACT FROM AUTHOR] AB - Copyright of Clinical & Experimental Immunology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - HEPATITIS B KW - AUTOIMMUNE diseases KW - IMMUNE complexes KW - RADIOIMMUNOASSAY KW - CHRONIC active hepatitis KW - AUTOANTIBODIES N1 - Accession Number: 16434598; Daugharty, H. 1 Kelley, K. 1 Moore, C. 2 Hersh, T. 2; Affiliation: 1: Diagnostic Products Evaluation Branch, Biological Products Division, Bureau of Laboratories, Center for Disease Control, Public Health Service, US Department of Health, Education and Welfare, Atlanta. 2: Department of Gastroenterology, Emory University Clinic and Emory University School of Medicine,Atlanta, Georgia 30322, USA.; Source Info: Aug1979, Vol. 37 Issue 2, p213; Subject Term: HEPATITIS B; Subject Term: AUTOIMMUNE diseases; Subject Term: IMMUNE complexes; Subject Term: RADIOIMMUNOASSAY; Subject Term: CHRONIC active hepatitis; Subject Term: AUTOANTIBODIES; Number of Pages: 8p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16434598&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Colligan, Michael J. AU - Murphy, Lawrence R. T1 - Mass psychogenic illness in organizations: An overview. JO - Journal of Occupational Psychology JF - Journal of Occupational Psychology Y1 - 1979/06// VL - 52 IS - 2 M3 - Article SP - 77 EP - 90 PB - Wiley-Blackwell SN - 03058107 AB - Published and unpublished reports of mass psychogenic illness, defined as the collective occurrence of physical symptoms and related beliefs among two or more persons in the absence of an identifiable pathogen, are reviewed with particular emphasis on organizational occurrences. A number of factors (e.g. boredom, sex-role identification, interpersonal conflict, physical stress) are identified as potential precipitating conditions, and the contagion of symptoms is discussed in terms of the convergence-contagion dichotomy in collective behaviour suggested by Milgram & Toch (1969). [ABSTRACT FROM AUTHOR] AB - Copyright of Journal of Occupational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - MENTAL illness KW - MENTAL fatigue KW - CONFLICT (Psychology) KW - SOCIAL psychology KW - INTERPERSONAL conflict KW - COLLECTIVE behavior N1 - Accession Number: 6293742; Colligan, Michael J. 1 Murphy, Lawrence R. 1; Affiliation: 1: National Institute for Occupational Safety and Health, US Department of Health, Education and Welfare.; Source Info: Jun79, Vol. 52 Issue 2, p77; Subject Term: MENTAL illness; Subject Term: MENTAL fatigue; Subject Term: CONFLICT (Psychology); Subject Term: SOCIAL psychology; Subject Term: INTERPERSONAL conflict; Subject Term: COLLECTIVE behavior; Number of Pages: 14p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=6293742&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Sontag, Ed AU - Certo, Nick AU - Button, James E. T1 - On a Distinction Between the Education of the Severely and Profoundly Handicapped and a Doctrine of Limitations. JO - Exceptional Children JF - Exceptional Children Y1 - 1979/05// VL - 45 IS - 8 M3 - Article SP - 604 EP - 616 SN - 00144029 AB - The authors respond to Burton and Hirshoren's position regarding the three areas of the education of the severely and profoundly retarded: (a) anticipated levels of learning, (b) personnel training, and (c) locus of educational services. Alternative positions in each of these three areas in relation to the severely and profoundly handicapped are presented that emphasize expanding learning parameters, the necessity for a rigorous personnel preparation program, and integrated public school and community settings as the standard for the least restrictive environment. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CHILDREN with mental disabilities -- Education KW - CHILDREN with disabilities -- Education KW - PEOPLE with mental disabilities -- Education KW - SPECIAL education KW - OCCUPATIONAL training KW - EDUCATION KW - PUBLIC schools KW - TEACHERS -- Training of KW - TRAINING N1 - Accession Number: 19726172; Sontag, Ed 1 Certo, Nick 2 Button, James E. 3; Affiliation: 1: Chief, Program Development Branch, Division of Innovation and Development, Bureau of Education for the Handicapped, US Department of Health, Education, and Welfare, Washington, DC 2: Project Officer, Severely Handicapped Section, Division of Innovation and Development, Bureau of Education for the Handicapped, US Department of Health, Education, and Welfare, Washington, DC 3: Project Officer, Early Childhood Section, Program Development Branch, Division of Innovation and Development, Bureau of Education for the Handicapped, US Department of Health, Education, and Welfare, Washington, DC; Source Info: May1979, Vol. 45 Issue 8, p604; Subject Term: CHILDREN with mental disabilities -- Education; Subject Term: CHILDREN with disabilities -- Education; Subject Term: PEOPLE with mental disabilities -- Education; Subject Term: SPECIAL education; Subject Term: OCCUPATIONAL training; Subject Term: EDUCATION; Subject Term: PUBLIC schools; Subject Term: TEACHERS -- Training of; Subject Term: TRAINING; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; Number of Pages: 13p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19726172&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Cohen, Shirley AU - Semmes, Marilyn AU - Guralnick, Michael J. T1 - Public Law 94-142 and the Education of Preschool Handicapped Children. JO - Exceptional Children JF - Exceptional Children Y1 - 1979/01// VL - 45 IS - 4 M3 - Article SP - 279 EP - 285 SN - 00144029 AB - The article presents a review of Public Law 94-142 and its effect on the education of preschool handicapped children in the United States. It discusses the basic concepts of the Education for All Handicapped Children Act of 1975, its benefits and its flaws, specifically with preschool handicapped children. It also mentions the Handicapped Children's Early Education Assistance Act by Congress in 1968 (Public Law 90-538), with more in-depth support to preschool handicapped children. It also ponders on the preschool incentive grant program and state statutory responsibility. KW - EDUCATIONAL law & legislation KW - CHILDREN with disabilities -- Education -- Law & legislation KW - EXCEPTIONAL children KW - PRESCHOOL children KW - PUBLIC law KW - SPECIAL education KW - EDUCATION & state KW - RIGHT to education KW - SOCIAL policy KW - UNITED States KW - Educational Services and Facilities N1 - Accession Number: 20909046; Cohen, Shirley 1 Semmes, Marilyn 2 Guralnick, Michael J. 3; Affiliation: 1: Coordinator, Special Education Program, Hunter College, City University of New York 2: State Plan Officer, Field Services Branch, Division of Assistance to States, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, DC 3: Director, The Nisonger Center, The Ohio State University, Columbus; Source Info: Jan1979, Vol. 45 Issue 4, p279; Subject Term: EDUCATIONAL law & legislation; Subject Term: CHILDREN with disabilities -- Education -- Law & legislation; Subject Term: EXCEPTIONAL children; Subject Term: PRESCHOOL children; Subject Term: PUBLIC law; Subject Term: SPECIAL education; Subject Term: EDUCATION & state; Subject Term: RIGHT to education; Subject Term: SOCIAL policy; Subject Term: UNITED States; Author-Supplied Keyword: Educational Services and Facilities; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 7p; Illustrations: 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20909046&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 1980-26517-001 AN - 1980-26517-001 AU - Burton, Nancy W. T1 - Societal standards. JF - Journal of Educational Measurement JO - Journal of Educational Measurement JA - J Educ Meas Y1 - 1978///Win 1978 VL - 15 IS - 4 SP - 263 EP - 271 CY - United Kingdom PB - Blackwell Publishing SN - 0022-0655 SN - 1745-3984 N1 - Accession Number: 1980-26517-001. Partial author list: First Author & Affiliation: Burton, Nancy W.; National Assessment of Educational Progress, Denver, CO. Other Publishers: Wiley-Blackwell Publishing Ltd. Release Date: 19800901. Correction Date: 20130121. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Educational Measurement. Classification: Educational Measurement (2227). Population: Human (10). Page Count: 9. Issue Publication Date: Win 1978. AB - Discusses the efficacy of criterion-referenced tests for making educational policy decisions. The present paper argues that to make decisions one needs to know not only whether a given performance is adequate, but also what to do when it is not. R. Glaser's (1963) view of criterion-referenced tests as decision-making tools, that a criterion-referenced test has 'action consequences' and that criterion levels of test performance should have known instructional consequences, is considered. Three methods for setting such performance standards—theories, expert judgments, and practical necessity—are reviewed. It is concluded that no practical performance standards technology exists (despite the growing amount of legislation that depends on such a technology), that the potential for such a technology is extremely limited, and that the use of performance standards is not a promising vehicle for social decision making. (13 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - performance standards & criterion-referenced testing for educational decision making KW - 1978 KW - Educational Measurement KW - 1978 DO - 10.1111/j.1745-3984.1978.tb00073.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1980-26517-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Dembo, Myron H. AU - Yoshida, Roland K. AU - Reilly, Tom AU - Reilly, Vera T1 - Teacher-Student Interaction in Special Education Classrooms. JO - Exceptional Children JF - Exceptional Children Y1 - 1978/11// VL - 45 IS - 3 M3 - Article SP - 212 EP - 213 SN - 00144029 AB - The article investigates the teacher-student interaction patterns in special education classrooms in the United States. The subjects were educable mentally retarded and educationally handicapped students The findings of the study showed that similar patterns of teacher-student interaction were found in the educable mentally retarded and educationally handicapped classrooms. The study suggested the following: the special education teachers tend to maximize success by aiming product questions to individual students and by offering positive feedback; teachers of the educable mentally retarded and educationally handicapped behave similarly toward their students and special education teachers behave similarly toward students that they perceive differently in terms of achievement and adjustment. KW - TEACHER-student relationships KW - SPECIAL education KW - STUDENTS with disabilities KW - PEOPLE with mental disabilities KW - SPECIAL education teachers KW - FEEDBACK (Psychology) KW - ACADEMIC achievement KW - ADJUSTMENT (Psychology) KW - UNITED States N1 - Accession Number: 19726150; Dembo, Myron H. 1 Yoshida, Roland K. 2 Reilly, Tom 3 Reilly, Vera 3; Affiliation: 1: Professor of Educational Psychology, University of Southern California, Los Angeles 2: Education Program Specialist, Bureau of Education for the Handicapped, Office of Education, US Department of Health, Education, and Welfare, Washington, D.C. 3: Special Education Teachers, Jefferson County Public Schools, Jefferson County, Colorado; Source Info: Nov1978, Vol. 45 Issue 3, p212; Subject Term: TEACHER-student relationships; Subject Term: SPECIAL education; Subject Term: STUDENTS with disabilities; Subject Term: PEOPLE with mental disabilities; Subject Term: SPECIAL education teachers; Subject Term: FEEDBACK (Psychology); Subject Term: ACADEMIC achievement; Subject Term: ADJUSTMENT (Psychology); Subject Term: UNITED States; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19726150&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 1980-08334-001 AN - 1980-08334-001 AU - Yoshida, Roland K. AU - Fenton, Kathleen S. AU - Maxwell, James P. AU - Kaufman, Martin J. T1 - Group decision making in the Planning Team process: Myth or reality? JF - Journal of School Psychology JO - Journal of School Psychology JA - J Sch Psychol Y1 - 1978///Fal 1978 VL - 16 IS - 3 SP - 237 EP - 244 CY - Netherlands PB - Elsevier Science SN - 0022-4405 N1 - Accession Number: 1980-08334-001. Partial author list: First Author & Affiliation: Yoshida, Roland K.; US Office of Education, Bureau of Education for the Handicapped, Washington, DC. Release Date: 19800401. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Educational Placement; Group Participation; Mental Health Personnel; Special Education; Teachers. Minor Descriptor: Educational Program Planning; Group Decision Making; Satisfaction. Classification: Educational Administration & Personnel (3510). Population: Human (10). Page Count: 8. Issue Publication Date: Fal 1978. AB - Based on theories from organizational psychology, this study assessed the relationships among school staff role, participation, and satisfaction during Planning Team meetings that decide special education placements and programing. 1,344 Planning Team members (psychologists and other mental health professionals, school and medical professionals, and special and regular education teachers) were studied. A strong positive relationship was found between staff role and participation. Regular education teachers were lowest in participation and satisfaction, whereas school psychologists were ranked the highest on both variables. Other staff roles did not necessarily show a one-to-one relationship between participation and satisfaction levels, yet within roles, the level of satisfaction increased with higher levels of participation. Findings are discussed in the context of interdisciplinary decision making and implementation of the placement team decision. (9 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - school staff role & participation KW - satisfaction during Planning Team meetings KW - special education Planning Team members KW - 1978 KW - Educational Placement KW - Group Participation KW - Mental Health Personnel KW - Special Education KW - Teachers KW - Educational Program Planning KW - Group Decision Making KW - Satisfaction KW - 1978 DO - 10.1016/0022-4405(78)90006-7 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1980-08334-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Jones, Reginald L. AU - Gottlieb, Jay AU - Guskin, Samuel AU - Yoshida, Roland K. T1 - Evaluating Mainstreaming Programs: Models, Caveats, Considerations, and Guidelines. JO - Exceptional Children JF - Exceptional Children Y1 - 1978/05// VL - 44 IS - 8 M3 - Article SP - 588 EP - 601 SN - 00144029 AB - A variety of practical and theoretical issues pertinent to the evaluation of mainstreaming programs are presented, including (a) a critique of large and small mainstreaming evaluation studies, with emphasis upon the adequacy of models and the insights they yield for improved evaluation designs; (b) problems and issues in the evaluation of educational treatments, including attention to the variables of instructional time, instructional integration, stating goals and objectives, assessing teacher willingness to accommodate the handicapped child, and monitoring child progress; (c) considerations related to appraising dependent measures (attitudes, achievement, acceptance, cost! effectiveness); and (d) a discussion of issues unique to the evaluation requirements of Public Law 94-142. The paper concludes with a presentation of guidelines for developing and appraising mainstream evaluation reports, and the observation that problems related to the evaluation of mainstreaming programs are not insurmountable. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - MAINSTREAMING in special education KW - EDUCATIONAL programs KW - PUBLIC law KW - EDUCATION KW - DISABILITY studies KW - CURRICULA (Courses of study) KW - SPECIAL education KW - PEOPLE with disabilities -- Education KW - MIXED ability grouping (Education) KW - INCLUSIVE education KW - Administrative Processes and Organizational Variables N1 - Accession Number: 19726131; Jones, Reginald L. 1 Gottlieb, Jay 2 Guskin, Samuel 3 Yoshida, Roland K. 4; Affiliation: 1: Professor and Chairperson, Department of Afro-American Studies, and Professor of Education, University of California, Berkeley 2: Associate Professor, Department of Special Education, Northern Illinois University, De-Kalb, Illinois 3: Professor and Chairperson, Department of Special Education, Indiana University, Bloomington 4: Education Program Specialist, Division of Assistance to States, Bureau of Education for the Handicapped, US Office of Education; Source Info: May1978, Vol. 44 Issue 8, p588; Subject Term: MAINSTREAMING in special education; Subject Term: EDUCATIONAL programs; Subject Term: PUBLIC law; Subject Term: EDUCATION; Subject Term: DISABILITY studies; Subject Term: CURRICULA (Courses of study); Subject Term: SPECIAL education; Subject Term: PEOPLE with disabilities -- Education; Subject Term: MIXED ability grouping (Education); Subject Term: INCLUSIVE education; Author-Supplied Keyword: Administrative Processes and Organizational Variables; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; Number of Pages: 14p; Illustrations: 2 Charts; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19726131&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Harvey, Jasper T1 - Legislative Intent and Progress. JO - Exceptional Children JF - Exceptional Children Y1 - 1978/01// VL - 44 IS - 4 M3 - Article SP - 234 EP - 237 SN - 00144029 AB - Central to the provision of a free appropriate public education for all handicapped children in this country is the successful implementation of an individualized education plan for each child. This article addresses some of the concerns and some of the progress being made in implementing the statutory requirements of Public Law 94-142. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - EDUCATION & state KW - CHILDREN with disabilities -- Education (Elementary) KW - EDUCATIONAL law & legislation KW - SOCIAL policy KW - EXCEPTIONAL children KW - SPECIAL education KW - CURRICULUM planning KW - EDUCATIONAL change KW - PUBLIC law N1 - Accession Number: 19822678; Harvey, Jasper 1; Affiliation: 1: Director, Division of Personnel Preparation, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Jan1978, Vol. 44 Issue 4, p234; Subject Term: EDUCATION & state; Subject Term: CHILDREN with disabilities -- Education (Elementary); Subject Term: EDUCATIONAL law & legislation; Subject Term: SOCIAL policy; Subject Term: EXCEPTIONAL children; Subject Term: SPECIAL education; Subject Term: CURRICULUM planning; Subject Term: EDUCATIONAL change; Subject Term: PUBLIC law; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 4p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19822678&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 1980-10690-001 AN - 1980-10690-001 AU - Withrow, Frank W. T1 - Technology and the deaf learner. JF - Journal of Educational Technology Systems JO - Journal of Educational Technology Systems Y1 - 1978///1978-1979 VL - 7 IS - 1 SP - 3 EP - 6 CY - US PB - Baywood Publishing Co. SN - 0047-2395 SN - 1541-3810 N1 - Accession Number: 1980-10690-001. Partial author list: First Author & Affiliation: Withrow, Frank W.; US Office of Education, Office of Libraries & Learning Resources, Washington, DC. Release Date: 19800501. Publication Type: Journal (0100), Peer-Reviewed Status-Unknown (0130). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Deaf; Educational Television; Technology; Televised Instruction. Classification: Special & Remedial Education (3570); Research Methods & Experimental Design (2260). Population: Human (10). Page Count: 4. Issue Publication Date: 1978-1979. AB - Introduces articles that examine various aspects of the benefits of technology for deaf people. Specifically, the articles (a) discuss potential research subjects in the area of captioned TV; (b) describe research in the tactile area; (c) decribe computer-assisted instruction for the deaf, and (d) describe 3-dimensional computer graphics that have been developed to reinforce auditory and visual stimuli. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - educational benefits of technology KW - deaf people KW - 1978 KW - Deaf KW - Educational Television KW - Technology KW - Televised Instruction KW - 1978 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1980-10690-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Brown, Gweneth Blacklock AU - Palmer, Douglas J. T1 - A Review of BEH Funded Personnel Preparation Programs in Emotional Disturbance. JO - Exceptional Children JF - Exceptional Children Y1 - 1977/11// VL - 44 IS - 3 M3 - Article SP - 168 EP - 174 SN - 00144029 AB - The study reviews the Bureau of Education for the Handicapped's fiscal year 1976-1977 funded personnel preparation grants in the area of emotional disturbance. Grants for the 223 funded emotional disturbance programs were analyzed according to level of training, degree of severity of the child to be taught, age of the child to be taught, and whether the training component was cross categorically oriented or focused solely on emotional disturbance. Both special and regular education grants were reviewed. The review revealed that the predominant thrust of programs is toward preparing personnel at the master of arts level for work with the moderately disturbed Child. Few funded programs focus on the preparation of personnel for work with the most severely disturbed child or the early childhood and secondary level disturbed child. Moreover, regular educators are receiving little government funded college and university training for work with disturbed children likely to be mainstreamed. The ramifications of the findings were discussed in light of personnel needs created by the Education for All Handicapped Children Act, Public Law 94-142. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - COLLEGE student development programs KW - MENTALLY ill children KW - TRAINING KW - AGE KW - PEOPLE with disabilities KW - EARLY childhood special education KW - EDUCATORS KW - MAINSTREAMING in special education KW - GRANTS in aid (Public finance) KW - UNIVERSITIES & colleges N1 - Accession Number: 21371389; Brown, Gweneth Blacklock 1 Palmer, Douglas J. 2; Affiliation: 1: Advocate for Emotionally Disturbed Children, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C. 2: Assistant Professor, Educational Psychology, Texas A & M University, College Station; Source Info: Nov1977, Vol. 44 Issue 3, p168; Subject Term: COLLEGE student development programs; Subject Term: MENTALLY ill children; Subject Term: TRAINING; Subject Term: AGE; Subject Term: PEOPLE with disabilities; Subject Term: EARLY childhood special education; Subject Term: EDUCATORS; Subject Term: MAINSTREAMING in special education; Subject Term: GRANTS in aid (Public finance); Subject Term: UNIVERSITIES & colleges; NAICS/Industry Codes: 926110 Administration of General Economic Programs; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; Number of Pages: 4p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21371389&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - GEN AU - Drennan, Henry T T1 - The numbers of serials JO - Serials Librarian JF - Serials Librarian Y1 - 1977///Spring VL - 1 IS - 3 M3 - Article SP - 215 EP - 220 SN - 0361526X AB - Various reasonable projection approaches all lead to the conclusion that the total number of serial subscriptions for libraries, and multiple orders for serials, will continue to decline in the foreseeable future. N1 - Accession Number: ISTA1203124; Drennan, Henry T 1; Affiliations: 1 : Office Of Libraries And Learning Resources, Us Office Of Education, Department Of Health, Education And Welfare, Washington; Source Info: Spring 1977, Vol. 1 Issue 3, p215; Note: Update Code: 1200; Number of Pages: 6p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=ISTA1203124&site=ehost-live&scope=site DP - EBSCOhost DB - lih ER - TY - JOUR AU - Martin, Edwin W. T1 - A National Commitment to the Rights of the Individual - 1776 to 1976. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 132 EP - 135 SN - 00144029 AB - The article presents a discussion about the history of special education for the handicapped people in the United States. During the time of President Lyndon Johnson, education was given priority. Laws focusing on the education of handicapped people, like the Education of the Handicapped Act, were implemented during that time. The hearings of the Carey Committee, led by New York Representative Hugh L. Carey, were conducted to assess the educational needs of the handicapped. Through the years, there was an increase in federal programs and dollars for the handicapped. There was also a change in public attitude and public policy towards the handicapped. KW - PEOPLE with disabilities -- Education KW - SPECIAL education KW - EDUCATION -- United States KW - PEOPLE with disabilities -- Education -- Law & legislation KW - EDUCATIONAL law & legislation KW - POLITICAL planning KW - UNITED States KW - JOHNSON, Lyndon B. (Lyndon Baines), 1908-1973 KW - CAREY, Hugh L. N1 - Accession Number: 21552202; Martin, Edwin W. 1; Affiliation: 1: Director, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p132; Subject Term: PEOPLE with disabilities -- Education; Subject Term: SPECIAL education; Subject Term: EDUCATION -- United States; Subject Term: PEOPLE with disabilities -- Education -- Law & legislation; Subject Term: EDUCATIONAL law & legislation; Subject Term: POLITICAL planning; Subject Term: UNITED States; NAICS/Industry Codes: 923110 Administration of Education Programs; People: JOHNSON, Lyndon B. (Lyndon Baines), 1908-1973; People: CAREY, Hugh L.; Number of Pages: 4p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552202&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Irvin, Tom T1 - Implementation of Public Law 94-142. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 135 EP - 137 SN - 00144029 AB - The article reports on the implementation of Public Law 94-142. In a way, P.L. 94-142 is an expansion of the capabilities of the Education of the Handicapped Act. The role of the Bureau of Education for the Handicapped (BEH) and the Aid to States Branch (ASB) have changed because of P.L. 94-142. The two agencies are the ones who are responsible for the implementation of the law. The BEH would provide training and technical assistance while ASB will disseminate information about the law. P.L. 94-142 has several amendments to the original law. The amendments serve different purposes. One of the purposes is to assure that the rights of the handicapped children and their parents are protected. KW - PEOPLE with disabilities -- Education -- Law & legislation KW - PUBLIC law KW - PEOPLE with disabilities -- Education KW - SPECIAL education KW - EDUCATION -- United States KW - EDUCATIONAL law & legislation KW - CHILDREN with disabilities KW - CHILDREN'S rights KW - UNITED States N1 - Accession Number: 21552203; Irvin, Tom 1; Affiliation: 1: Policy and Procedure Officer, Aid to States Branch, Division of Assistance to States, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D. C.; Source Info: Nov1976, Vol. 43 Issue 3, p135; Subject Term: PEOPLE with disabilities -- Education -- Law & legislation; Subject Term: PUBLIC law; Subject Term: PEOPLE with disabilities -- Education; Subject Term: SPECIAL education; Subject Term: EDUCATION -- United States; Subject Term: EDUCATIONAL law & legislation; Subject Term: CHILDREN with disabilities; Subject Term: CHILDREN'S rights; Subject Term: UNITED States; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552203&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Jones, John T1 - Federal Aid to States. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 138 EP - 139 SN - 00144029 AB - The article focuses on the federal aids to states for the education of the handicapped children. The Aid to States Branch (ASB) is the one who administers federal programs. It was the one who launched Part B of the Education of the Handicapped Act (EHA-B). The EHA-B was amended because of the Education Amendments of 1974 (P.L. 93-380). The state education agency staff have grown in number through the years. They give consultative services to the bureaus in the Office of Education. They also provide states with direct technical assistance. KW - FEDERAL aid to education KW - EDUCATIONAL law & legislation -- United States KW - CHILDREN with disabilities -- Education -- Law & legislation KW - PEOPLE with disabilities KW - STATE boards of education KW - GRANTS in aid (Public finance) KW - EDUCATION -- United States KW - TECHNICAL assistance KW - SPECIAL education KW - UNITED States N1 - Accession Number: 21552204; Jones, John 1; Affiliation: 1: Chief, Aid to States Branch, Division of Assistance to States, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p138; Subject Term: FEDERAL aid to education; Subject Term: EDUCATIONAL law & legislation -- United States; Subject Term: CHILDREN with disabilities -- Education -- Law & legislation; Subject Term: PEOPLE with disabilities; Subject Term: STATE boards of education; Subject Term: GRANTS in aid (Public finance); Subject Term: EDUCATION -- United States; Subject Term: TECHNICAL assistance; Subject Term: SPECIAL education; Subject Term: UNITED States; NAICS/Industry Codes: 926110 Administration of General Economic Programs; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552204&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Thompson, A. Paul T1 - The Severely Handicapped: A New Horizon. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 141 EP - 142 SN - 00144029 AB - The article focuses on the state of the handicapped children in the United States. There has been an increasing awareness about handicapped children through the years. People have been encouraged to be aware of the needs of the handicapped people. The Bureau of Education for the Handicapped (BEH) has the mission of encouraging the people to understand the handicapped and to help the children become independent. It also wants the children to reach their full potential. The BEH has launched exemplary projects for the handicapped children. Some programs are about using electronic aids for the education of the children. One of the concerns in helping the handicapped children is the cost of the programs. KW - PEOPLE with disabilities -- United States KW - CHILDREN with disabilities -- Education KW - PEOPLE with disabilities -- Education KW - EDUCATIONAL law & legislation KW - EDUCATION -- United States KW - ELECTRONIC information resources KW - CHILDREN -- United States KW - DISABILITIES KW - UNITED States N1 - Accession Number: 21552205; Thompson, A. Paul 1; Affiliation: 1: Chief, Special Services Branch, Division of Assistance to States, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p141; Subject Term: PEOPLE with disabilities -- United States; Subject Term: CHILDREN with disabilities -- Education; Subject Term: PEOPLE with disabilities -- Education; Subject Term: EDUCATIONAL law & legislation; Subject Term: EDUCATION -- United States; Subject Term: ELECTRONIC information resources; Subject Term: CHILDREN -- United States; Subject Term: DISABILITIES; Subject Term: UNITED States; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552205&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Burke, Philip J. T1 - Personnel Preparation: Historical Perspective. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 144 EP - 147 SN - 00144029 AB - The article focuses on the legislation and programs for the training of personnel for education of children with disabilities in the United States. The Public Law 85-926 made possible grants to universities and colleges for training leadership personnel in mental retardation. It also authorized grants to state education agencies for training teachers of the mentally retarded. The P.L. 88-164 defined who were included in the category of people with disabilities. Laws were also made for the appropriation of funds for the care of the handicapped. Several programs for personnel training were also started through the years. KW - TEACHERS -- Training of KW - CHILDREN with disabilities -- Education KW - PEOPLE with disabilities -- United States KW - PUBLIC law KW - EDUCATION -- United States KW - FEDERAL aid to education KW - UNIVERSITIES & colleges KW - MENTAL disabilities KW - LAW KW - UNITED States N1 - Accession Number: 21552206; Burke, Philip J. 1; Affiliation: 1: Chief, Special Projects and Comprehensive Programs Branch, Division of Personnel Preparation, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p144; Subject Term: TEACHERS -- Training of; Subject Term: CHILDREN with disabilities -- Education; Subject Term: PEOPLE with disabilities -- United States; Subject Term: PUBLIC law; Subject Term: EDUCATION -- United States; Subject Term: FEDERAL aid to education; Subject Term: UNIVERSITIES & colleges; Subject Term: MENTAL disabilities; Subject Term: LAW; Subject Term: UNITED States; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; Number of Pages: 4p; Illustrations: 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552206&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Saettler, Herman T1 - Current Priorities in Personnel Preparation. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 147 EP - 148 SN - 00144029 AB - The article focuses on the priorities in the preparation of personnel for the education of the people with disabilities. The Division of Personnel Preparation (DPP) of the Bureau of Education for the Handicapped is in charge of training personnel. It is also in charge giving financial assistance for the education of the handicapped. Determining federal priorities are important for the education of the handicapped. Before an institution can get a grant from the DPP for its project, an evaluation process must first be completed. One of the top priority projects of DPP is for general special education. KW - TEACHERS -- Training of KW - CHILDREN with disabilities -- Education KW - PEOPLE with disabilities -- United States KW - EDUCATION -- United States KW - FEDERAL aid to education KW - SPECIAL education KW - DISABILITIES KW - BARRIER-free design KW - UNITED States N1 - Accession Number: 21552207; Saettler, Herman 1; Affiliation: 1: Chief, Receptive and Expressive Behaviors Branch, Division of Personnel Preparation, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p147; Subject Term: TEACHERS -- Training of; Subject Term: CHILDREN with disabilities -- Education; Subject Term: PEOPLE with disabilities -- United States; Subject Term: EDUCATION -- United States; Subject Term: FEDERAL aid to education; Subject Term: SPECIAL education; Subject Term: DISABILITIES; Subject Term: BARRIER-free design; Subject Term: UNITED States; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552207&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Harvey, Jasper T1 - Future Trends in Personnel Preparation. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 148 EP - 150 SN - 00144029 AB - The article focuses on the future trends in personnel preparation for the education of people with disabilities. The mission of the Division of Personnel Preparation (DPP) of the Bureau of Education for the Handicapped is to expand and improve education programs for the handicapped. Part of the mission is assuring the provision of rightly trained personnel. The DPP allocates grants to educational institutions although there are certain conditions that should be met. The Public Law 94-142 Amendments to the Education of Handicapped Act (EHA) is a key element in future trends for personnel training. P.L. 94-142 also poses challenges for personnel training. KW - TEACHERS -- Training of KW - CHILDREN with disabilities -- Education KW - PEOPLE with disabilities -- United States KW - PEOPLE with disabilities -- Education -- Law & legislation KW - EDUCATION -- United States KW - FEDERAL aid to education KW - EDUCATIONAL law & legislation KW - DISABILITIES KW - LEGISLATIVE amendments KW - UNITED States N1 - Accession Number: 21552208; Harvey, Jasper 1; Affiliation: 1: Director, Division of Personnel Preparation, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare. Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p148; Subject Term: TEACHERS -- Training of; Subject Term: CHILDREN with disabilities -- Education; Subject Term: PEOPLE with disabilities -- United States; Subject Term: PEOPLE with disabilities -- Education -- Law & legislation; Subject Term: EDUCATION -- United States; Subject Term: FEDERAL aid to education; Subject Term: EDUCATIONAL law & legislation; Subject Term: DISABILITIES; Subject Term: LEGISLATIVE amendments; Subject Term: UNITED States; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552208&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Mueller, Max T1 - Research and Education of the Handicapped. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 151 EP - 153 SN - 00144029 AB - The article presents a discussion on the education of handicapped children and the research conducted in support of the program. It also discusses the special legislation that supports the education of handicapped children such as the Research and Demonstration in the Education of the Handicapped which resulted in a systematic federal attention in support of the potential of research and related activities in meeting the educational needs of handicapped children. The specific issues to be taken into consideration in the future regarding these educational needs are also presented. KW - PEOPLE with disabilities -- Education KW - PEOPLE with disabilities KW - RESEARCH KW - PRIVATE legislation KW - LEGISLATIVE bills KW - EDUCATIONAL law & legislation KW - EXCEPTIONAL children KW - LEGISLATION KW - EDUCATION & state KW - SPECIAL education KW - EDUCATION N1 - Accession Number: 21552209; Mueller, Max 1; Affiliation: 1: Chief, Research Projects Branch, Division of Innovation and Development, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p151; Subject Term: PEOPLE with disabilities -- Education; Subject Term: PEOPLE with disabilities; Subject Term: RESEARCH; Subject Term: PRIVATE legislation; Subject Term: LEGISLATIVE bills; Subject Term: EDUCATIONAL law & legislation; Subject Term: EXCEPTIONAL children; Subject Term: LEGISLATION; Subject Term: EDUCATION & state; Subject Term: SPECIAL education; Subject Term: EDUCATION; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; Number of Pages: 3p; Illustrations: 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552209&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - McDaniels, Garry T1 - Innovation and Development. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 154 EP - 155 SN - 00144029 AB - The article reflects on the Division of Innovation and Development (DID) which is the administrative structure responsible for the discretionary research and development programs in the Bureau of Education for the Handicapped (BEH). The activities of the DID are created and directed by four legislative statements such as the Research and Demonstration, Early Education for Handicapped Children, Regional Education Program, and Specific Learning Disabilities. The DID is divided organizationally into three areas which include the Research Program branch, the Program Development branch, and the State Research Evaluation Assistance to States Program. KW - PEOPLE with disabilities -- Education KW - EDUCATIONAL programs KW - EDUCATION -- Research KW - CHILDREN with disabilities -- Education -- Law & legislation KW - CHILDREN with disabilities KW - EDUCATIONAL law & legislation KW - EXCEPTIONAL children KW - EDUCATION & state KW - SPECIAL education KW - EDUCATION N1 - Accession Number: 21552210; McDaniels, Garry 1; Affiliation: 1: Director, Division of Innovation and Development, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p154; Subject Term: PEOPLE with disabilities -- Education; Subject Term: EDUCATIONAL programs; Subject Term: EDUCATION -- Research; Subject Term: CHILDREN with disabilities -- Education -- Law & legislation; Subject Term: CHILDREN with disabilities; Subject Term: EDUCATIONAL law & legislation; Subject Term: EXCEPTIONAL children; Subject Term: EDUCATION & state; Subject Term: SPECIAL education; Subject Term: EDUCATION; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552210&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Deweerd, Jane AU - Cole, Arthur T1 - Handicapped Children's Early Education Program. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 155 EP - 157 SN - 00144029 AB - The article reflects on the Handicapped Children's Early Education Program (HCEEP) which is responsible in supporting projects and national technical assistance efforts for the education of preschool age handicapped children. Also known as the First Chance Network, HCEEP promotes experimental approaches and seeks special ways to increase the number of recipients of improved services through the adoption of products and procedures developed in demonstration projects, coordination of activities and services with other agencies, strengthening state planning for early childhood education, and helping state education agencies develop increased capacity to implement quality programming. KW - CHILDREN with disabilities -- Education (Preschool) KW - EDUCATIONAL programs KW - STATE boards of education KW - FOREIGN aid to education KW - EARLY childhood education KW - STATE supervision of teaching KW - EXCEPTIONAL children KW - SPECIAL education KW - EDUCATION & state KW - EDUCATION N1 - Accession Number: 21552211; Deweerd, Jane 1 Cole, Arthur 2; Affiliation: 1: Program Coordinator, and Welfare Fellow; Program Development Branch, Division of Innovation and Development, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C. 2: Department of Health, Education, and Welfare Fellow; Program Development Branch, Division of Innovation and Development, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p155; Subject Term: CHILDREN with disabilities -- Education (Preschool); Subject Term: EDUCATIONAL programs; Subject Term: STATE boards of education; Subject Term: FOREIGN aid to education; Subject Term: EARLY childhood education; Subject Term: STATE supervision of teaching; Subject Term: EXCEPTIONAL children; Subject Term: SPECIAL education; Subject Term: EDUCATION & state; Subject Term: EDUCATION; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552211&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Sontag, Ed T1 - Specific Learning Disabilities Program. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 157 EP - 159 SN - 00144029 AB - The article reflects on the Bureau of Education for the Handicapped's (BEH) Learning Disabilities program which was established by the Education of the Handicapped Act of 1970. The Act authorized the US Commissioner of Education to make grants and contracts for research related to the education of children with handicaps, to provide for professional and advanced training of educational personnel, and to establish and operate model centers for the improvement of education for disabled children. It also discusses the instructional techniques used by the centers which are funded by the Merrimac, Massachusetts-based National Learning Disabilities Assistance Project. KW - EDUCATIONAL law & legislation KW - EDUCATIONAL programs KW - EARLY childhood education KW - STATE supervision of teaching KW - EXCEPTIONAL children KW - SPECIAL education KW - EDUCATION & state KW - EDUCATION KW - MASSACHUSETTS KW - UNITED States. Dept. of Education N1 - Accession Number: 21552212; Sontag, Ed 1; Affiliation: 1: Acting Chief, Program Development Branch, Division of Innovation and Development, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p157; Subject Term: EDUCATIONAL law & legislation; Subject Term: EDUCATIONAL programs; Subject Term: EARLY childhood education; Subject Term: STATE supervision of teaching; Subject Term: EXCEPTIONAL children; Subject Term: SPECIAL education; Subject Term: EDUCATION & state; Subject Term: EDUCATION; Subject Term: MASSACHUSETTS; Company/Entity: UNITED States. Dept. of Education; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552212&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Ladson, Melvin T1 - Regional Education Program for Handicapped Persons. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 160 EP - 161 SN - 00144029 AB - The article presents a discussion on the Regional Education Program for Handicapped Persons that is legislated by Congress in an effort to address the critical needs of the postsecondary handicapped students. The program authorizes the awarding of grants or contracts to institutions of higher education to provide their handicapped students with special programming and other assistance. First recipients of the program include St. Paul Technical Vocational Institute, Minnesota, Seattle Central Community College, Washington, and California State University, Northridge, California. KW - PEOPLE with disabilities -- Education (Higher) KW - POSTSECONDARY education KW - EDUCATIONAL law & legislation KW - SPECIAL education KW - UNIVERSITIES & colleges KW - EDUCATION & state KW - EDUCATION KW - MINNESOTA KW - WASHINGTON (State) KW - CALIFORNIA N1 - Accession Number: 21552213; Ladson, Melvin 1; Affiliation: 1: Program Coordinator, Program Development Branch, Division of innovation and Development, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p160; Subject Term: PEOPLE with disabilities -- Education (Higher); Subject Term: POSTSECONDARY education; Subject Term: EDUCATIONAL law & legislation; Subject Term: SPECIAL education; Subject Term: UNIVERSITIES & colleges; Subject Term: EDUCATION & state; Subject Term: EDUCATION; Subject Term: MINNESOTA; Subject Term: WASHINGTON (State); Subject Term: CALIFORNIA; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 611519 Other Technical and Trade Schools; NAICS/Industry Codes: 611513 Apprenticeship Training; NAICS/Industry Codes: 611410 Business and Secretarial Schools; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 611210 Junior Colleges; NAICS/Industry Codes: 611511 Cosmetology and Barber Schools; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552213&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Bland, Elwood L. T1 - Learning Resource Services for the Handicapped. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 161 EP - 163 SN - 00144029 AB - The article reflects on the systems approach established by the Learning Resource Branch (LRB) of the Bureau of Education for the Handicapped which includes the National Center on Educational Media and Materials for the Handicapped (NCEMMH), Area Learning Resource Centers, Special Offices, Regional Resource Centers, and a Coordinating Office. It also discusses the Amendments to the Education of the Handicapped Act and the elements of the free appropriate public education law which include the acceptance of media, materials, and technology. KW - PEOPLE with disabilities -- Education KW - INSTRUCTIONAL materials centers -- Services to people with disabilities KW - EDUCATIONAL technology KW - INSTRUCTIONAL materials centers KW - MASS media in education KW - PEOPLE with disabilities -- Education -- Law & legislation KW - EDUCATIONAL law & legislation KW - SPECIAL education KW - EDUCATION & state KW - EDUCATION N1 - Accession Number: 21552214; Bland, Elwood L. 1; Affiliation: 1: Chief, Learning Resources Branch, Division of Media Services, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p161; Subject Term: PEOPLE with disabilities -- Education; Subject Term: INSTRUCTIONAL materials centers -- Services to people with disabilities; Subject Term: EDUCATIONAL technology; Subject Term: INSTRUCTIONAL materials centers; Subject Term: MASS media in education; Subject Term: PEOPLE with disabilities -- Education -- Law & legislation; Subject Term: EDUCATIONAL law & legislation; Subject Term: SPECIAL education; Subject Term: EDUCATION & state; Subject Term: EDUCATION; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 519120 Libraries and Archives; Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552214&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Norwood, Malcolm J. T1 - Captioned Films for the Deaf. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 164 EP - 166 SN - 00144029 AB - The article presents a discussion on the Captioned Film for the Deaf program which is a free loans service of subtitled motion pictures. Amendments by Congress expanded the scope of the program in the acquisition and distribution of educational media, not only for the deaf but also for those with other handicapping conditions, which resulted in the design of mediated educational materials to help meet the learning and social needs of the overall handicapped population. The extension of the benefits of media resulted in the establishment of the Division of Media Services with two branches which are the Captioned Films and Telecommunications Branch and the Learning Resources Branch. KW - TEACHING aids & devices KW - FILMS for the hearing impaired KW - SPECIAL education KW - LEGISLATIVE amendments KW - PEOPLE with disabilities -- Education KW - EDUCATIONAL technology KW - MASS media in education KW - EDUCATION & state KW - EDUCATION N1 - Accession Number: 21552215; Norwood, Malcolm J. 1; Affiliation: 1: Chief, Captioned Films and Telecommunications Branch, Division of Media Services, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p164; Subject Term: TEACHING aids & devices; Subject Term: FILMS for the hearing impaired; Subject Term: SPECIAL education; Subject Term: LEGISLATIVE amendments; Subject Term: PEOPLE with disabilities -- Education; Subject Term: EDUCATIONAL technology; Subject Term: MASS media in education; Subject Term: EDUCATION & state; Subject Term: EDUCATION; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552215&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Liebergott, Harvey T1 - Recruitment and Information Program. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 170 EP - 171 SN - 00144029 AB - The article discusses the Bureau of Education for the Handicapped's Recruitment and Information Program which provides parents and persons interested in becoming teachers with information about the educational needs of handicapped children. The program supported several activities which include the National Information Center for the Handicapped and a media campaign that advertises the services of the Center and seeks to inform the public on the valuable contributions of the handicapped if they are provided the right educational opportunities. KW - PEOPLE with disabilities -- Education KW - EDUCATIONAL programs KW - INFORMATION dissemination KW - TEACHER recruitment KW - EXCEPTIONAL children KW - INFORMATION services KW - PERSONNEL management KW - SPECIAL education KW - EDUCATION & state KW - EDUCATION N1 - Accession Number: 21552218; Liebergott, Harvey 1; Affiliation: 1: Project Officer for Information and Recruitment, Office of the Deputy Commissioner, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p170; Subject Term: PEOPLE with disabilities -- Education; Subject Term: EDUCATIONAL programs; Subject Term: INFORMATION dissemination; Subject Term: TEACHER recruitment; Subject Term: EXCEPTIONAL children; Subject Term: INFORMATION services; Subject Term: PERSONNEL management; Subject Term: SPECIAL education; Subject Term: EDUCATION & state; Subject Term: EDUCATION; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 519190 All Other Information Services; NAICS/Industry Codes: 541612 Human Resources Consulting Services; NAICS/Industry Codes: 923130 Administration of Human Resource Programs (except Education, Public Health, and Veterans' Affairs Programs); Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552218&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Dantona, Robert T1 - Services for Deaf-Blind Children. JO - Exceptional Children JF - Exceptional Children Y1 - 1976/11// VL - 43 IS - 3 M3 - Article SP - 172 EP - 174 SN - 00144029 AB - The article reflects on the professional and allied services for deaf-blind children, including the development of model centers which will serve the exceptional children who have both auditory and visual handicaps. The combination of these handicaps causes severe communication and other developmental problems that they cannot be properly accommodated in special education programs solely for the hearing impaired or visually impaired children. Congress amended the Elementary and Secondary Education Act in 1968 for the establishment of regional centers to accommodate the significant educational needs of deaf-blind children. It also presents the future plans of the deaf-blind program. KW - DEAFBLIND people -- Education KW - EDUCATIONAL law & legislation KW - BLIND -- Services for KW - DEAF -- Services for KW - PEOPLE with disabilities KW - SPECIAL education KW - EDUCATION KW - SPECIAL Education Programs (U.S.) KW - UNITED States. Elementary & Secondary Education Act of 1965 N1 - Accession Number: 21552219; Dantona, Robert 1; Affiliation: 1: Coordinator for Deaf-Blind Centers, Special Services Branch, Division of Assistance to States, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1976, Vol. 43 Issue 3, p172; Subject Term: DEAFBLIND people -- Education; Subject Term: EDUCATIONAL law & legislation; Subject Term: BLIND -- Services for; Subject Term: DEAF -- Services for; Subject Term: PEOPLE with disabilities; Subject Term: SPECIAL education; Subject Term: EDUCATION; Company/Entity: SPECIAL Education Programs (U.S.) Company/Entity: UNITED States. Elementary & Secondary Education Act of 1965; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 3p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21552219&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 1979-09761-001 AN - 1979-09761-001 AU - Forbes, Roy H. T1 - Assessing educational attainments. JF - Educational Technology JO - Educational Technology Y1 - 1976/06// VL - 16 IS - 6 SP - 27 EP - 29 CY - US PB - Educational Technology Publications SN - 0013-1962 N1 - Accession Number: 1979-09761-001. Partial author list: First Author & Affiliation: Forbes, Roy H.; Education Commission of the States, National Assessment of Educational Progress, Denver, CO. Release Date: 19790401. Publication Type: Journal (0100), Peer-Reviewed Status-Unknown (0130). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Academic Achievement; Educational Measurement; School Learning; Students. Classification: Educational Measurement (2227). Population: Human (10). Page Count: 3. Issue Publication Date: Jun, 1976. AB - Summarizes data collected since 1969 by the National Assessment of Educational Progress program of the National Center for Education Statistics. These data show that although functional literacy of in-school 17-yr-olds has improved by 2 percentage points, declines have been found in mathematics and written communication skills, scientific knowledge, and the ability to apply basic reading skills in everyday life situations. The need to apply the results of these assessments to reevaluate the American educational system is stressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - skill declines revealed in assessment conducted by National Center for Education Statistics KW - need for application in education KW - 1976 KW - Academic Achievement KW - Educational Measurement KW - School Learning KW - Students KW - 1976 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1979-09761-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR AU - Throne, Philip R. AU - Engel, Bernard T. AU - Holmblad, John B. T1 - An Analysis of the Error Inherent in Estimating Heart Rate From Cardiotachometer Records. JO - Psychophysiology JF - Psychophysiology Y1 - 1976/05// VL - 13 IS - 3 M3 - Article SP - 269 EP - 272 SN - 00485772 AB - This paper discusses the inherent discrepancy between the mean heart rate computed from a series of cardiotachometer data points and the true average heart rate. A mathematical proof that the man cardiotachometer rate always exceeds the true rate when individual beats are sampled in the presence of variability is given. Examples which illustrate the magnitude of the discrepancy also are presented. [ABSTRACT FROM AUTHOR] AB - Copyright of Psychophysiology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - HEART beat KW - HEMODYNAMICS KW - NEUROLOGICAL errors KW - MEDICAL equipment KW - PSYCHOPHYSIOLOGY KW - PSYCHOBIOLOGY KW - DESCRIPTORS: Heart rate. Cardiotachometer KW - Heart period. N1 - Accession Number: 11728805; Throne, Philip R. 1 Engel, Bernard T. 1 Holmblad, John B. 1; Affiliation: 1: Gerontology Research Center, National Institute on Aging National Institute of Health, PHS US Department of Health Education and Welfare, Bethesda, and the Baltimore City Hospitals.; Source Info: May1976, Vol. 13 Issue 3, p269; Subject Term: HEART beat; Subject Term: HEMODYNAMICS; Subject Term: NEUROLOGICAL errors; Subject Term: MEDICAL equipment; Subject Term: PSYCHOPHYSIOLOGY; Subject Term: PSYCHOBIOLOGY; Author-Supplied Keyword: DESCRIPTORS: Heart rate. Cardiotachometer; Author-Supplied Keyword: Heart period.; NAICS/Industry Codes: 423450 Medical, Dental, and Hospital Equipment and Supplies Merchant Wholesalers; NAICS/Industry Codes: 417930 Professional machinery, equipment and supplies merchant wholesalers; NAICS/Industry Codes: 339112 Surgical and Medical Instrument Manufacturing; NAICS/Industry Codes: 339110 Medical equipment and supplies manufacturing; NAICS/Industry Codes: 811219 Other Electronic and Precision Equipment Repair and Maintenance; Number of Pages: 4p; Document Type: Article L3 - 10.1111/1469-8986.ep11728805 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11728805&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Hellinger, Fred J. T1 - Specification of a hospital production function. JO - Applied Economics JF - Applied Economics Y1 - 1975/09// VL - 7 IS - 3 M3 - Article SP - 149 PB - Routledge SN - 00036846 AB - Today, with numerous techniques available for estimating non-linear functions researchers must discriminate between alternative functional forms.[1] In the past only linear functions were estimable and researchers did not have to choose among functional forms. HENRI THEIL (1971) explains: 'The problem is then to decide which of a number of alternative specifications is to be regarded as the correct one, after which the estimation of the unknown parameters takes place on the basis of this particular specification.' The problem of discriminating between various functional forms arises when selecting a functional form for a hospital production function. Only a few simple functions were estimable before non-linear estimation techniques became available (eg. Cobb-Douglas and CES functions) and a Cobb-Douglas or CES function imposes strict conditions on the hospital production process (eg. constant elasticities of substitution and homotheticity).[2] If we are incorrectly specifying the form of the production function, estimates of economics of scale and substitution relationships between inputs will be incorrect.
This paper extends a concept, which was developed by BERNDT and CHRISTENSEN (1973) for profit maximizing firms, to analyze the selection of a functional form for a hospital production function. A theory of hospital behaviour will be presented and utilized to select an appropriate specification. Berndt and Christensen employ a transcendental logarithmic (translog, for short) production function to aid them in discriminating between different functional forms to describe a given set of data. [ABSTRACT FROM AUTHOR] AB - Copyright of Applied Economics is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - PRODUCTION functions (Economic theory) KW - ECONOMIES of scale KW - ESTIMATION theory KW - PARAMETER estimation KW - SUBSTITUTION (Economics) KW - ECONOMETRIC models KW - HOSPITALS KW - PRODUCTION (Economic theory) KW - NONLINEAR wave equations KW - FUNCTIONS (Mathematics) N1 - Accession Number: 4623890; Hellinger, Fred J. 1; Affiliations: 1: Social Security Administration, US Department of Health, Education and Welfare.; Issue Info: Sep75, Vol. 7 Issue 3, p149; Thesaurus Term: PRODUCTION functions (Economic theory); Thesaurus Term: ECONOMIES of scale; Thesaurus Term: ESTIMATION theory; Thesaurus Term: PARAMETER estimation; Thesaurus Term: SUBSTITUTION (Economics); Thesaurus Term: ECONOMETRIC models; Thesaurus Term: HOSPITALS; Thesaurus Term: PRODUCTION (Economic theory); Subject Term: NONLINEAR wave equations; Subject Term: FUNCTIONS (Mathematics); NAICS/Industry Codes: 622110 General Medical and Surgical Hospitals; NAICS/Industry Codes: 622111 General (except paediatric) hospitals; Number of Pages: 12p; Illustrations: 4 Charts, 1 Graph; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=4623890&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR ID - 1975-30699-001 AN - 1975-30699-001 AU - Hoyt, Kenneth B. T1 - Career education: Challenges for counselors. JF - Vocational Guidance Quarterly JO - Vocational Guidance Quarterly Y1 - 1975/06// VL - 23 IS - 4 SP - 303 EP - 310 CY - US PB - American Counseling Assn SN - 0042-7764 N1 - Accession Number: 1975-30699-001. Other Journal Title: The Career Development Quarterly. Partial author list: First Author & Affiliation: Hoyt, Kenneth B.; US Office of Education, Career Education, Washington, DC. Other Publishers: Wiley-Blackwell Publishing Ltd. Release Date: 19751101. Correction Date: 20120220. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Occupational Guidance; Vocational Counselors. Classification: Industrial & Organizational Psychology (3600); Educational Psychology (3500). Population: Human (10). Page Count: 8. Issue Publication Date: Jun, 1975. AB - Presents challenges in the career education movement for the counselor's role. Desirable counseling emphases include (a) understanding work as all conscious effort aimed at producing socially acceptable benefits for self and others, and seeing a career as the totality of work in one's lifetime; (b) understanding and counseling students relative to actual performance and accomplishments; (c) designing performance evaluation measures; and (d) collaborating with other educational personnel, the community, and families. While career education is not solely the province of counselors or the schools, it is suggested that counselors should play a central role in career education. This can increase their community status, effectiveness, and work satisfaction. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - role of counselor in career education movement KW - 1975 KW - Occupational Guidance KW - Vocational Counselors KW - 1975 DO - 10.1002/j.2164-585X.1975.tb02177.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1975-30699-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 1976-24760-001 AN - 1976-24760-001 AU - Golladay, Mary A. AU - Devault, M. Vere AU - Fox, G. Thomas AU - Skuldt, Karen T1 - Problems in empirical research on individualized mathematics programs. JF - Journal for Research in Mathematics Education JO - Journal for Research in Mathematics Education JA - J Res Math Educ Y1 - 1975/05// VL - 6 IS - 3 SP - 159 EP - 169 CY - US PB - National Council of Teachers of Mathematics SN - 0021-8251 N1 - Accession Number: 1976-24760-001. Partial author list: First Author & Affiliation: Golladay, Mary A.; US Office of Education, Washington, DC. Release Date: 19760901. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Educational Program Evaluation; Individualized Instruction; Mathematics Education. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Page Count: 11. Issue Publication Date: May, 1975. AB - Illustrates a complex conceptual scheme, the Descriptor for Individualized Instruction, which facilitates the effort to describe individualized instruction in mathematics. Application of the major organizational areas of a mathematics program--aims, instructional features, and management--is detailed, and types of issues to be considered before using the Descriptor to obtain and analyze data are reviewed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - conceptual scheme KW - describing individualized instruction in mathematics for empirical research KW - 1975 KW - Educational Program Evaluation KW - Individualized Instruction KW - Mathematics Education KW - 1975 DO - 10.2307/748757 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1976-24760-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 1975-30505-001 AN - 1975-30505-001 AU - Hoyt, Kenneth B. T1 - Questions teachers ask about career education. JF - School Psychology Digest JO - School Psychology Digest JA - Sch Psychol Dig Y1 - 1974///Sum 1974 VL - 3 IS - 3 SP - 29 EP - 33 CY - US PB - National Assn of School Psychologists SN - 0160-5569 N1 - Accession Number: 1975-30505-001. Other Journal Title: School Psychology Review. Partial author list: First Author & Affiliation: Hoyt, Kenneth B.; US Office of Education, Washington, DC. Release Date: 19751101. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Curriculum; Occupational Guidance; Teachers. Classification: Educational Psychology (3500). Population: Human (10). Page Count: 5. Issue Publication Date: Sum 1974. AB - Provides answers to typical questions about career education from classroom teachers. 4 questions are asked and answered concerning (a) the college-bound student, (b) time budgeting problems for career education vs technical instruction, (c) the conflict between career goals and other worthy educational objectives, and (d) problems of the dehumanizing nature of work and high youth unemployment. More such constructive questioning is advocated. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - answers to questions about career education KW - teachers KW - 1974 KW - Curriculum KW - Occupational Guidance KW - Teachers KW - 1974 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1975-30505-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 1975-24102-001 AN - 1975-24102-001 AU - Kruger, W. Stanley T1 - Teaching parenthood: A national movement seeks to strengthen family life by encouraging the schools to educate students for good parenthood. JF - Pupil Personnel Services Journal JO - Pupil Personnel Services Journal Y1 - 1974/// VL - 3 IS - 2 SP - 6 EP - 10 CY - US PB - Pupil Personnel Serices N1 - Accession Number: 1975-24102-001. Partial author list: First Author & Affiliation: Kruger, W. Stanley; US Office of Education, Bureau of Elementary & Secondary Education, Washington, DC. Release Date: 19750801. Publication Type: Journal (0100), Peer-Reviewed Status-Unknown (0130). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Curriculum; Educational Programs; Family Relations; High School Students; Parent Child Relations. Classification: Educational Psychology (3500). Population: Human (10). Age Group: Adolescence (13-17 yrs) (200). Page Count: 5. Issue Publication Date: 1974. AB - Describes several programs which are attempting to train high school students to become better parents. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - teaching parenthood programs KW - high school students KW - 1974 KW - Curriculum KW - Educational Programs KW - Family Relations KW - High School Students KW - Parent Child Relations KW - 1974 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1975-24102-001&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - AU - Sharpes, Donald K.1,2 T1 - Soviet Teacher Education. JO - Education Digest JF - Education Digest J1 - Education Digest PY - 1973/10// Y1 - 1973/10// VL - 39 IS - 2 CP - 2 M3 - Article SP - 59 EP - 62 SN - 0013127X AB - This article focuses on teacher education in the Soviet Union. Twin concepts underlie all the Soviet education, including teacher education, the use of schools and higher education facilities as a form of ideological control, and the centralization of all educational systems under state domination. Technically, the Ministry of Secondary, Specialized, and Higher Education exercises control over the preparation and training of teachers. In practice, however, the Ministry of Education carries out supervisory responsibilities. The position of the teacher, according to all Soviet educators, is preeminent and indispensable. All teacher education activities are also a part of the state's economic planning. The Soviet higher education also has a system of supporting students with stipends. The philosophy dominating Soviet teacher education policy is the same governing all schools. That philosophy is an amalgam of Marxist theory, the traditions and customs of the Russian people, and the experiences, beliefs, and aspirations of those who control the machinery of the educational establishment. KW - Teachers -- Training of KW - Education & state KW - Instructional systems KW - Educators KW - Student teaching KW - Soviet Union N1 - Accession Number: 18619663; Authors: Sharpes, Donald K. 1,2; Affiliations: 1: Formerly, US. Office of Education, North Virginia Extension Service, Virginia Polytechnic Institute and State University, Reston.; 2: Associate Professor and Education Team Leader, North Virginia Extension Service, Virginia Polytechnic Institute and State University, Reston.; Subject: Teachers -- Training of; Subject: Education & state; Subject: Instructional systems; Subject: Educators; Subject: Student teaching; Subject: Soviet Union; Number of Pages: 4p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=18619663&site=ehost-live&scope=site DP - EBSCOhost DB - lls ER - TY - JOUR AU - Simpson, Elizabeth J. T1 - The Home as a Career Education Center. JO - Exceptional Children JF - Exceptional Children Y1 - 1973/05// VL - 39 IS - 8 M3 - Article SP - 626 EP - 630 SN - 00144029 AB - As a result of the increasing sophistication o four communication technology, a new role for the home as a learning center is developing. The home as a learning center can serve the purposes of developing children's concepts of work and leisure; training young persons and adults for occupational competency; preparing older workers for new careers; developing competencies of men and women for their homemaking and family life responsibilities; serving in unique ways the career education needs of exceptional children; and promoting personal development and a sense of worth for persons of all ages. Career education in the home is a way to provide for increased learning opportunity for many people for an en tire life time. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CAREER education KW - DWELLINGS KW - CHILDREN KW - WORK & leisure KW - OUTCOME-based education KW - OCCUPATIONAL training KW - LEARNING KW - FAMILIES KW - RESPONSIBILITY N1 - Accession Number: 19647249; Simpson, Elizabeth J. 1; Affiliation: 1: Director of Curriculum Center for Occupational and Adult Education, US Office of Education, Department of Health, Education, and Welfare, Washington, D. C.; Source Info: May1973, Vol. 39 Issue 8, p626; Subject Term: CAREER education; Subject Term: DWELLINGS; Subject Term: CHILDREN; Subject Term: WORK & leisure; Subject Term: OUTCOME-based education; Subject Term: OCCUPATIONAL training; Subject Term: LEARNING; Subject Term: FAMILIES; Subject Term: RESPONSIBILITY; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; NAICS/Industry Codes: 236110 Residential building construction; NAICS/Industry Codes: 238390 Other Building Finishing Contractors; NAICS/Industry Codes: 541310 Architectural Services; Number of Pages: 5p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19647249&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Klinkhamer, George E. T1 - We are beginning to look at the importance of preparation before entering the work world. JO - Exceptional Children JF - Exceptional Children Y1 - 1973/05// VL - 39 IS - 8 M3 - Article SP - 664 EP - 665 SN - 00144029 AB - The article comments on the realization of the needs of children and importance of their preparation before entering the work world in the U.S. Dual certification and specific academic training be taken in both areas of special education and vocational education have been adopted and prescribed by several states. Better diagnosis, prescriptions, guidance, and sequential programming to meet the needs of the handicapped are greatly needed. Many traditions have played a role in the difficulty of solving problems in implementing programs such as career education for the handicapped. KW - SPECIAL education KW - CAREER education KW - EDUCATION KW - VOCATIONAL education KW - TRAINING KW - CHILDREN with disabilities KW - EXCEPTIONAL children KW - EDUCATIONAL programs KW - UNITED States N1 - Accession Number: 19647261; Klinkhamer, George E. 1; Affiliation: 1: State Plan Officer, Bureau of Education for the Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: May1973, Vol. 39 Issue 8, p664; Subject Term: SPECIAL education; Subject Term: CAREER education; Subject Term: EDUCATION; Subject Term: VOCATIONAL education; Subject Term: TRAINING; Subject Term: CHILDREN with disabilities; Subject Term: EXCEPTIONAL children; Subject Term: EDUCATIONAL programs; Subject Term: UNITED States; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; Number of Pages: 2p; Illustrations: 1 Black and White Photograph; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19647261&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Schultz, Edward W. AU - Manton, Anne B. AU - Salvia, John A. T1 - Screening Emotionally Disturbed Children in a Rural Setting. JO - Exceptional Children JF - Exceptional Children Y1 - 1972/10// VL - 39 IS - 2 M3 - Article SP - 134 EP - 137 SN - 00144029 AB - This study was undertaken to ascertain the efficacy of screening procedures in a 2 county rural area in east central Illinois. Two aspects of the problem were investigated: (a) the question of interpersonal bias and (b) the presence of correlational validity between a set of materials for screening problem children and the ratings of problem behaviors. It was found that teacher and/or student screening was not biased by the absence of interpersonal compatibility and that a significant but low order relationship existed between children screened in as potentially disturbed and ratings of problem behaviors. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - PSYCHODIAGNOSTICS KW - PROBLEM children KW - BEHAVIOR disorders in children KW - BEHAVIORAL assessment KW - TEACHERS KW - STUDENTS KW - INTERPERSONAL relations KW - MENTAL health KW - ILLINOIS N1 - Accession Number: 19700425; Schultz, Edward W. 1 Manton, Anne B. 2 Salvia, John A. 3; Affiliation: 1: Associate Professor, Special Education, University of Maine, Farmington 2: US Office of Education Fellow, Department of Special Education, University of Illinois, Urbana-Champaign, Urbana 3: Associate Professor, Special Education, The Pennsylvania State University, University Park; Source Info: Oct1972, Vol. 39 Issue 2, p134; Subject Term: PSYCHODIAGNOSTICS; Subject Term: PROBLEM children; Subject Term: BEHAVIOR disorders in children; Subject Term: BEHAVIORAL assessment; Subject Term: TEACHERS; Subject Term: STUDENTS; Subject Term: INTERPERSONAL relations; Subject Term: MENTAL health; Subject Term: ILLINOIS; NAICS/Industry Codes: 621330 Offices of Mental Health Practitioners (except Physicians); Number of Pages: 4p; Illustrations: 2 Charts; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19700425&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Martin, Edwin W. T1 - Individualism and Behaviorism as Future Trends in Educating Handicapped Children. JO - Exceptional Children JF - Exceptional Children Y1 - 1972/03// VL - 38 IS - 7 M3 - Article SP - 517 EP - 525 SN - 00144029 AB - The article discusses the possibility of incorporating individualism and behaviorism in the education of handicapped children. The authors have discovered that using etiological labels to establish homogeneity is less efficient than is expected. The main objective of the authors in the study is to develop and deliver individualized instruction for handicapped children. It is common in programs for teachers of behaviorally disturbed children to include coursework or experiences designed to heighten teachers' understanding of their own emotional behavior. Through such techniques as studying group interaction and trying to understand the relationships between speech behavior in group discussion and underlying feelings, the authors attempt to develop a concept which helps individuals understand disturbed children. KW - CHILDREN with disabilities -- Education KW - SPECIAL education KW - EXCEPTIONAL children KW - TEACHERS of children with disabilities KW - SPECIAL education teachers KW - CURRICULUM planning KW - INSTRUCTIONAL systems design KW - SELF-help devices for people with disabilities KW - EDUCATIONAL planning N1 - Accession Number: 19733299; Martin, Edwin W. 1; Affiliation: 1: Associate Commsioner, Bureau of Education for the Handicapped, Office Of Education, US Department of Health Education, and Welfare, Washington D. C.; Source Info: Mar1972, Vol. 38 Issue 7, p517; Subject Term: CHILDREN with disabilities -- Education; Subject Term: SPECIAL education; Subject Term: EXCEPTIONAL children; Subject Term: TEACHERS of children with disabilities; Subject Term: SPECIAL education teachers; Subject Term: CURRICULUM planning; Subject Term: INSTRUCTIONAL systems design; Subject Term: SELF-help devices for people with disabilities; Subject Term: EDUCATIONAL planning; Number of Pages: 9p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19733299&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - AU - Johnson, George H.1 T1 - National Assessment: Where Is It Now? JO - Educational Leadership JF - Educational Leadership J1 - Educational Leadership PY - 1972/01// Y1 - 1972/01// VL - 29 IS - 4 CP - 4 M3 - Article SP - 327 EP - 328 SN - 00131784 AB - The article presents the assessment of the knowledges, skills, and attitudes of America's young generation by the National Assessment of Educational Progress. The assessment is already in its third year, focusing evaluations on subject areas such as science, writing, citizenship, reading, and literature. Field interviews are implemented, normally in household areas, for the purpose of evaluating data from young adults in the age group 26-35, and on 17 year olds who are not in school. Materials used for evaluation are based on criteria, that were developed with the help of educational panels of specialists, educators and lay people. KW - Writing KW - Reading KW - Literature KW - Education KW - Educational evaluation KW - Evaluation KW - Young adults KW - Science KW - Citizenship N1 - Accession Number: 21484288; Authors: Johnson, George H. 1; Affiliations: 1: Director of Operations, National Assessment of Educational Progress, Education Commission of the States, Denver, Colorado; Subject: Educational evaluation; Subject: Evaluation; Subject: Young adults; Subject: Science; Subject: Writing; Subject: Citizenship; Subject: Reading; Subject: Literature; Subject: Education; Number of Pages: 2p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=21484288&site=ehost-live&scope=site DP - EBSCOhost DB - lls ER - TY - GEN AU - Miller, Bruce K. AU - Gubins, Samuel T1 - COMMUNICATIONS. JO - Public Administration Review JF - Public Administration Review Y1 - 1972/01//Jan/Feb72 VL - 32 IS - 1 M3 - Letter SP - 92 PB - Wiley-Blackwell SN - 00333352 AB - Presents letters to the editor on issues related to public administration. Drift toward a liberation of federal employees in the U.S.; Threat to popular control of federal bureaucracy in the U.S.; Suggestion for research on civil rights in the U.S. KW - PUBLIC administration KW - BUREAUCRACY KW - FEDERAL government KW - LETTERS to the editor KW - UNITED States -- Officials & employees KW - CIVIL rights -- United States KW - CIVIL rights KW - UNITED States KW - ROSENBLOOM, David N1 - Accession Number: 5666227; Miller, Bruce K. 1; Gubins, Samuel 2; Affiliations: 1: Attorney, Higher Education Branch, Office of the General Counsel, US. Department of Health, Education, and Welfare; 2: Director of Research, Center for National Policy Review; Issue Info: Jan/Feb72, Vol. 32 Issue 1, p92; Thesaurus Term: PUBLIC administration; Thesaurus Term: BUREAUCRACY; Thesaurus Term: FEDERAL government; Subject Term: LETTERS to the editor; Subject Term: UNITED States -- Officials & employees; Subject Term: CIVIL rights -- United States; Subject Term: CIVIL rights; Subject: UNITED States; NAICS/Industry Codes: 921190 Other General Government Support; People: ROSENBLOOM, David; Number of Pages: 2p; Document Type: Letter UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5666227&site=ehost-live&scope=site DP - EBSCOhost DB - buh ER - TY - JOUR AU - Rubin, Rosalyn AU - Balow, Bruce T1 - Learning and Behavior Disorders: A Longitudinal Study. JO - Exceptional Children JF - Exceptional Children Y1 - 1971/12// VL - 38 IS - 4 M3 - Article SP - 293 EP - 299 SN - 00144029 AB - In a survey of school learning and behavior problems manifested in a longitudinal study population. of 967 children in kindergarten through third grade, it was found that 41 percent of the subjects (50 percent of the boys and 31 percent of the girls) were classified in one or more of the following categories: (a) special class placement, (b) retention, (c) receipt of special services, and (d) problems of behavior and attitude. Special placement or services had been instituted for 24.3 percent of the study population. Since previous testing yielded essentially normal scores on measures of school readiness, language development, and intelligence, the large proportion of educationally relevant problems identified raises serious questions regarding the ability of our present educational system to adequately accommodate the broad range of individual differences found within the typical school population. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CHILDREN with disabilities -- Education (Elementary) KW - SPECIAL education KW - LEARNING disabilities KW - COGNITION disorders KW - BEHAVIOR disorders in children KW - CHILDREN with disabilities KW - SCHOOL children KW - EARLY childhood education KW - KINDERGARTEN N1 - Accession Number: 19723553; Rubin, Rosalyn 1 Balow, Bruce 2; Affiliation: 1: Associate Professor and Research Associate, Department of Special Education, University of Minnesota, Minneapolis 2: Director, Division of Training Programs, Bureau of Education for the Handicapped, US Office of Education, Washington, D.C.; Source Info: Dec1971, Vol. 38 Issue 4, p293; Subject Term: CHILDREN with disabilities -- Education (Elementary); Subject Term: SPECIAL education; Subject Term: LEARNING disabilities; Subject Term: COGNITION disorders; Subject Term: BEHAVIOR disorders in children; Subject Term: CHILDREN with disabilities; Subject Term: SCHOOL children; Subject Term: EARLY childhood education; Subject Term: KINDERGARTEN; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; Number of Pages: 7p; Illustrations: 5 Charts; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19723553&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - James, J. C. T1 - The Black Principal. JO - New Republic JF - New Republic Y1 - 1970/09/26/ VL - 163 IS - 13 M3 - Article SP - 17 EP - 20 SN - 00286583 AB - Describes the characteristics and responsibilities of the black principal in the dual school system of the South United States. Development of black aristocracy in Negro schools in the South; Role of the Negro principal as the channel of communication between the black and white communities; Leadership role of the Negro principal in the black community; Position of authority and responsibility occupied by the Negro principals in the system of Negro education; View that the desegregation of schools has eliminated black schools and black principals. KW - AFRICAN American school principals KW - SCHOOL principals KW - EDUCATION KW - AFRICAN American schools KW - COMMUNITY & school KW - LEADERSHIP KW - UNITED States N1 - Accession Number: 10601124; James, J. C. 1; Affiliation: 1: Chief, Southern Branch, Division of Equal Educational Opportunities, US Office of Education; Source Info: 9/26/70, Vol. 163 Issue 13, p17; Subject Term: AFRICAN American school principals; Subject Term: SCHOOL principals; Subject Term: EDUCATION; Subject Term: AFRICAN American schools; Subject Term: COMMUNITY & school; Subject Term: LEADERSHIP; Subject Term: UNITED States; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; Number of Pages: 4p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10601124&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Martin, Edwin W. AU - Lavor, Martin L. AU - Bryan, Trudy T1 - P. L. 91-230, The Elementary and Secondary Education Act Amendments of 1969: Title VI, The Education of the Handicapped Act. JO - Exceptional Children JF - Exceptional Children Y1 - 1970/09// VL - 37 IS - 1 M3 - Article SP - 53 EP - 56 SN - 00144029 AB - The article focuses on the general provisions of P.L. 91-230, The Elementary and Secondary Education Act Amendments of 1969: Title VI, The Education of the Handicapped Act in the U.S. The amendment which was signed into law by President Richard Nixon has significant impact on the education of special children. It encouraged the increasing efforts of special education to empathize the humanity of people with disabilities and to dissent mechanical categorizations of them as extensions of particular affiliations. KW - EDUCATIONAL law & legislation KW - EDUCATION & state KW - PEOPLE with disabilities KW - SPECIAL education KW - PRESIDENTS KW - EXCEPTIONAL children KW - COMPENSATORY education KW - UNITED States KW - NIXON, Richard M. (Richard Milhous), 1913-1994 N1 - Accession Number: 19647081; Martin, Edwin W. 1 Lavor, Martin L. 2 Bryan, Trudy 3; Affiliation: 1: Associate Commissioner of the Bureau of Education for the Handicapped, US Office of Education 2: Minority Legislative Coordinator, Education and Labor Committee, US House of Representatives 3: CEG's monthly governmental relations newsletter; Source Info: Sep1970, Vol. 37 Issue 1, p53; Subject Term: EDUCATIONAL law & legislation; Subject Term: EDUCATION & state; Subject Term: PEOPLE with disabilities; Subject Term: SPECIAL education; Subject Term: PRESIDENTS; Subject Term: EXCEPTIONAL children; Subject Term: COMPENSATORY education; Subject Term: UNITED States; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; People: NIXON, Richard M. (Richard Milhous), 1913-1994; Number of Pages: 4p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19647081&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - AU - Norris, Eleanor L.1 T1 - The National Science Assessment. JO - Education Digest JF - Education Digest J1 - Education Digest PY - 1969/11// Y1 - 1969/11// VL - 35 IS - 3 CP - 3 M3 - Article SP - 46 EP - 48 SN - 0013127X AB - The article presents information about the background and objectives of the National Assessment of Educational Progress. Before the Assessment exercises could be written, it was necessary to determine what objectives the American educational system is attempting to achieve. An effort was made to ensure that every objective was considered important by scholars in each subject field, accepted as an educational task by schools, and considered desirable by thoughtful lay citizens. The science objectives which served as the basis for exercises used this year were developed by the Educational Testing Service of Princeton, New Jersey, which worked with scientists and science educators to define the goals of science education. Each of these objectives was elaborated into subobjectives and prototype exercises which are examples of the types of knowledge, skills, or attitudes indicating that the objective is being achieved. Exercises to measure each objective were written for each of the four age groups, ranging from very easy to moderately easy to very difficult. KW - Educational surveys KW - Education -- Research KW - Teachers KW - Science KW - National Assessment of Educational Progress (Project) KW - United States N1 - Accession Number: 18707384; Authors: Norris, Eleanor L. 1; Affiliations: 1: Assistant Director, National Assessment of Educational Progress Staff, Ann Arbor, Michigan.; Subject: Educational surveys; Subject: National Assessment of Educational Progress (Project); Subject: Education -- Research; Subject: Teachers; Subject: Science; Subject: United States; Number of Pages: 3p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=18707384&site=ehost-live&scope=site DP - EBSCOhost DB - lls ER - TY - JOUR AU - Goodman, Elizabeth M. T1 - Providing Uninterrupted Education and Supportive Services for Adolescent Expectant Mothers. JO - Exceptional Children JF - Exceptional Children Y1 - 1969/05// VL - 35 IS - 9 M3 - Article SP - 713 EP - 719 SN - 00144029 AB - This article describes the gaining acceptance of public school systems in offering education and supportive services to pregnant school girls. It discusses the school's responsibility for providing continuing education in a school setting to the girls as well as collaborating with other agencies for comprehensive services. Sources of federal funds for planning educational programs are listed. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - PUBLIC schools KW - EDUCATIONAL programs KW - CONTINUING education KW - FEDERAL aid to education KW - EDUCATIONAL planning KW - GOVERNMENT agencies KW - PUBLIC finance KW - EDUCATION & state N1 - Accession Number: 19692992; Goodman, Elizabeth M. 1; Affiliation: 1: Education Program Specialist, Program Planning and Evaluation Staff, Bureau of Education for the Handicapped, US Office of Education, Washington, D.C.; Source Info: May1969, Vol. 35 Issue 9, p713; Subject Term: PUBLIC schools; Subject Term: EDUCATIONAL programs; Subject Term: CONTINUING education; Subject Term: FEDERAL aid to education; Subject Term: EDUCATIONAL planning; Subject Term: GOVERNMENT agencies; Subject Term: PUBLIC finance; Subject Term: EDUCATION & state; NAICS/Industry Codes: 911910 Other federal government public administration; NAICS/Industry Codes: 921190 Other General Government Support; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 611430 Professional and Management Development Training; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 921130 Public Finance Activities; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; Number of Pages: 7p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692992&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - Gen ID - 9999-00294-000 AN - 9999-00294-000 AU - Horn, Daniel T1 - Smoker's Self-Testing Kit JF - PsycTESTS JO - PsycTESTS Y1 - 1969/// AV - Commercial: No; Permissions: May use for Research/Teaching; Fee: No. Test Items: Yes N1 - Accession Number: 9999-00294-000. Partial author list: First Author & Affiliation: Horn, Daniel; US Department of Health, Education, and Welfare, Public Health Service, Health Services and Mental Health Administration, United States. Release Date: 20111010. Correction Date: 20151109. Instrument Type: Test. Test Format: Items on Test 1 are rated on a 4-point Likert scale ranging from 4 (completely agree) to 1 (completely disagree). Items on Test 2 are rated on a 4-point Likert scale ranging from 4 (strongly agree) to 1 (strongly disagree). Items on Test 3 are rated on a 5-point Likert scales ranging from 5 (always) to 1 (never). Items on Test 4 use a true/false response format.. Language: English. Supporting Documentation: Lessons with Tests; Constructs: Beliefs About Smoking; Decision Making; Smoking Habits; Classification: Addiction, Gambling, and Substance Abuse/Use (5000). Population: Human (10). N2 - Administration Method: Paper AB - Purpose: The purpose of the tests is to develop your insight to help understand smoking habits and to aid decisions to quit smoking. AB - Description: The Smoker's Self-Testing Kit is included through collaboration with The University of Akron, The Archives of the History of American Psychology, University Libraries. The kit was published by the US Department of Health Education and Welfare in 1969. It contains four short tests to help assessing knowledge and feelings about cigarette smoking. The purpose of the tests is to develop your insight to help understand smoking habits and to aid decisions to quit smoking. Test 1 (Do You Want to Change Your Smoking Habits?) contains 12 items; Test 2 (What Do You Think the Effects of Smoking Are?) contains 12 items. Test 3 (Why Do You Smoke?) contains 18 items; and Test 4 (Does the World Around You Make It Easier or Harder to Change Your Smoking Habits?) contains 13 items. Scoring instructions are provided on each test. (PsycTESTS Database Record (c) 2015 APA, all rights reserved) KW - Smoker's Self-Testing Kit KW - Cigarette Smoking KW - Knowledge & Feelings KW - Smoking Habits KW - Decisions to Quit Smoking U5 - Smoker's Self-Testing Kit [Test Primary Data] Administration: Paper Population: Human; Keywords: Smoker's Self-Testing Kit; Cigarette Smoking; Knowledge & Feelings; Smoking Habits; Decisions to Quit Smoking; Subjects: Decision Making; Knowledge (General); Smoking Cessation; Tobacco Smoking; DO - 10.1037/t00294-000 L3 - http://supp.apa.org/psyctests/supporting/999900294/aabfbx942iot.html L3 - Full; Full text; 999900294_full_001.pdf UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=pst&AN=9999-00294-000&site=ehost-live&scope=site DP - EBSCOhost DB - pst ER - TY - JOUR AU - Gallagher, James J. T1 - A Message to Special Educators. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/12// VL - 35 IS - 4 M3 - Article SP - 261 EP - 261 SN - 00144029 AB - The article expresses the author's views on the importance of the Instructional Materials Centers for special education in the U.S. According to him, the basic objective of the centers is to shorten the communication interim between those who have the necessary knowledge and skills and those teachers who need to use them. It has been said that the centers are unique because they are designed to evolve into different kinds of organizations. A major breakthrough has been accomplished in the dissemination of knowledge because of the creation of the centers. KW - INSTRUCTIONAL materials centers KW - SPECIAL education KW - SPECIAL education teachers KW - PEOPLE with disabilities -- Education KW - COMMUNICATION in education KW - EXCEPTIONAL children KW - TEACHING aids & devices KW - AUDIOVISUAL library service KW - UNITED States N1 - Accession Number: 19700631; Gallagher, James J. 1; Affiliation: 1: Associate Commissioner of Education for the Handicapped, US Office of Education; Source Info: Dec1968, Vol. 35 Issue 4, p261; Subject Term: INSTRUCTIONAL materials centers; Subject Term: SPECIAL education; Subject Term: SPECIAL education teachers; Subject Term: PEOPLE with disabilities -- Education; Subject Term: COMMUNICATION in education; Subject Term: EXCEPTIONAL children; Subject Term: TEACHING aids & devices; Subject Term: AUDIOVISUAL library service; Subject Term: UNITED States; NAICS/Industry Codes: 519120 Libraries and Archives; Number of Pages: 1p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19700631&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Olshin, George M. T1 - Translating Results of Research and Demonstration into Action: Project Coordination. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/12// VL - 35 IS - 4 M3 - Article SP - 307 EP - 310 SN - 00144029 AB - The article focuses on the implications of research and development projects on the education of handicapped children in the U.S. A program was undertaken to bridge the gap between research findings and their utilization. Thus, the objective of the program is to encourage full use of the result of activities which have an immediate application for meaningful practice. The Special Education Instructional Materials Center programs allow the coordination of related research projects and interpret and spread the results of the projects so that they may be of practical help to the education of handicapped children and youth. KW - CHILDREN with disabilities -- Education KW - SPECIAL education KW - EDUCATION -- Research KW - RESEARCH & development KW - INFORMATION dissemination KW - INSTRUCTIONAL materials centers KW - TEACHING aids & devices KW - YOUTH with disabilities -- Education KW - UNITED States N1 - Accession Number: 19700638; Olshin, George M. 1; Affiliation: 1: Chief, Research Laboratories and Demonstration Branch, Bureau of Education for the Handicapped, US Office of Education, Washington, D.C.; Source Info: Dec1968, Vol. 35 Issue 4, p307; Subject Term: CHILDREN with disabilities -- Education; Subject Term: SPECIAL education; Subject Term: EDUCATION -- Research; Subject Term: RESEARCH & development; Subject Term: INFORMATION dissemination; Subject Term: INSTRUCTIONAL materials centers; Subject Term: TEACHING aids & devices; Subject Term: YOUTH with disabilities -- Education; Subject Term: UNITED States; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 519120 Libraries and Archives; NAICS/Industry Codes: 541711 Research and Development in Biotechnology; NAICS/Industry Codes: 541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology); Number of Pages: 4p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19700638&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Withrow, Frank B. T1 - Immediate Memory Span of Deaf and Normally Hearing Children. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/09// VL - 35 IS - 1 M3 - Article SP - 33 EP - 41 SN - 00144029 AB - Immediate recall of sequential and simultaneous presentation of visual stimuli in deaf and hearing children was investigated to determine the effects of rate and method of presentation, stimuli meaningfulness, and number of items per trial. It was found that deaf and hearing children performed the same with simultaneous presentation, while the hearing groups showed superior recall with sequential presentation. Increased items per trial, decreased stimuli meaningfulness, and increased presentation rate adversely affected the immediate recall of both groups. Restrictions on interpretations of results are noted and classroom implications are discussed. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CONDITIONED response KW - DEAF children KW - CLASSROOM environment KW - LEARNING ability KW - VISUAL learning KW - DIRECTIONAL hearing KW - AUDITORY perception KW - AUDITORY evoked response N1 - Accession Number: 19799128; Withrow, Frank B. 1; Affiliation: 1: Director, Division of Educational Services, Bureau of Education for the Handicapped, US Office of Education, Washington, D.C.; Source Info: Sep1968, Vol. 35 Issue 1, p33; Subject Term: CONDITIONED response; Subject Term: DEAF children; Subject Term: CLASSROOM environment; Subject Term: LEARNING ability; Subject Term: VISUAL learning; Subject Term: DIRECTIONAL hearing; Subject Term: AUDITORY perception; Subject Term: AUDITORY evoked response; Number of Pages: 9p; Illustrations: 2 Black and White Photographs, 4 Graphs; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19799128&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Gallagher, James J. T1 - Organization and Special Education. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 485 EP - 491 SN - 00144029 AB - The article focuses on the division of the Bureau of Education for the Handicapped in three major operating units including research, educational services and training programs in the U.S. The Research Division is tasked to support in the design of self-evaluation methods for different schemes and to convey research findings into the teacher training and services dimension. The objective of the bureau is to bring each handicapped individual to the limit of his potential through self-realization and self-sufficiency. KW - EDUCATION & state KW - TEACHERS -- Training of KW - SPECIAL education KW - CHILDREN with disabilities KW - SELF-evaluation KW - EXCEPTIONAL children KW - EDUCATION -- Research KW - EDUCATIONAL planning KW - UNITED States N1 - Accession Number: 19776411; Gallagher, James J. 1; Affiliation: 1: Associate Commissioner, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p485; Subject Term: EDUCATION & state; Subject Term: TEACHERS -- Training of; Subject Term: SPECIAL education; Subject Term: CHILDREN with disabilities; Subject Term: SELF-evaluation; Subject Term: EXCEPTIONAL children; Subject Term: EDUCATION -- Research; Subject Term: EDUCATIONAL planning; Subject Term: UNITED States; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; Number of Pages: 7p; Illustrations: 1 Black and White Photograph, 1 Diagram, 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776411&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Martin Jr., Edwin W. T1 - Breakthrough for the Handicapped: Legislative History. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 493 EP - 503 SN - 00144029 AB - The article focuses on the task of the members of the House and Senate committees that are responsible for educational legislation to resolve the conflicting aspects in the 1966 and 1967 Elementary and Secondary Act amendments in the U.S. They are aiming to alter the course of special education for handicapped children. The amendment will likely affect the lives of children with disabilities for it also intends to support for training professional personnel in the area of physical and mental recreation. KW - LEGISLATORS KW - EDUCATIONAL law & legislation KW - EDUCATION & state KW - TEACHERS -- Training of KW - SPECIAL education KW - CHILDREN with disabilities KW - EDUCATION -- Research KW - EDUCATIONAL planning KW - UNITED States N1 - Accession Number: 19776412; Martin Jr., Edwin W. 1; Affiliation: 1: Deputy Associate Commissioner of Education, Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p493; Subject Term: LEGISLATORS; Subject Term: EDUCATIONAL law & legislation; Subject Term: EDUCATION & state; Subject Term: TEACHERS -- Training of; Subject Term: SPECIAL education; Subject Term: CHILDREN with disabilities; Subject Term: EDUCATION -- Research; Subject Term: EDUCATIONAL planning; Subject Term: UNITED States; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; Number of Pages: 11p; Illustrations: 1 Black and White Photograph, 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776412&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Marge, Michael T1 - Planning and Evaluation for the Future. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 505 EP - 508 SN - 00144029 AB - The article focuses on the program planning and evaluation functions of the Office of Program Planning and Evaluation of the Bureau of Education for the Handicapped in the U.S. It aims to provide effective educational programming and services to all children with disabilities. The Office believes that the realization of this objective is through partnership among the federal agencies, state and local educational authorities, professional organizations, higher education institutions and through parent interest groups. KW - EDUCATIONAL planning KW - EDUCATION & state KW - CHILDREN with disabilities KW - SPECIAL education KW - EDUCATION -- Research KW - GOVERNMENT agencies KW - LOCAL government KW - HIGHER education KW - UNITED States N1 - Accession Number: 19776413; Marge, Michael 1; Affiliation: 1: Director, Program Planning and Evaluation, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p505; Subject Term: EDUCATIONAL planning; Subject Term: EDUCATION & state; Subject Term: CHILDREN with disabilities; Subject Term: SPECIAL education; Subject Term: EDUCATION -- Research; Subject Term: GOVERNMENT agencies; Subject Term: LOCAL government; Subject Term: HIGHER education; Subject Term: UNITED States; NAICS/Industry Codes: 911910 Other federal government public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 921190 Other General Government Support; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; Number of Pages: 4p; Illustrations: 1 Black and White Photograph; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776413&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Moss, James W. T1 - Research and Demonstration. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 509 EP - 514 SN - 00144029 AB - The article focuses on the function of the Division of Research in the Bureau of Education for the Handicapped in the U.S. It has acquired an additional funding from the federal government in order to search for new education programs for children with disabilities. Legislative changes have allowed increased flexibility necessary for the Division to realize its objectives. It also plans to continue investing in educational research that will lead to productive lives for exceptional children. KW - EDUCATION & state KW - EDUCATIONAL planning KW - EDUCATION -- Research KW - EXCEPTIONAL children KW - FEDERAL government KW - SPECIAL education KW - CHILDREN with disabilities KW - EDUCATION -- Finance KW - UNITED States N1 - Accession Number: 19776414; Moss, James W. 1; Affiliation: 1: Director, Division of Research, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p509; Subject Term: EDUCATION & state; Subject Term: EDUCATIONAL planning; Subject Term: EDUCATION -- Research; Subject Term: EXCEPTIONAL children; Subject Term: FEDERAL government; Subject Term: SPECIAL education; Subject Term: CHILDREN with disabilities; Subject Term: EDUCATION -- Finance; Subject Term: UNITED States; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; Number of Pages: 6p; Illustrations: 1 Diagram, 1 Graph; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776414&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Olshin, George M. T1 - Special Education Instructional Materials Center Program. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 515 EP - 519 SN - 00144029 AB - The article focuses on the development of special education Instructional Materials Center (IMC) in order to provide the special educators valid teaching materials and information for the education of handicapped children and youth in the U.S. Most of the centers are establishing their own libraries and exploring the creation and production of instructional aids based on newly formulated ideas. IMC staff members are also supporting and providing inservice training program to special education teachers. KW - INSTRUCTIONAL materials centers KW - AUDIOVISUAL library service KW - TEACHING aids & devices KW - LIBRARIES & education KW - TEACHERS -- In-service training KW - SPECIAL education KW - SPECIAL education teachers KW - CHILDREN with disabilities KW - UNITED States N1 - Accession Number: 19776415; Olshin, George M. 1; Affiliation: 1: Chief, Research Laboratories and Demonstration Branch, Division of Research, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p515; Subject Term: INSTRUCTIONAL materials centers; Subject Term: AUDIOVISUAL library service; Subject Term: TEACHING aids & devices; Subject Term: LIBRARIES & education; Subject Term: TEACHERS -- In-service training; Subject Term: SPECIAL education; Subject Term: SPECIAL education teachers; Subject Term: CHILDREN with disabilities; Subject Term: UNITED States; NAICS/Industry Codes: 519120 Libraries and Archives; Number of Pages: 5p; Illustrations: 1 Black and White Photograph, 1 Chart, 1 Map; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776415&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Mueller, Max W. T1 - Trends in Support of Educational Research for the Handicapped. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 523 EP - 527 SN - 00144029 AB - The article focuses on the involvement of the Office of Education in the support of educational research related to handicapped children and youth in the U.S. There is a continuous support to the breadth of program and the flexibility of funding. It has transformed its role from one of passive reaction to the professional community to one of active leadership in the promotion and growth of special education. The Research Division has also finished reviewing the final reports of the projects supported by the agency. KW - EDUCATION & state KW - EXCEPTIONAL children KW - SPECIAL education KW - EDUCATION -- Research KW - CHILDREN with disabilities KW - EDUCATIONAL planning KW - GOVERNMENT agencies KW - UNITED States KW - UNITED States. Office of Education N1 - Accession Number: 19776416; Mueller, Max W. 1; Affiliation: 1: Chief, Projects and Program Research Branch, Division of Research, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p523; Subject Term: EDUCATION & state; Subject Term: EXCEPTIONAL children; Subject Term: SPECIAL education; Subject Term: EDUCATION -- Research; Subject Term: CHILDREN with disabilities; Subject Term: EDUCATIONAL planning; Subject Term: GOVERNMENT agencies; Subject Term: UNITED States; Company/Entity: UNITED States. Office of Education; NAICS/Industry Codes: 911910 Other federal government public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 921190 Other General Government Support; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; Number of Pages: 5p; Illustrations: 1 Black and White Photograph, 2 Charts; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776416&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Lucito, Leonard J. T1 - Division of Training Programs—Its Mission. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 531 EP - 536 SN - 00144029 AB - The article focuses on the task of the Division of Training Programs of the Bureau of Education for the Handicapped to contribute to the efforts of the professional community in creating an effective national pattern of teachers training to guarantee the best educational practices of handicapped children and youth in the U.S. A new type of grant-Special Project has been implemented by the Division to allocate funds for conceptualizing new models of training program. It is also preparing activities that will enhance the quality of the reward scheme. KW - TEACHERS -- Training of KW - OCCUPATIONAL training KW - EXCEPTIONAL children KW - EDUCATION & state KW - SPECIAL education KW - EDUCATION -- Research KW - CHILDREN with disabilities KW - EDUCATIONAL planning KW - UNITED States N1 - Accession Number: 19776417; Lucito, Leonard J. 1; Affiliation: 1: Director, Division of Training Programs, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p531; Subject Term: TEACHERS -- Training of; Subject Term: OCCUPATIONAL training; Subject Term: EXCEPTIONAL children; Subject Term: EDUCATION & state; Subject Term: SPECIAL education; Subject Term: EDUCATION -- Research; Subject Term: CHILDREN with disabilities; Subject Term: EDUCATIONAL planning; Subject Term: UNITED States; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; Number of Pages: 6p; Illustrations: 1 Black and White Photograph, 1 Diagram, 2 Charts, 1 Map; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776417&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Kass, Corrine E. T1 - A Challenge. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 537 EP - 538 SN - 00144029 AB - The article focuses on the efforts of the Division of Training Programs of the Bureau of Education for the Handicapped to acquaint the public with career opportunities in special education in the U.S. There are various programs with personnel needs in public and private schools, clinics, colleges and hospitals. An individual with a baccalaureate degree in special education can avail of the federal fellowships at the master's degree level. Additional training at the advanced certification or doctoral degree will qualify an educator to university positions in teacher training. KW - CAREER development KW - OCCUPATIONAL training KW - SPECIAL education KW - ACADEMIC degrees KW - TEACHERS -- Training of KW - EXCEPTIONAL children KW - EDUCATION & state KW - CHILDREN with disabilities KW - UNITED States N1 - Accession Number: 19776418; Kass, Corrine E. 1; Affiliation: 1: Coordinator, Interrelated Areas and Learning Disorders, Division of Training Programs, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p537; Subject Term: CAREER development; Subject Term: OCCUPATIONAL training; Subject Term: SPECIAL education; Subject Term: ACADEMIC degrees; Subject Term: TEACHERS -- Training of; Subject Term: EXCEPTIONAL children; Subject Term: EDUCATION & state; Subject Term: CHILDREN with disabilities; Subject Term: UNITED States; NAICS/Industry Codes: 611430 Professional and Management Development Training; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 2p; Illustrations: 1 Black and White Photograph; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776418&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Heller, Harold W. T1 - Training of Professional Personnel. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 539 EP - 543 SN - 00144029 AB - The article focuses on the response of the Division of Training Programs of the Bureau of Education for the Handicapped to the current shortage of qualified special education personnel in the U.S. It has provided financial and consultative support to higher learning institutions offering professional initiatives in special education. Financial assistance is also provided to some individuals, encouraging them to attend these institutions as they prepare to become special education teachers. All these schemes are generated to improve the education of children with disability in the nation. KW - SPECIAL education teachers KW - EDUCATION -- Finance KW - EDUCATION & state KW - OCCUPATIONAL training KW - TEACHERS -- Training of KW - EXCEPTIONAL children KW - CHILDREN with disabilities KW - SPECIAL education KW - UNITED States N1 - Accession Number: 19776419; Heller, Harold W. 1; Affiliation: 1: Coordinator of the Mental Retardation Branch, Division of Training Programs, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p539; Subject Term: SPECIAL education teachers; Subject Term: EDUCATION -- Finance; Subject Term: EDUCATION & state; Subject Term: OCCUPATIONAL training; Subject Term: TEACHERS -- Training of; Subject Term: EXCEPTIONAL children; Subject Term: CHILDREN with disabilities; Subject Term: SPECIAL education; Subject Term: UNITED States; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; Number of Pages: 5p; Illustrations: 1 Black and White Photograph, 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776419&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Kass, Corrine E. T1 - Continuing Education for Teachers. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 545 EP - 546 SN - 00144029 AB - The article focuses federally funded in-service programs for continuing education in the U.S. There will be training for classroom, tutoring, resource room and consulting jobs. These opportunities enable educators to generate new insights, skills and careers. The initiatives can mean a greater depth of specialization in graduate training for experienced teachers because they have already acquired basic cognition about philosophical and social foundations of education. Professional growth can be attained by accomplishing requirements for certification in their teaching field. KW - HIGHER education KW - CONTINUING education KW - TEACHERS -- In-service training KW - TEACHER development KW - CAREER development KW - OCCUPATIONAL training KW - EDUCATION & state KW - EDUCATION -- Finance KW - UNITED States N1 - Accession Number: 19776420; Kass, Corrine E. 1; Affiliation: 1: Coordinator, Interrelated Areas and Learning Disorders, Division of Training Programs, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p545; Subject Term: HIGHER education; Subject Term: CONTINUING education; Subject Term: TEACHERS -- In-service training; Subject Term: TEACHER development; Subject Term: CAREER development; Subject Term: OCCUPATIONAL training; Subject Term: EDUCATION & state; Subject Term: EDUCATION -- Finance; Subject Term: UNITED States; NAICS/Industry Codes: 611430 Professional and Management Development Training; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; Number of Pages: 2p; Illustrations: 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776420&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Withrow, Frank B. T1 - Enlarged Responsibilities for Educational Services to Handicapped Children. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 551 EP - 554 SN - 00144029 AB - The article focuses on the expansion of the responsibilities of the Division of Educational Services of the Bureau of Education for the Handicapped following the 1966 amendments to the Elementary and Secondary Education Act of 1965 in the U.S. Several programs are prepared for the local and state educator by the federal government to supplement existing and new schemes for the handicapped child. New training materials are developed for in-service training of professionals in the use of educational technology and the distribution of teaching aids to special education areas. KW - EDUCATIONAL law & legislation KW - EDUCATION & state KW - SPECIAL education KW - TEACHERS -- In-service training KW - TEACHER development KW - EDUCATIONAL planning KW - EXCEPTIONAL children KW - FEDERAL government KW - UNITED States N1 - Accession Number: 19776422; Withrow, Frank B. 1; Affiliation: 1: Director, Division of Educational Services, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p551; Subject Term: EDUCATIONAL law & legislation; Subject Term: EDUCATION & state; Subject Term: SPECIAL education; Subject Term: TEACHERS -- In-service training; Subject Term: TEACHER development; Subject Term: EDUCATIONAL planning; Subject Term: EXCEPTIONAL children; Subject Term: FEDERAL government; Subject Term: UNITED States; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 4p; Illustrations: 1 Black and White Photograph; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776422&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Jones, John W. AU - Davis, John E. T1 - PL 89-3 13 Extends the Benefits of the Elementary and Secondary Education Act to Children in State Programs. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 555 EP - 559 SN - 00144029 AB - The article focuses on the extension of the financial assistance to state agencies for special education of handicapped children following the implementation of Public Law 89-313 in the U.S. Educational grants are prepared by the Commissioner of Education based on an annual study of the average number of special children in a class. As a result, the Boston School for the Deaf has conducted training in the operation and technology of data processing machines. Also, services to deaf babies are expanded by the Lexington School for the Deaf. KW - EDUCATION & state KW - EDUCATION -- Finance KW - GOVERNMENT agencies KW - CHILDREN with disabilities KW - SPECIAL education KW - EXCEPTIONAL children KW - HEARING impaired KW - EDUCATIONAL planning KW - UNITED States N1 - Accession Number: 19776423; Jones, John W. 1 Davis, John E. 2; Affiliation: 1: Chief, Aid to States Branch, Division of Educational Services, Bureau of Education for the Handicapped, US Office of Education 2: Specialist, State Schools Section, Aid to States Branch, Division of Educational Services, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p555; Subject Term: EDUCATION & state; Subject Term: EDUCATION -- Finance; Subject Term: GOVERNMENT agencies; Subject Term: CHILDREN with disabilities; Subject Term: SPECIAL education; Subject Term: EXCEPTIONAL children; Subject Term: HEARING impaired; Subject Term: EDUCATIONAL planning; Subject Term: UNITED States; NAICS/Industry Codes: 911910 Other federal government public administration; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 921190 Other General Government Support; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; Number of Pages: 5p; Illustrations: 2 Black and White Photographs; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776423&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Gough, John A. T1 - Educational Media and the Handicapped Child. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 561 EP - 564 SN - 00144029 AB - The article focuses on the distribution of educational media to expand and ameliorate the sensory world of the handicapped child in the U.S. Through the application of various educational technology, children with disabilities are able to develop skills that are compatible with their potentials. These teaching devices offer new avenues for self-expression among disadvantaged youth. Also, the instructional materials can address the shortage of special educators since they are designed specifically for special children KW - TEACHING aids & devices KW - EDUCATION -- Audiovisual aids KW - EXCEPTIONAL children KW - INSTRUCTIONAL systems KW - EDUCATIONAL technology KW - CHILDREN with disabilities KW - SELF-actualization (Psychology) KW - SPECIAL education teachers KW - UNITED States N1 - Accession Number: 19776424; Gough, John A. 1; Affiliation: 1: Chief, Media Services and Captioned Films Branch, Division of Educational Services, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p561; Subject Term: TEACHING aids & devices; Subject Term: EDUCATION -- Audiovisual aids; Subject Term: EXCEPTIONAL children; Subject Term: INSTRUCTIONAL systems; Subject Term: EDUCATIONAL technology; Subject Term: CHILDREN with disabilities; Subject Term: SELF-actualization (Psychology); Subject Term: SPECIAL education teachers; Subject Term: UNITED States; Number of Pages: 4p; Illustrations: 1 Black and White Photograph; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776424&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Irvin, Thomas B. T1 - Assistance to States for Education of Handicapped Children under ESEA Title VI-A. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 565 EP - 568 SN - 00144029 AB - The article focuses on the expansion of a grant program for the education of handicapped children following the 1966 amendment of the Elementary and Secondary Education Act in the U.S. It includes the training of professional personnel, the distribution of educational media and the facilitation of educational research and demonstration activities. A state plan for approval by the Commissioner of Education shall be submitted by any state which plans to participate in the program through its state educational agency. KW - EDUCATION -- Finance KW - EDUCATIONAL law & legislation KW - EDUCATION & state KW - TEACHERS -- Training of KW - TEACHING aids & devices KW - INSTRUCTIONAL systems KW - EDUCATIONAL technology KW - CHILDREN with disabilities KW - UNITED States N1 - Accession Number: 19776425; Irvin, Thomas B. 1; Affiliation: 1: Chief, Preschool and School Programs Section, Aid to States Branch, Division of Educational Services, Bureau of Education for the Handicapped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p565; Subject Term: EDUCATION -- Finance; Subject Term: EDUCATIONAL law & legislation; Subject Term: EDUCATION & state; Subject Term: TEACHERS -- Training of; Subject Term: TEACHING aids & devices; Subject Term: INSTRUCTIONAL systems; Subject Term: EDUCATIONAL technology; Subject Term: CHILDREN with disabilities; Subject Term: UNITED States; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; Number of Pages: 4p; Illustrations: 1 Black and White Photograph; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776425&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Goodman, Elizabeth M. T1 - Implementing Effective Coordination of Programs for the Handicapped. JO - Exceptional Children JF - Exceptional Children Y1 - 1968/03// VL - 34 IS - 7 M3 - Article SP - 569 EP - 576 SN - 00144029 AB - The article focuses on the interests of the Bureau of Education for the Handicapped to improve coordination of programs for handicapped children in the U.S. It has developed a strategy for providing active interaction within the Office of Education, and for enhancing the concept of schools as a focal point for coordination of services. The Bureau has as its elemental objective the desire to assist every child in order to his ultimate potentials. It is also concerned with the enhancement of its educational programs and facilities. KW - EDUCATION & state KW - EXCEPTIONAL children KW - CHILDREN with disabilities KW - EDUCATIONAL planning KW - EDUCATIONAL programs KW - SPECIAL education KW - EDUCATIONAL change KW - UNITED States KW - UNITED States. Office of Education N1 - Accession Number: 19776426; Goodman, Elizabeth M. 1; Affiliation: 1: Education Pro gram Specialist, Program Planning and Evaluation Staff, Bureau of Education for the Handi- capped, US Office of Education; Source Info: Mar1968, Vol. 34 Issue 7, p569; Subject Term: EDUCATION & state; Subject Term: EXCEPTIONAL children; Subject Term: CHILDREN with disabilities; Subject Term: EDUCATIONAL planning; Subject Term: EDUCATIONAL programs; Subject Term: SPECIAL education; Subject Term: EDUCATIONAL change; Subject Term: UNITED States; Company/Entity: UNITED States. Office of Education; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 8p; Illustrations: 1 Black and White Photograph, 1 Diagram, 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19776426&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Kass, Corrine E. T1 - Educating Children with Learning Disabilities: Selected Readings. JO - Exceptional Children JF - Exceptional Children Y1 - 1967/12// VL - 34 IS - 4 M3 - Book Review SP - 284 EP - 285 SN - 00144029 AB - The article reviews the book "Educating Children With Learning Disabilities: Selected Readings," edited by Edward C. Frierson and Walter B. Barbe. KW - SPECIAL education KW - NONFICTION KW - FRIERSON, Edward C. KW - BARBE, Walter B. KW - EDUCATING Children With Learning Disabilities: Selected Readings (Book) N1 - Accession Number: 19723485; Kass, Corrine E. 1; Affiliation: 1: Coordinator, Interrelated Areas and Learning Disabilities, Division of Training Programs, Bureau of Education for the Handicapped, US Office of Education; Source Info: Dec1967, Vol. 34 Issue 4, p284; Subject Term: SPECIAL education; Subject Term: NONFICTION; Reviews & Products: EDUCATING Children With Learning Disabilities: Selected Readings (Book); People: FRIERSON, Edward C.; People: BARBE, Walter B.; Number of Pages: 2p; Document Type: Book Review UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19723485&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Olshin, George M. T1 - Regional Special Education Instructional Materials Centers: A Project of the US Office of Education. JO - Exceptional Children JF - Exceptional Children Y1 - 1967/10// VL - 34 IS - 2 M3 - Article SP - 137 EP - 141 SN - 00144029 AB - The article discusses the significance of the Instructional Materials Centers (IMC) of the U.S. Office of Education in the delivery of quality education for exceptional children. The IMC provide special educators and allied personnel with access to valid instructional materials and information for the education of handicapped children. A total of 14 regional instructional materials centers are funded by the agency. The centers were staffed with directors, assistant directors, operational officers, field directors, librarians, abstractors, and secretaries. Among the activities of the IMC staff include conducting teacher education institutes, workshops, and consulting with state departments of education and local school system. KW - INSTRUCTIONAL materials centers KW - LIBRARIES KW - MEDIA programs (Education) KW - AUDIOVISUAL library service KW - TEACHING aids & devices KW - EXCEPTIONAL children KW - SPECIAL education KW - EDUCATION KW - UNITED States KW - UNITED States. Office of Education N1 - Accession Number: 19699811; Olshin, George M. 1; Affiliation: 1: Research Coordinator, Division of Research, Bureau of Education for the Handicapped, US Office of Education, Washington, D.C.; Source Info: Oct1967, Vol. 34 Issue 2, p137; Subject Term: INSTRUCTIONAL materials centers; Subject Term: LIBRARIES; Subject Term: MEDIA programs (Education); Subject Term: AUDIOVISUAL library service; Subject Term: TEACHING aids & devices; Subject Term: EXCEPTIONAL children; Subject Term: SPECIAL education; Subject Term: EDUCATION; Subject Term: UNITED States; Company/Entity: UNITED States. Office of Education; NAICS/Industry Codes: 519120 Libraries and Archives; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 236220 Commercial and Institutional Building Construction; NAICS/Industry Codes: 519121 Libraries; Number of Pages: 5p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19699811&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - AU - Pearse, Benjamin H.1 T1 - Revolution in Summer Schools. JO - Education Digest JF - Education Digest J1 - Education Digest PY - 1967/03// Y1 - 1967/03// VL - 32 IS - 7 CP - 7 M3 - Article SP - 32 EP - 34 SN - 0013127X AB - This article presents information on summer schools in the U.S. Summer schools have been a regular feature at colleges and universities for decades, but summer sessions at grade and high schools are a relatively recent development. Almost unknown a decade ago, elementary summer sessions attracted an estimated one million pupils in the summer of 1966, while summer enrollment at public high schools totaled about three million. The character of these summer sessions has almost completely changed within the past few years. Courses at first were largely remedial; today, although the special sessions still offer a second chance for the slow learner, the main thrust is toward expanding the student's horizon, enriching his educational experience, and stimulating his intellectual appetite. Many school districts are learning that summer sessions offer an unusual opportunity to experiment with new methods and to give greater attention to individual pupils. All sorts of innovations were tried in summer schools in various parts of the country to meet new problems or cope with old ones. In the Peninsula School District near Olympia, Washington, the curriculum included a 20-day tour of the state's historic sites and attendance at a Shakespeare festival. KW - Curricula (Courses of study) KW - Summer schools KW - University extension KW - School enrollment KW - Public schools KW - Slow learning children KW - United States N1 - Accession Number: 18919021; Authors: Pearse, Benjamin H. 1; Affiliations: 1: Writer with the Office of Information, US. Office of Education, Washington, D.C..; Subject: Summer schools; Subject: University extension; Subject: Curricula (Courses of study); Subject: School enrollment; Subject: Public schools; Subject: Slow learning children; Subject: United States; Number of Pages: 3p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=18919021&site=ehost-live&scope=site DP - EBSCOhost DB - lls ER - TY - GEN AU - Stokes, Katharine M T1 - Us office of education's long range plans for college and university library development JO - Library Lecture No. 13. In Wire, Caroline, Ed.; Louisiana State University Library. Louisiana State University Library Lectures. Numbers Nine Through Sixteen, November 1967-april 1970. 1971. P. 65-79. 4 Ref. See Isa 75-1774/y JF - Library Lecture No. 13. In Wire, Caroline, Ed.; Louisiana State University Library. Louisiana State University Library Lectures. Numbers Nine Through Sixteen, November 1967-april 1970. 1971. P. 65-79. 4 Ref. See Isa 75-1774/y Y1 - 1967/// M3 - Book Chapter AB - The long range plans of the office of education for the development of academic libraries are only discernable as part of the large design philosophy of improving educational facilities at all levels. This article reviews federal programs under the higher education act and higher education facilities act, and the author predicts that future federal assistance will be in the form of block grants of individual institutions for which librry administrators must be prepared to compete. N1 - Accession Number: ISTA1001759; Stokes, Katharine M 1; Affiliations: 1 : Us Office Of Education, Washington.; Source Info: 1967; Note: Update Code: 1000; Document Type: Book Chapter UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=ISTA1001759&site=ehost-live&scope=site DP - EBSCOhost DB - lih ER - TY - JOUR AU - Cohen, Wilbur J. T1 - What Every Social Worker Should Know About Political Action. JO - Social Work JF - Social Work Y1 - 1966/07// VL - 11 IS - 3 M3 - Article SP - 3 EP - 11 SN - 00378046 AB - Describes the various elements in the political process as they affect the social welfare field - the idea, the specific proposal, the period of public debate, the period of legislative debate, as well as the need for cooperation in administering a social program once enacted. Evaluates the impact of social reform from 1963 to 1965. KW - SEMINARS KW - PUBLIC welfare KW - SOCIAL workers KW - HEALTH promotion KW - SOCIAL services KW - PRACTICAL politics KW - UNITED States KW - Social Reform (impact) KW - UNITED States. Dept. of Health, Education & Welfare N1 - Accession Number: 14223029; Cohen, Wilbur J. 1; Affiliations: 1 : University US, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Jul66, Vol. 11 Issue 3, p3; Historical Period: 1963 to 1965; Subject Term: SEMINARS; Subject Term: PUBLIC welfare; Subject Term: SOCIAL workers; Subject Term: HEALTH promotion; Subject Term: SOCIAL services; Subject Term: PRACTICAL politics; Subject: UNITED States; Number of Pages: 9p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=ahl&AN=14223029&site=ehost-live&scope=site DP - EBSCOhost DB - ahl ER - TY - JOUR AU - Mackie, Romaine P. T1 - Opportunities for Education of Handicapped under Title I, Public Law 89-10. JO - Exceptional Children JF - Exceptional Children Y1 - 1966/05// VL - 32 IS - 9 M3 - Article SP - 593 EP - 598 SN - 00144029 AB - PL 89-10 and its amendment, PL 89-313, provide financial assistance for handicapped children programs. Funds are to be used for the expansion of existing programs and the initiation of new ones. Sample programs in curriculum adjustment and instruction, identification and evaluation, administration, and inservice training are presented. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - AMENDED & supplemental pleading KW - EXCEPTIONAL children KW - SPECIAL education KW - CHILDREN with disabilities -- Education KW - EDUCATIONAL law & legislation KW - EDUCATION -- Finance KW - EMPLOYEE training KW - CURRICULA (Courses of study) KW - TEACHING KW - LEARNING N1 - Accession Number: 19692850; Mackie, Romaine P. 1; Affiliation: 1: Chief, Education of Handicapped in Low-Income Areas, Division of Program Operations, US Office of Education, Department of Health, Education, and Welfare, Washington, D. C.; Source Info: May1966, Vol. 32 Issue 9, p593; Subject Term: AMENDED & supplemental pleading; Subject Term: EXCEPTIONAL children; Subject Term: SPECIAL education; Subject Term: CHILDREN with disabilities -- Education; Subject Term: EDUCATIONAL law & legislation; Subject Term: EDUCATION -- Finance; Subject Term: EMPLOYEE training; Subject Term: CURRICULA (Courses of study); Subject Term: TEACHING; Subject Term: LEARNING; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 611430 Professional and Management Development Training; Number of Pages: 6p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692850&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Hall, Robert E. T1 - Learning Disorders—Volume I. JO - Exceptional Children JF - Exceptional Children Y1 - 1966/05// VL - 32 IS - 9 M3 - Book Review SP - 653 EP - 657 SN - 00144029 AB - The article reviews the book "Learning Disorders," Volume I, edited by Jerome Hellmuth. KW - LEARNING disabilities KW - NONFICTION KW - HELLMUTH, Jerome KW - LEARNING Disorders (Book) N1 - Accession Number: 19692867; Hall, Robert E. 1; Affiliation: 1: Unit Coordinator, Educational Programs for Crippled and Other Health Impaired, Behavioral Sciences Branch, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: May1966, Vol. 32 Issue 9, p653; Subject Term: LEARNING disabilities; Subject Term: NONFICTION; Reviews & Products: LEARNING Disorders (Book); People: HELLMUTH, Jerome; Number of Pages: 5p; Document Type: Book Review UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692867&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - ABST AU - Milazzo, Tony C. AU - Tompkins, James R. T1 - Exceptional Children Abstracts: ADMINISTRATION. JO - Exceptional Children JF - Exceptional Children Y1 - 1966/04// VL - 32 IS - 8 M3 - Abstract SP - 565 EP - 568 SN - 00144029 AB - The article presents several abstracts on exceptional children's education. They include "Why Congress Passed the Elementary and Secondary Education Act," by W. Morse, "The Philosophy and Objectives of Catholic Special Education," by J. B. McDowell, "The Education of Exceptional Children: A Positive Factor," by H. M. Selznick, "Administration of Special Education: Aspects of a Professional Problem," by E. P. Willenberg, and "Simulation: Terrible Reality in the Preparation of School Administrators," by R. Wynn. KW - EXCEPTIONAL children KW - SPECIAL education KW - CHILDREN with disabilities -- Education KW - DEVELOPMENTALLY disabled children KW - SPECIAL education educators KW - MENTALLY ill children KW - ELEMENTARY education KW - SECONDARY education N1 - Accession Number: 19700306; Milazzo, Tony C. 1 Tompkins, James R. 1; Affiliation: 1: US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Apr1966, Vol. 32 Issue 8, p565; Subject Term: EXCEPTIONAL children; Subject Term: SPECIAL education; Subject Term: CHILDREN with disabilities -- Education; Subject Term: DEVELOPMENTALLY disabled children; Subject Term: SPECIAL education educators; Subject Term: MENTALLY ill children; Subject Term: ELEMENTARY education; Subject Term: SECONDARY education; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; Number of Pages: 4p; Document Type: Abstract UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19700306&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Wirtz, Morvin A. AU - Chalfant, James C. T1 - Elementary and Secondary Education Act: Implications for Handicapped Children. JO - Exceptional Children JF - Exceptional Children Y1 - 1965/11// VL - 32 IS - 3 M3 - Article SP - 139 EP - 146 SN - 00144029 AB - This paper presents a description and analysis of the five titles of the Elementary and Secondary Education Act (FL 89-10). Examples which demonstrate how this law can be adopted for handicapped children are presented. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CHILDREN with disabilities KW - EXCEPTIONAL children KW - SPECIAL education KW - COMPENSATORY education KW - CHILDREN with disabilities -- Legal status, laws, etc. KW - FEDERAL legislation KW - CHILDREN with disabilities -- Services for KW - SECONDARY education KW - UNITED States N1 - Accession Number: 19692776; Wirtz, Morvin A. 1 Chalfant, James C. 2; Affiliation: 1: Deputy Director, Office of Programs for Education of Disadvantaged and Handicapped, Department of Health, Education, and Welfare, Washington, D.C. 2: Research Coordinator, Handicapped Children and Youth Branch, Bureau of Research, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1965, Vol. 32 Issue 3, p139; Subject Term: CHILDREN with disabilities; Subject Term: EXCEPTIONAL children; Subject Term: SPECIAL education; Subject Term: COMPENSATORY education; Subject Term: CHILDREN with disabilities -- Legal status, laws, etc.; Subject Term: FEDERAL legislation; Subject Term: CHILDREN with disabilities -- Services for; Subject Term: SECONDARY education; Subject Term: UNITED States; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; Number of Pages: 8p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692776&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Bryan, J. Ned AU - Chalfant, James C. T1 - The Elementary and Secondary Education Act of 1965: Potential for Serving the Gifted. JO - Exceptional Children JF - Exceptional Children Y1 - 1965/11// VL - 32 IS - 3 M3 - Article SP - 147 EP - 155 SN - 00144029 AB - Inherent in each of the five titles of The Elementary and Secondary Education Act of 1965 are implications for developing quality educational programs for gifted children. The Act provides financial assistance for (a) the education of children of low income families; (b) school library resources, textbooks, and other instructional materials; (c) supplementary educational centers and services; (d) educational research and training; and (e) strengthening state departments of education. Suggestions for the implementation of each title are offered. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - ELEMENTARY education KW - SECONDARY education KW - EDUCATIONAL programs KW - LITERACY programs KW - EXCEPTIONAL children KW - GIFTED children -- Education (Preschool) KW - SPECIAL education KW - EDUCATION & state KW - UNITED States N1 - Accession Number: 19692778; Bryan, J. Ned 1 Chalfant, James C. 2; Affiliation: 1: Officer in Charge, Curriculum and Demonstration Branch, Department of Health, Education, and Welfare, Washington, D.C. 2: Research Coordinator, Handicapped Children and Youth Branch, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1965, Vol. 32 Issue 3, p147; Subject Term: ELEMENTARY education; Subject Term: SECONDARY education; Subject Term: EDUCATIONAL programs; Subject Term: LITERACY programs; Subject Term: EXCEPTIONAL children; Subject Term: GIFTED children -- Education (Preschool); Subject Term: SPECIAL education; Subject Term: EDUCATION & state; Subject Term: UNITED States; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; NAICS/Industry Codes: 611690 All other schools and instruction; NAICS/Industry Codes: 611691 Exam Preparation and Tutoring; Number of Pages: 9p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692778&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Scholl, Geraldine T. AU - Milazzo, Tony C. T1 - The Federal Program in the Preparation of Professional Personnel in the Education of Handicapped Children and Youth. JO - Exceptional Children JF - Exceptional Children Y1 - 1965/11// VL - 32 IS - 3 M3 - Article SP - 157 EP - 164 SN - 00144029 AB - The program for the preparation of professional personnel in the education of handicapped children and youth under Public Law 85-926, as amended, is described. The activities conducted by the professional staff of the Office of Education in the administration of this grant program are summarized. These activities include site visits to colleges, universities, and state educational agencies, consulting with professional persons in special education, planning and holding conferences, and preparing publications. Data regarding grants in the various areas of the handicapped awarded to colleges, universities, and state educational agencies during the past two award years are presented. A brief discussion of future trends in the program is included. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - GIFTED children -- Education KW - SPECIAL education KW - ELEMENTARY education KW - SECONDARY education KW - EXCEPTIONAL children KW - GIFTED children KW - CHILDREN with disabilities KW - EDUCATION & state KW - UNITED States N1 - Accession Number: 19692780; Scholl, Geraldine T. 1 Milazzo, Tony C. 2; Affiliation: 1: Chief, Handicapped Children and Youth Section, Department of Health, Education, and Welfare, Washington, D. C. 2: Director, Programs for Special Needs Branch, US Office of Education, Department of Health, Education, and Welfare, Washington, D. C.; Source Info: Nov1965, Vol. 32 Issue 3, p157; Subject Term: GIFTED children -- Education; Subject Term: SPECIAL education; Subject Term: ELEMENTARY education; Subject Term: SECONDARY education; Subject Term: EXCEPTIONAL children; Subject Term: GIFTED children; Subject Term: CHILDREN with disabilities; Subject Term: EDUCATION & state; Subject Term: UNITED States; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; Number of Pages: 8p; Illustrations: 5 Charts; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692780&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Gough, John A. T1 - Captioned Films for the Deaf. JO - Exceptional Children JF - Exceptional Children Y1 - 1965/11// VL - 32 IS - 3 M3 - Article SP - 171 EP - 171 SN - 00144029 AB - Public Law 85-905, as amended by Public Law 87-715, provides for the production and distribution of captioned films for the deaf as well as related research and training activities. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CAPTIONED media in reading KW - READING -- Aids & devices KW - DEAF -- Education -- Law & legislation KW - EDUCATIONAL law & legislation KW - PEOPLE with disabilities -- Education -- Law & legislation KW - DEAF -- Education KW - SECONDARY education KW - UNITED States N1 - Accession Number: 19692786; Gough, John A. 1; Affiliation: 1: Director, Captioned Films for the Deaf Branch, US Office of Education, Department of Health, Education and Welfare, Washington, D.C.; Source Info: Nov1965, Vol. 32 Issue 3, p171; Subject Term: CAPTIONED media in reading; Subject Term: READING -- Aids & devices; Subject Term: DEAF -- Education -- Law & legislation; Subject Term: EDUCATIONAL law & legislation; Subject Term: PEOPLE with disabilities -- Education -- Law & legislation; Subject Term: DEAF -- Education; Subject Term: SECONDARY education; Subject Term: UNITED States; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 1p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692786&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Wirtz, Morvin A. T1 - The National Defense Education Act and Exceptional Children. JO - Exceptional Children JF - Exceptional Children Y1 - 1965/11// VL - 32 IS - 3 M3 - Article SP - 172 EP - 173 SN - 00144029 AB - Two recent amendments to The National Defense Education Act of 1958 enlarged its scope to include the education of exceptional children. The new Title XI allows colleges and universities to plan institutes in critical subjects for teachers of exceptional children. The amended Title ill provides for instructional materials to be used for all school children, including the exceptional. This paper briefly presents the Titles' provisions and indicates those who would be eligible. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - SPECIAL education -- Law & legislation KW - SPECIAL education KW - EDUCATIONAL law & legislation KW - PEOPLE with disabilities -- Education -- Law & legislation KW - TEACHING aids & devices KW - EDUCATION & state KW - GOVERNMENT aid to education KW - UNITED States N1 - Accession Number: 19692788; Wirtz, Morvin A. 1; Affiliation: 1: Deputy Director, Office of Programs for Education of Disadvantaged and Handicapped, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1965, Vol. 32 Issue 3, p172; Subject Term: SPECIAL education -- Law & legislation; Subject Term: SPECIAL education; Subject Term: EDUCATIONAL law & legislation; Subject Term: PEOPLE with disabilities -- Education -- Law & legislation; Subject Term: TEACHING aids & devices; Subject Term: EDUCATION & state; Subject Term: GOVERNMENT aid to education; Subject Term: UNITED States; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 2p; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692788&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Moss, James W. AU - Chalfant, James C. T1 - Research and Demonstration Program for Handicapped Children and Youth. JO - Exceptional Children JF - Exceptional Children Y1 - 1965/11// VL - 32 IS - 3 M3 - Article SP - 175 EP - 178 SN - 00144029 AB - The research and demonstration program for handicapped children provided by Public Law 88-164, as amended by PL 89-105, is discussed. Actions related to applications and funding for fiscal years 1964 and 1965 are summarized. Types of programs which may be funded, future projects planned by the Branch, and application procedures are described. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - CHILDREN with disabilities KW - CHILDREN with disabilities -- Services for KW - ENDOWMENT of research KW - RESEARCH -- Finance KW - EDUCATION & state KW - FEDERAL aid to research KW - SPECIAL education KW - UNITED States N1 - Accession Number: 19692790; Moss, James W. 1 Chalfant, James C. 2; Affiliation: 1: Director, Handicapped Children and Youth Branch, Bureau of Research, US Office of Education, Department of Health, Education and Welfare, Washington, D.C. 2: Research Coordinator, Handicapped Children and Youth Branch, Bureau of Research, US Office of Education, Department of Health, Education and Welfare, Washington, D.C.; Source Info: Nov1965, Vol. 32 Issue 3, p175; Subject Term: CHILDREN with disabilities; Subject Term: CHILDREN with disabilities -- Services for; Subject Term: ENDOWMENT of research; Subject Term: RESEARCH -- Finance; Subject Term: EDUCATION & state; Subject Term: FEDERAL aid to research; Subject Term: SPECIAL education; Subject Term: UNITED States; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 813219 Other Grantmaking and Giving Services; Number of Pages: 4p; Illustrations: 1 Chart; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692790&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR AU - Chalfant, James C. AU - Nitzman, Margaret M. T1 - Shortcomings of Grant Applications to the Handicapped Children Research Program. JO - Exceptional Children JF - Exceptional Children Y1 - 1965/11// VL - 32 IS - 3 M3 - Article SP - 180 EP - 185 SN - 00144029 AB - The purpose of this report is to help prospective applicants present the best possible applications for grant support under Public Law 88-164, as amended by Public Law 89-105. In order to do this, a study was made of all applications submitted to but not funded by the Handicapped Children and Youth Grant-in-Aid Program. Twenty-four shortcomings were found to occur repeatedly. A number of suggestions are presented to help applicants avoid these problems. [ABSTRACT FROM AUTHOR] AB - Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) KW - GRANTS in aid (Public finance) KW - FEDERAL aid to research KW - FEDERAL aid to services for people with disabilities KW - EXCEPTIONAL children KW - SPECIAL education KW - DISABILITY studies KW - PEOPLE with disabilities KW - EDUCATION & state KW - UNITED States N1 - Accession Number: 19692796; Chalfant, James C. 1 Nitzman, Margaret M. 2; Affiliation: 1: Research Coordinator, Handicapped Children and Youth Branch, Bureau of Research, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C. 2: Research Assistant, Handicapped Children and Youth Branch, Bureau of Research, US Office of Education, Department of Health, Education, and Welfare, Washington, D.C.; Source Info: Nov1965, Vol. 32 Issue 3, p180; Subject Term: GRANTS in aid (Public finance); Subject Term: FEDERAL aid to research; Subject Term: FEDERAL aid to services for people with disabilities; Subject Term: EXCEPTIONAL children; Subject Term: SPECIAL education; Subject Term: DISABILITY studies; Subject Term: PEOPLE with disabilities; Subject Term: EDUCATION & state; Subject Term: UNITED States; NAICS/Industry Codes: 912910 Other provincial and territorial public administration; NAICS/Industry Codes: 913910 Other local, municipal and regional public administration; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 926110 Administration of General Economic Programs; Number of Pages: 6p; Illustrations: 2 Charts; Document Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19692796&site=ehost-live&scope=site DP - EBSCOhost DB - aph ER - TY - JOUR ID - 2012-07898-003 AN - 2012-07898-003 AU - McCully, C. Harold T1 - Regional concerns and the National interest in guidance. JF - Counselor Education and Supervision JO - Counselor Education and Supervision Y1 - 1965///Spr 1965 VL - 4 IS - 3 SP - 115 EP - 124 CY - US PB - American Counseling Assn SN - 0011-0035 SN - 1556-6978 N1 - Accession Number: 2012-07898-003. Partial author list: First Author & Affiliation: McCully, C. Harold; Contracts Operation Unit, Counseling and Guidance Institute Branch, US Office of Education, DC, US. Other Publishers: Wiley-Blackwell Publishing Ltd. Release Date: 20120827. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Conference Information: Annual meeting of the Southern Regional Association for CounselorEducation and Supervision, Oct, 1964, Ashville, NC, US. Conference Note: Portions of this research were presented at the aforementioned conference. Major Descriptor: Counselor Education; Professional Supervision. Classification: Professional Education & Training (3410). Population: Human (10). References Available: Y. Page Count: 10. Issue Publication Date: Spr 1965. AB - Over two years ago, then President Houghton appointed an ACES Regional Program Liaison Committee. The stated purpose of the Committee was ' . . . to provide some common program items in annual regional conferences without denying flexibility.' The achievement of the Committee to date has been somewhat less than spectacular. In the absence of any known action on this recommendation by the Executive Council, this paper was written with a view to exploring some of the issues and problems which bear upon the relationship between the ACES regional associations and the parent organization. The basic question before us is whether ACES should be a loose federation of autonomous regional associations; or whether ACES should be a closely knit national organization with constituent regional associations chartered by the parent association to function within its policies and as its extension in the several geographic areas. The next task of this paper is difficult and possibly immodest. The task is to propose significant concerns stemming from the common purpose of ACES which are of regional scope only, and significant concerns which are of national scope. The background of any single member of ACES to do this, particularly mine, has its limitations. No attempt at comprehensive coverage will be made; rather, we shall do our best to surface a few of the high priority concerns which obviously are my current concerns. Whether ACES more broadly shares these is for ACES to decide. The argument of this paper has been in support of the proposition that Regional Associations have not generally experienced the full potential of affiliation with the national Association to which they are committed by the Constitution. The stage of maturity our Association is now ready for can be achieved only through a more unified and concerted effort on the part of the Regional Sections. The complexity and the import of issues and dilemmas of national scope requires such concerted action if we are 'to advance counselor education and supervision as a profession.' (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - regional concerns KW - counselor education KW - counselor supervision KW - 1965 KW - Counselor Education KW - Professional Supervision KW - 1965 DO - 10.1002/j.1556-6978.1965.tb02158.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-07898-003&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2012-07893-004 AN - 2012-07893-004 AU - McCully, C. Harold T1 - Making a troika work. JF - Counselor Education and Supervision JO - Counselor Education and Supervision Y1 - 1964///Sum 1964 VL - 3 IS - 4 SP - 191 EP - 201 CY - US PB - American Counseling Assn SN - 0011-0035 SN - 1556-6978 N1 - Accession Number: 2012-07893-004. Partial author list: First Author & Affiliation: McCully, C. Harold; Contract Operations Unit, Counseling and Guidance Institutes Branch, US office of Education, MD, US. Other Publishers: Wiley-Blackwell Publishing Ltd. Release Date: 20120910. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Conference Information: Rocky Mountain Regional Meeting of the Association of Counselor Education and Supervision, Oct, 1963, Pocatello, ID. Conference Note: Address delivered at the aforementioned conference. Major Descriptor: Ability; Commitment; Counselor Education; Educational Personnel; School Counselors. Classification: Professional Psychological & Health Personnel Issues (3400). Population: Human (10). References Available: Y. Page Count: 11. Issue Publication Date: Sum 1964. AB - My audacity in using a Russian word in the title of my paper is exceeded only by my timerity in speaking on the assigned topic. If use of the word 'troika' stimulates the robot reaction of any vigilante group to search my life history for possible unsavory associations, I bid them Godspeed. Besides, the word troika catches as a symbol precisely what I want to talk about. You have asked me to speak on the interrelationships, the coordination of efforts, among school counselors, counselor educators, and state supervisors in the presumed pursuit of commonly held gods. Hence the analogy of the troika. Once each horse is 'broken' and harnessed, and the troika is properly hooked up, it can pull a much heavier load than can each horse separately, or any two of them. Furthermore, all members of the team have the very nice characteristics of going in the same direction, presumably, toward the same goal. The analogy does fall down in terms of the all-important role of the driver in the case of horses. The troika we shall discuss needs no driver - it is autonomous. Let us now address ourselves to the topic of how in this particular stage of development the diverse talents, the commitments, the skills of school counselors, counselor educators, and state supervisors can be successfully harnessed into a better functioning troika. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - talents KW - commitment KW - school counselors KW - counselor educators KW - state supervisors KW - 1964 KW - Ability KW - Commitment KW - Counselor Education KW - Educational Personnel KW - School Counselors KW - 1964 DO - 10.1002/j.1556-6978.1964.tb02142.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-07893-004&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - JOUR ID - 2012-07894-006 AN - 2012-07894-006 AU - Hilsinger, Roderick A. T1 - Variations on a theme: The counselor‐student ratio. JF - Counselor Education and Supervision JO - Counselor Education and Supervision Y1 - 1964///Spr 1964 VL - 3 IS - 3 SP - 132 EP - 136 CY - US PB - American Counseling Assn SN - 0011-0035 SN - 1556-6978 N1 - Accession Number: 2012-07894-006. Partial author list: First Author & Affiliation: Hilsinger, Roderick A.; Counseling and Guidance Institute Branch, US Office of Education, Washington, DC, US. Other Publishers: Wiley-Blackwell Publishing Ltd. Release Date: 20120903. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Electronic. Document Type: Journal Article. Language: English. Major Descriptor: Counseling; Counselors; Students. Minor Descriptor: School Enrollment. Classification: Educational/Vocational Counseling & Student Services (3580). Population: Human (10). Location: US. Age Group: Childhood (birth-12 yrs) (100); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300). References Available: Y. Page Count: 5. Issue Publication Date: Spr 1964. AB - The purpose of this paper is to illustrate that by selecting different definitions a wide range of counselor-student ratios can be computed from the same basic information. Rather than use hypothetical figures for illustration, specific references will be made to published or readily available figures on counselor and student enrollment for 1962 in the United States. The variations on the counselor-student ratio obtained emphasize the necessity for a standardized approach to the reporting problem. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - counselor-student ratio KW - counselors KW - counseling KW - school enrollment KW - 1964 KW - Counseling KW - Counselors KW - Students KW - School Enrollment KW - 1964 DO - 10.1002/j.1556-6978.1964.tb02132.x UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-07894-006&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - BOOK ID - 1960-08100-000 AN - 1960-08100-000 AU - Bradbury, Dorothy E. T1 - Juvenile delinquency: Facts and facets. Vol. I. The Children's Bureau and juvenile delinquency: A chronology of what the bureau is doing and has done in this field. Y1 - 1960/// CY - Oxford, England PB - United States Children'S Bureau N1 - Accession Number: 1960-08100-000. Partial author list: First Author & Affiliation: Bradbury, Dorothy E.; United States Department Health, Education & Welfare. Release Date: 19600501. Publication Type: Book (0200). Format Covered: Print. Language: English. Major Descriptor: No terms assigned. Classification: Psychological & Physical Disorders (3200). Page Count: 73. AB - 'Juvenile Delinquency is a complex problem made up of many social and personal factors—a sickness that can be neither prevented nor cured by patent medicines… . Service and research must go hand in hand if progress is to be made.' The pamphlet contains the most important of the bureau's publications since its inception in 1912, catalogued according to decade and subheadings. 3 p. appendix. (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - DELINQUENCY/JUVENILE KW - CRIME & DELINQUENCY KW - 1960 KW - No terms assigned KW - 1960 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1960-08100-000&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - CHAP ID - 2007-00281-006 AN - 2007-00281-006 AU - Segel, David AU - Garrett, Henry E. ED - Seidman, Jerome M. ED - Seidman, Jerome M., (Ed) T1 - Mental Growth and Development. T2 - The adolescent: A book of readings. T3 - The Dryden Press publications in interpersonal relations Y1 - 1953/// SP - 178 EP - 202 CY - Ft Worth, TX, US PB - Dryden Press N1 - Accession Number: 2007-00281-006. Partial author list: First Author & Affiliation: Segel, David; US Office of Education, US. Release Date: 20070129. Publication Type: Book (0200), Edited Book (0280). Format Covered: Print. Document Type: Chapter. Book Type: Classic Book; Textbook/Study Guide. Language: English. Major Descriptor: Adolescent Development; Age Differences; Cognitive Ability; Intellectual Development. Minor Descriptor: Abstraction; Theories. Classification: Cognitive & Perceptual Development (2820). Population: Human (10); Male (30); Female (40). Age Group: Adolescence (13-17 yrs) (200). Intended Audience: Psychology: Professional & Research (PS). Page Count: 25. AB - Adolescents' mental growth and development are the focus of this chapter. In 'Principles of the Growth and Development of Intellectual Abilities in the Adolescent Period,' David Segel critically evaluated the literature on mental ability in adolescence. He discusses the stability of intelligence measures and the distribution and growth of mental abilities. (From Intellectual Abilities in the Adolescent Period. Bulletin No. 6, 1948, Federal Security Agency, Office of Education, Washington, D. C: U.S. Government Printing Office, 1948, pp. 1-16. Reprinted by permission of the author. Some material has been omitted.) In 'A Developmental Theory of Intelligence,' Henry E. Garrett presents a summary of studies upon which he bases his differentiation hypothesis--namely, that as age increases, abstract intelligence changes from a fairly unified, or general ability, to a loosely organized group of abilities. (From American Psychologist, 1946, 1, 372-378. Reprinted by permission of the author and of the American Psychological Association, Inc.). (PsycINFO Database Record (c) 2016 APA, all rights reserved) KW - mental growth KW - mental development KW - age differences KW - mental ability KW - developmental theory of intelligence KW - abstract intelligence KW - adolescents KW - differentiation hypothesis KW - 1953 KW - Adolescent Development KW - Age Differences KW - Cognitive Ability KW - Intellectual Development KW - Abstraction KW - Theories KW - 1953 DO - 10.1037/11402-006 UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-00281-006&site=ehost-live&scope=site DP - EBSCOhost DB - psyh ER - TY - AU - Gabbard, Hazel F.1 T1 - Planning for Play. JO - Educational Leadership JF - Educational Leadership J1 - Educational Leadership PY - 1948/03// Y1 - 1948/03// VL - 5 IS - 6 CP - 6 M3 - Article SP - 379 EP - 383 SN - 00131784 AB - The article discusses the importance of guidance for utilizing the out-of-school hours of children. Guidance in the use of leisure time has long been recognized as one of the major purposes of education. Leisure spent wholly in idle amusement may deteriorate mental efficiency and impair health. Leisure spent in self-improvement, in developing special talents, and in satisfying worthwhile interests will enrich life and bring new powers of enjoyment. Promotion of recreation and leisure-time activities for children and youth is, for these reasons, assuming new importance as the responsibility of the schools and of the community. Play, as the child's normal avenue for learning, is receiving wider acceptance as a method in modern educational practice. Through play experiences the child's education goes forward. Play activities are widely used in the modern school because they motivate the learning process. They arouse and sustain the child's interest, stimulate his imagination, induce whole-hearted concentration, and yield direct satisfactions to the child. The modern school program is built on the basic needs of children and the understanding that he acquires knowledge about himself and others, as well as his environment, through play experiences. KW - Learning KW - Education KW - Leisure counseling KW - Children KW - Recreation KW - Active learning N1 - Accession Number: 18671070; Authors: Gabbard, Hazel F. 1; Affiliations: 1: Extended School Service, US Office of Education.; Subject: Leisure counseling; Subject: Children; Subject: Learning; Subject: Recreation; Subject: Active learning; Subject: Education; Number of Pages: 5p; Record Type: Article UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=18671070&site=ehost-live&scope=site DP - EBSCOhost DB - lls ER - TY - JOUR T1 - The effects of a high-dosage creatine and caffeine supplementation on the lean body mass composition of rats submitted to vertical jumping training. AU - Franco, F. S. C. AU - Costa, N. M. B. AU - Ferreira, S. A. AU - Carneiro Junior, M. A. AU - Natali, A. J. JO - Journal of the International Society of Sports Nutrition JF - Journal of the International Society of Sports Nutrition Y1 - 2011/// VL - 8 IS - 3 SP - (1 March 2011) EP - (1 March 2011) CY - London; UK PB - BioMed Central Ltd SN - 1550-2783 AD - Franco, F. S. C.: Federal Institute for Education, Sciences and Technology, Av. Dr. Sebastião da Paixão s/n; Rio Pomba-MG; Postal code: 36180-000, Brazil. N1 - Accession Number: 20113101511. Publication Type: Journal Article. Language: English. Number of References: 45 ref. Registry Number: 58-08-2, 57-00-1. Subject Subsets: Human Nutrition N2 - Background: The influences of creatine and caffeine supplementation associated with power exercise on lean body mass (LBM) composition are not clear. The purpose of this research was to determine whether supplementation with high doses of creatine and caffeine, either solely or combined, affects the LBM composition of rats submitted to vertical jumping training. Methods: Male Wistar rats were randomly divided into 8 groups: Sedentary (S) or Exercised (E) [placebo (Pl), creatine (Cr), caffeine (Caf) or creatine plus caffeine (CrCaf)]. The supplemented groups received creatine [load: 0.430 g/kg of body weight (BW) for 7 days; and maintenance: 0.143 g/kg of BW for 35 days], caffeine (15 mg/kg of BW for 42 days) or creatine plus caffeine. The exercised groups underwent a vertical jump training regime (load: 20 - 50% of BW, 4 sets of 10 jumps interspersed with 1 min resting intervals), 5 days/wk, for 6 weeks. LBM composition was evaluated by portions of water, protein and fat in the rat carcass. Data were submitted to ANOVA followed by the Tukey post hoc test and Student's t test. Results: Exercised animals presented a lower carcass weight (10.9%; P=0.01), as compared to sedentary animals. However, no effect of supplementation was observed on carcass weight (P>0.05). There were no significant differences among the groups (P>0.05) for percentage of water in the carcass. The percentage of fat in the group SCr was higher than in the groups SCaf and ECr (P<0.05). A higher percentage of protein was observed in the groups EPl and ECaf when compared to the groups SPl and SCaf (P<0.001). The percentage of fat in the carcass decreased (P<0.001), while those of water and protein increased (P<0.05) in exercised animals, compared to sedentary animals. Caffeine groups presented reduced percentage of fat when compared to creatine supplemented groups (P<0.05). Conclusions: High combined doses of creatine and caffeine does not affect the LBM composition of either sedentary or exercised rats, however, caffeine supplementation alone reduces the percentage of fat. Vertical jumping training increases the percentages of water and protein and reduces the fat percentage in rats. KW - animal models KW - body lean mass KW - body weight KW - caffeine KW - carcass weight KW - carcasses KW - composition KW - creatine KW - effects KW - exercise KW - fat KW - meat KW - models KW - nutrition KW - supplements KW - training KW - animals KW - man KW - rats KW - eukaryotes KW - Homo KW - Hominidae KW - Primates KW - mammals KW - vertebrates KW - Chordata KW - animals KW - Muridae KW - rodents KW - lean body mass KW - sports KW - Human Physiology and Biochemistry (VV050) KW - Physiology of Human Nutrition (VV120) KW - Meat Produce (QQ030) KW - Animal Models of Human Nutrition (VV140) KW - Human Nutrition (General) (VV100) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=20113101511&site=ehost-live&scope=site UR - http://www.jissn.com/content/pdf/1550-2783-8-3.pdf UR - email: frederico.franco@ifsudestemg.edu.br\neuzambc@gmail.com\susanaferreira1@yahoo.com.br\miguelefiufv@yahoo.com.br\anatali@ufv.br DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - The ecology of Colorado tick fever in Rocky Mountain National Park in 1974. I. Objectives, study design, and summary of principal findings. AU - McLean, R. G. AU - Francy, D. B. AU - Bowen, G. S. AU - Bailey, R. E. AU - Calisher, C. H. AU - Barnes, A. M. JO - American Journal of Tropical Medicine and Hygiene JF - American Journal of Tropical Medicine and Hygiene Y1 - 1981/// VL - 30 IS - 2 SP - 483 EP - 489 SN - 0002-9637 AD - McLean, R. G.: Vector-Borne Diseases Division, Bureau of Laboratories, Center for Disease Control, Public Health Service, US Department of Health, Education and Welfare, Fort Collins, Colorado 80522, USA. N1 - Accession Number: 19810584477. Publication Type: Journal Article. Language: English. Number of References: 19 ref. Subject Subsets: Medical & Veterinary Entomology; Veterinary Science N2 - The ecology of Colorado tick fever was investigated in the Rocky Mountain National Park in 1974. Study sites and sampling methods were selected for measuring the effect of various ecological parameters on virus activity. The important rodent and tick species for virus maintenance, and the habitats that support the hosts, vectors, and the virus were identified [see also next abstract]. KW - disease vectors KW - ecology KW - Epidemiology KW - hosts KW - Vectors KW - Colorado KW - USA KW - Acari KW - Colorado tick fever virus KW - Dermacentor andersoni KW - Ixodes KW - rodents KW - Arachnida KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Orbivirus KW - Reoviridae KW - dsRNA viruses KW - RNA viruses KW - viruses KW - Dermacentor KW - Ixodidae KW - Metastigmata KW - Acari KW - mammals KW - vertebrates KW - Chordata KW - Great Plains States of USA KW - USA KW - APEC countries KW - Developed Countries KW - North America KW - America KW - OECD Countries KW - Mountain States of USA KW - Western States of USA KW - United States of America KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Animals (LL820) (Discontinued March 2000) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19810584477&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Studies of colonization of El Salvador strains of Anopheles pseudopunctipennis pseudopunctipennis. AU - Darsie, R. F., Jr. AU - Lopez, G. A. JO - Mosquito News JF - Mosquito News Y1 - 1980/// VL - 40 IS - 2 SP - 194 EP - 199 AD - Darsie, R. F., Jr.: Central America Research Station, Public Health Service, US Department of Health, Education and Welfare, San Salvador, El Salvador. N1 - Accession Number: 19810584128. Publication Type: Journal Article. Language: English. Number of References: 30 ref. Subject Subsets: Medical & Veterinary Entomology N2 - Two colonies of Anopheles pseudopunctipennis pseudopunctipennis Theo. have been established in El Salvador using induced copulation. The Ilopango strain was initiated with immature stages collected from a highland lake. The Huiza strain was started with females captured near a coastal river. A study of stenogamy began with holding adult males and females together in emergence cages. Natural mating was achieved, and the deposition of viable eggs took place on a substrate of moist earth wetted with larval essence. KW - mosquito nets KW - rearing techniques KW - techniques KW - El Salvador KW - Anopheles pseudopunctipennis KW - Culicidae KW - Diptera KW - Anopheles KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Anopheles pseudopunctipennis KW - CACM KW - Central America KW - America KW - Developing Countries KW - Latin America KW - Anopheles pseudopunctipennis pseudopunctipennis KW - mosquitoes KW - Salvador KW - Techniques and Methodology (ZZ900) KW - Other Control Measures (HH700) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19810584128&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Yellow fever in the Gambia, 1978-1979: epidemiologic aspects with observations on the occurrence of Orungo virus infections. AU - Monath, T. P. AU - Craven, R. B. AU - Adjukiewicz, A. AU - Germain, M. AU - Francy, D. B. AU - Ferrara, L. AU - Samba, E. M. AU - N'jie, H. AU - Cham, K. AU - Fitzgerald, S. A. AU - Crippen, P. H. AU - Simpson, D. I. H. AU - Bowen, E. T. W. AU - Fabiyi, A. AU - Salaun, J. J. JO - American Journal of Tropical Medicine and Hygiene JF - American Journal of Tropical Medicine and Hygiene Y1 - 1980/// VL - 29 IS - 5 SP - 912 EP - 928 SN - 0002-9637 AD - Monath, T. P.: Vector-Borne Diseases Division, Bureau of Laboratories, Center for Disease Control, Public Health Service, US Department of Health, Education, and Welfare, Fort Collins, Colorado 80522, USA. N1 - Accession Number: 19810580229. Publication Type: Journal Article. Language: English. Number of References: 24 ref. Subject Subsets: Medical & Veterinary Entomology N2 - An epidemic of yellow fever occurred in the Gambia between May 1978 and January 1979. Retrospective case-finding methods and active surveillance led to the identification of 271 clinically suspected cases. A confirmatory or presumptive laboratory diagnosis was established in 94 cases. The earliest serologically documented case occurred in June 1978, at the extreme east of the Gambia. Small numbers of cases occurred in August and September. The epidemic peaked in October, and cases continued to occur at a diminishing rate until January, when a mass vaccination campaign was completed. The outbreak was largely confined to the eastern half of the county (MacCarthy Island and Upper River Divisions). In nine survey villages in this area (total population 1531), the attack rate was 2.6-4.4%, with a mortality rate of 0.8%, and a case-fatality rate of 19.4%. If these villages are representative of the total affected region, there may have been as many as 8400 cases and 1600 deaths during the outbreak. The disease incidence was highest in the 0- to 9-year age group (6.7%) and decreased with advancing age to 1.7% in persons over 40 years. Overall, 32.6% of survey village inhabitants had yellow fever complement-fixing (CF) antibodies. The prevalence of antibody patterns indicating primary yellow fever infection decreased with age, in concert with the disease incidence. The overall inapparent:apparent infection ratio was 12:1. In persons with serological responses indicating flaviviral superinfection, the inapparent:apparent infection ratio was 10 times higher than in persons with primary yellow fever infection. Sylvatic vectors of yellow fever virus, principally mosquitoes of the group of Aedes furcifer (Edw.) and A. taylori Edw. and A. luteocephalus (Newst.) are believed to have been responsible for transmission, at least at the beginning of the outbreak. Eighty-four per cent. of wild monkeys shot in January 1979 had yellow fever neutralising antibodies, and 32% had complement-fixing antibodies. Domestic adults of A. aegypti (L.) were absent or present at very low indices in many severely affected villages. In January, however, A. aegypti-borne yellow fever 2.5 months into the dry season was documented by the isolation of yellow fever virus from a sick man and from this vector species in the absence of sylvatic vectors. Thus, in villages where the classical urban vector was abundant, interhuman transmission by A. aegypti occurred and continued into the dry season. A mass vaccination campaign, begun in December, was completed on 25 January, with over 95% coverage of the Gambian population. A seroconversion rate of 93% was determined in a group of vaccines. This outbreak emphasises the continuing public health importance of yellow fever in West Africa and points out the need for inclusion of 17D yellow fever vaccination in future programmes of multiple immunisation. KW - groups KW - mosquito nets KW - yellow fever KW - Gambia KW - Aedes aegypti KW - Aedes furcifer KW - Aedes luteocephalus KW - Aedes taylori KW - Culicidae KW - Diptera KW - man KW - viruses KW - Aedes KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Homo KW - Hominidae KW - Primates KW - mammals KW - vertebrates KW - Chordata KW - ACP Countries KW - Anglophone Africa KW - Africa KW - Commonwealth of Nations KW - Least Developed Countries KW - Developing Countries KW - West Africa KW - Africa South of Sahara KW - mosquitoes KW - The Gambia KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Humans (VV200) (Discontinued March 2000) KW - Other Control Measures (HH700) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19810580229&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Evidence of Rickettsia prowazekii infections in the United States. AU - McDade, J. E. AU - Shepard, C. C. AU - Redus, M. A. AU - Newhouse, V. F. AU - Smith, J. D. JO - American Journal of Tropical Medicine and Hygiene JF - American Journal of Tropical Medicine and Hygiene Y1 - 1980/// VL - 29 IS - 2 SP - 277 EP - 284 SN - 0002-9637 AD - McDade, J. E.: Leprosy and Rickettsia Branch, Virology Division, US Department of Health, Education, and Welfare, Atlanta, Georgia 30333, USA. N1 - Accession Number: 19800572949. Publication Type: Journal Article. Language: English. Number of References: 15 ref. Subject Subsets: Medical & Veterinary Entomology N2 - From January 1976 until January 1979 serum specimens from 1575 individuals were received at the Center for Disease Control and tested for antibodies to rickettsiae. Of these, sera from 8 persons gave serological results indicative of recent infections with epidemic typhus rickettsiae (Rickettsia prowazekii). Five of the persons were from Georgia, and one each was from Tennessee, Pennsylvania and Massachusetts. The illnesses occurred during the winter, chiefly in persons living in a rural environment. The clinical picture was compatible with louse-borne epidemic typhus. There was no apparent contact with human body lice [Pediculus humanus L.] or head lice [P. capitis Deg.], and no cases occurred in patient contacts, indicating that infection was not associated with the classic man-louse-man cycle of epidemic typhus. Two of the 8 patients had contact with flying squirrels (Glaucomys volans), suggesting that they became infected from this known extra-human reservoir of R. prowazekii. KW - USA KW - Anoplura KW - Glaucomys volans KW - man KW - Rickettsia prowazekii KW - viruses KW - Phthiraptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Homo KW - Hominidae KW - Primates KW - mammals KW - vertebrates KW - Chordata KW - Rickettsia KW - Rickettsiaceae KW - Rickettsiales KW - Alphaproteobacteria KW - Proteobacteria KW - Bacteria KW - prokaryotes KW - Glaucomys KW - Sciuridae KW - rodents KW - APEC countries KW - Developed Countries KW - North America KW - America KW - OECD Countries KW - bacterium KW - Microtabiotes KW - United States of America KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Humans (VV200) (Discontinued March 2000) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19800572949&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - A continuous cell line of a nonhematophagous mosquito, Toxorhynchites amboinensis. AU - Kuno, G. JO - In Vitro JF - In Vitro Y1 - 1980/// VL - 16 IS - 11 SP - 915 EP - 917 SN - 0073-5655 AD - Kuno, G.: San Juan Laboratories, Center for Disease control, Public Health Service, US Department of Health, Education and Welfare, GPO Box 4532, San Juan, Puerto Rico 00936. N1 - Accession Number: 19820591404. Publication Type: Journal Article. Language: English. Number of References: 11 ref. Subject Subsets: Medical & Veterinary Entomology N2 - A continuous cell line of a non-haematophagous mosquito, Toxorhynchites amboinensis (Doleschall), was obtained by using partially incapacitated but living larvae as the source. The cells were predominantly epithelioid and diploid (2N = 6). Syncytia were occasionally observed in the normal cell cultures. KW - cell cultures KW - cell lines KW - mosquito nets KW - Culicidae KW - Diptera KW - Toxorhynchites amboinensis KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Toxorhynchites KW - Culicidae KW - mosquitoes KW - Other Control Measures (HH700) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19820591404&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Infection and transmission studies with Plasmodium simiovale in the Macaca mulatta monkey. AU - Collins, W. E. AU - Contacos, P. G. JO - Journal of Parasitology JF - Journal of Parasitology Y1 - 1979/// VL - 65 IS - 4 SP - 609 EP - 612 SN - 0022-3395 AD - Collins, W. E.: Vector Biology and Control Division, Bureau of Tropical Diseases, US Department of Health, Education and Welfare, Atlanta, Georgia 30333, USA. N1 - Accession Number: 19800569578. Publication Type: Journal Article. Language: English. Number of References: 7 ref. Subject Subsets: Medical & Veterinary Entomology; Protozoology N2 - Six different anophelines (Anopheles maculatus Theo., A. freeborni Aitken, A. balabacensis balabacensis Baisas, A. stephensi List., A. atroparvus Van Thiel and A. quadrimaculatus Say) were shown to be susceptible to infection with Plasmodium simiovale when fed upon splectomised monkeys (Macaca mulatta) between the 1st and 26th days of patent parasitaemia. Transmission was obtained via the bites of A. b. balabacensis and A. maculatus. Prepatent periods in the monkeys ranged from 11 to 20 days, with a median of 14 days.<new para>ADDITIONAL ABSTRACT:<new para>Anopheles freeborni, A. b. balabacensis, A. maculatus, A. stephensi, A. atroparvus and A. quadrimaculatus were susceptible to infection with Plasmodium simiovale when fed on splenectomized Macaca mulatta monkeys between the first and 26th days of parasitaemia. Transmission was obtained by the bites of A. b. balabacensis and A. maculatus. The prepatent period in M. mulatta monkeys following inoculation of sporozoites ranged from 11 to 20 days, median 14. KW - disease transmission KW - infectivity KW - mosquito nets KW - parasites KW - susceptibility KW - transmission KW - Anopheles KW - Anopheles atroparvus KW - Anopheles balabacensis KW - Anopheles freeborni KW - Anopheles maculatus KW - Anopheles quadrimaculatus KW - Anopheles stephensi KW - Apicomplexa KW - Culicidae KW - Diptera KW - insects KW - Macaca mulatta KW - Plasmodium simiovale KW - Primates KW - protozoa KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Anopheles KW - Protozoa KW - Macaca KW - Cercopithecidae KW - Primates KW - mammals KW - vertebrates KW - Chordata KW - Plasmodium KW - Plasmodiidae KW - Haemospororida KW - Apicomplexa KW - Anopheles balabacensis KW - Anopheles balabacensis balabacensis KW - mosquitoes KW - transmission by Anopheles KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Animals (LL820) (Discontinued March 2000) KW - Other Control Measures (HH700) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19800569578&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Relationships of Bunyamwera group viruses by neutralization. AU - Hunt, A. R. AU - Calisher, C. H. JO - American Journal of Tropical Medicine and Hygiene JF - American Journal of Tropical Medicine and Hygiene Y1 - 1979/// VL - 28 IS - 4 SP - 740 EP - 749 SN - 0002-9637 AD - Hunt, A. R.: Arbovirus Reference Branch, Public Health Service, US Department of Health, Education, and Welfare, Fort Collins, Colorado 80522, USA. N1 - Accession Number: 19790565711. Publication Type: Journal Article. Language: English. Number of References: 40 ref. Subject Subsets: Medical & Veterinary Entomology; Veterinary Science N2 - A standardised serum dilution plaque reduction neutralisation test was used for cross-neutralisation studies of 23 strains of Bunyamwera serogroup viruses. Antigenic relationships were determined by inspection of the neutralisation tests results as well as by numerical taxonomic analysis. Based on these analyses, 5 complexes, each containing 1-11 viruses, were distinguished. Little or no cross-reactivity was observed between viruses of different complexes. Three of the viruses tested were indistinguishable from prototypes and probably represent strains or varieties of those prototypes. A tentative classification scheme for the Bunyamwera group is presented. KW - classification KW - mosquito nets KW - Neutralization tests KW - Nomenclature KW - Taxonomy KW - Virology KW - Bunyamwera virus KW - Bunyaviridae KW - Culicidae KW - Diptera KW - negative-sense ssRNA viruses KW - ssRNA viruses KW - RNA viruses KW - viruses KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Orthobunyavirus KW - Bunyaviridae KW - mosquitoes KW - systematics KW - Taxonomy and Evolution (ZZ380) KW - Other Control Measures (HH700) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19790565711&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Development of Onchocerca volvulus in Simulium ochraceum and Simulium metallicum. AU - Collins, R. C. JO - American Journal of Tropical Medicine and Hygiene JF - American Journal of Tropical Medicine and Hygiene Y1 - 1979/// VL - 28 IS - 3 SP - 491 EP - 495 SN - 0002-9637 AD - Collins, R. C.: Bureau of Tropical Diseases, US Department of Health, Education, and Welfare, Atlanta, Georgia 30333, USA. N1 - Accession Number: 19790565574. Publication Type: Journal Article. Language: English. Number of References: 14 ref. Subject Subsets: Medical & Veterinary Entomology; Helminthology N2 - The development of Onchocerca volvulus was compared in Simulium ochraceum Wlk. and S. metallicum Bellardi, maintaining the infected flies under uniform conditions. Larval development in S. ochraceum was synchronous and orderly so that nearly all larvae reaching the thoracic muscles from a single blood-meal matured to their-stage infective larvae within 192 h. In contrast, development in S. metallicum was asynchronous, slower and retarded. In this species, many first-stage larvae were malformed and stunted after the fifth day of development; and microfilariae and first- and second-stage larvae were still present 8-10 days after a single infecting blood-meal, when third-stage larvae started to develop. The development of O. volvulus in S. ochraceum is more compatible with the intense transmission associated with human disease.<new para>ADDITIONAL ABSTRACT:<new para>The development of Onchocerca volvulus was compared in Simulium ochraceum and S. metallicum by maintaining infected flies from Guatemala under uniform conditions. Larval development in S. ochraceum was synchronous and orderly so that nearly all larvae reaching the thoracic muscles from a single blood meal matured to 3rd-stage infective larvae within 192 hours. In contrast, development in S. metallicum was asynchronous, slower, and retarded. In this species many first-stage larvae were malformed and stunted after the 5th day of development and microfilariae and first- and 2nd-stage larvae were still present 8 to 10 days after a single infecting blood meal when 3rd-stage larvae had developed. [AS] KW - development KW - helminths KW - life history KW - parasites KW - Diptera KW - insects KW - Nematoda KW - Onchocerca volvulus KW - Simuliidae KW - Simulium metallicum KW - Simulium ochraceum KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Onchocerca KW - Onchocercidae KW - Rhabditida KW - Chromadoria KW - Chromadorea KW - Nematoda KW - Diptera KW - Simulium KW - Simuliidae KW - blackflies KW - buffalo gnats KW - nematodes KW - parasitic worms KW - Secernentea KW - Spirurida KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Humans (VV200) (Discontinued March 2000) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19790565574&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Aedes aegypti in Puerto Rico: environmental determinants of larval abundance and relation to dengue virus transmission. AU - Moore, C. G. AU - Cline, B. L. AU - Ruiz-Tiben, E. AU - Lee, D. AU - Romney-Joseph, H. AU - Rivera-Correa, E. JO - American Journal of Tropical Medicine and Hygiene JF - American Journal of Tropical Medicine and Hygiene Y1 - 1978/// VL - 27 IS - 6 SP - 1225 EP - 1231 SN - 0002-9637 AD - Moore, C. G.: San Juan Laboratories, Public Health Service, US Department of Health, Education and Welfare, San Juan, Puerto Rico 00922, USA. N1 - Accession Number: 19790562285. Publication Type: Journal Article. Language: English. Number of References: 11 ref. Subject Subsets: Medical & Veterinary Entomology N2 - In order to understand adequately the dynamics of vector-borne disease, the reasons how and why vector populations change over time must be understood. A long-term cooperative study of seasonal fluctuation in populations of Aedes aegypti (L.) in Puerto Rico is described. During each month of the first 3 years of the project, A. aegypti was found breeding in all 5 communities studied. Mosquito density was positively correlated with rainfall, the relationship being more marked in the dry south-coastal part of the island. Discarded tyres and animal watering pans were the two most common larval breeding sites. In general, houses in Puerto Rico harboured more potential A. aegypti breeding sites than those in other tropical locations, probably because Puerto Rico is relatively more affluent. KW - dwellings KW - mosquito nets KW - population dynamics KW - tyres KW - Puerto Rico KW - Aedes aegypti KW - Culicidae KW - Diptera KW - Aedes KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Developing Countries KW - Greater Antilles KW - Antilles KW - Caribbean KW - America KW - Latin America KW - drinking pans KW - mosquitoes KW - Porto Rico KW - tires KW - Public Health and Nuisance Pests (VV300) (Discontinued March 2000) KW - Other Control Measures (HH700) KW - Animal Behaviour (LL300) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19790562285&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - An entomologic and parasitologic survey for onchocerciasis in western El Salvador. AU - Wilton, D. P. AU - Collins, R. C. JO - American Journal of Tropical Medicine and Hygiene JF - American Journal of Tropical Medicine and Hygiene Y1 - 1978/// VL - 27 IS - 3 SP - 499 EP - 502 SN - 0002-9637 AD - Wilton, D. P.: Central America Research Station, Bureau of Tropical Diseases, US Department of Health, Education and Welfare, San Salvador, El Salvador. N1 - Accession Number: 19780557290. Publication Type: Journal Article. Language: English. Number of References: 6 ref. Subject Subsets: Medical & Veterinary Entomology; Helminthology N2 - Despite similarities of topography and climate in the coffee-producing regions of the two countries, human infection with Onchocerca volvulus has rarely been reported in El Salvador, whereas onchocerciasis has long been endemic in the coffee plantations of neighbouring Guatemala. The apparent absence of the infection in El Salvador was investigated in a coffee-growing area in the western part of the country some 50 km from Guatemala's principal onchocerciasis zone. Collections of simuliids attracted to man and, for comparison, to horses were made for 1 year at elevations from 300 to 330 m, and a skin biopsy survey was conducted among residents ranging in age from 10 years to over 60 to estimate the prevalence of microfilarial skin infection.Simulium metallicum Bellardi and S. callidum (D. & S.) accounted for 77 and 21%, respectively, of the flies collected from man and 87 and 11%, respectively, of those from horses. Both species showed a marked preference for horses as a source of blood. When coming to feed on man, they chose the legs more often than the shoulders as a feeding site. Other species, which together made up only 2% of the 5507 flies collected, were S. downsi Vargas, Martinez & Diaz, S. pulverulentum Knab, S. rubicundulum Knab, S. mexicanum Bellardi and S. haematopotum Mall. The highest landing rates recorded for both S. metallicum and S. callidum on man were at collecting sites from 600 to 940 m in altitude during the October-February period, which spans the annual transition from wet to dry seasons. The absence of S. ochraceum Wlk. from the collections is noteworthy. This anthropophilic simuliid frequently attains very high densities in Guatemala, where it is regarded as the principal vector of O. volvulus. No microfilariae were detected in skin biopsies from 941 residents, indicating that no significant reservoir of infection exists there and, together with the entomological data, supporting the assumption that the region is free of endemic human onchocerciasis.<new para>ADDITIONAL ABSTRACT:<new para>The apparent near absence of onchocerciasis in El Salvador was investigated in a coffee-growing area in the western part of the country about 50 km from Guatemala's principal onchocerciasis zone. Collections of black flies attracted to humans and horses were made for a year at elevations of 300 to 1,330 m. Simulium metallicum and S. callidum accounted for 77 and 21%, respectively, of the flies collected from humans and 87 and 11%, respectively of those from horses. Both species showed a marked preference for horses as a source of blood. 98% of the 5,507 flies collected were of these 2 species. No S. ochraceum (the principal vector in Guatemala) were collected. No microfilariae were detected in skin biopsies from 941 inhabitants. It is concluded that the region is free of endemic human onchocerciasis. KW - helminths KW - onchocerciasis KW - parasites KW - surveys KW - El Salvador KW - Guatemala KW - Diptera KW - HORSES KW - man KW - Nematoda KW - Onchocerca volvulus KW - Simuliidae KW - Simulium KW - Simulium callidum KW - Simulium downsi KW - Simulium haematopotum KW - Simulium metallicum KW - Simulium mexicanum KW - Simulium ochraceum KW - Simulium pulverulentum KW - Simulium rubicundulum KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Equus KW - Equidae KW - Perissodactyla KW - mammals KW - vertebrates KW - Chordata KW - Homo KW - Hominidae KW - Primates KW - Onchocerca KW - Onchocercidae KW - Rhabditida KW - Chromadoria KW - Chromadorea KW - Nematoda KW - Diptera KW - Simuliidae KW - Simulium KW - CACM KW - Central America KW - America KW - Developing Countries KW - Latin America KW - blackflies KW - buffalo gnats KW - nematodes KW - not endemic KW - not found KW - onchocerciasis not found KW - onchocercosis KW - parasitic worms KW - river blindness KW - Salvador KW - Secernentea KW - Spirurida KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Humans (VV200) (Discontinued March 2000) KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Animals (LL820) (Discontinued March 2000) KW - Biological Resources (Animal) (PP710) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19780557290&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - An apparent outbreak of rickettsial illness in Costa Rica, 1974. AU - Campbell, C. C. AU - Hobbs, J. H. AU - Marranghello, L. AU - Vargas, M. AU - Shepard, C. AU - Feldman, R. A. JO - Bulletin of the Pan American Health Organization JF - Bulletin of the Pan American Health Organization Y1 - 1978/// VL - 12 IS - 2 SP - 104 EP - 111 SN - 0085-4638 AD - Campbell, C. C.: Bureau of Tropical Diseases, Center for Disease Control, US Department of Health, Education and Welfare, San Salvador, El Salvador. N1 - Accession Number: 19780557522. Publication Type: Journal Article. Language: English. Number of References: 11 ref. Subject Subsets: Medical & Veterinary Entomology N2 - A focal outbreak of an infection causing rapid death and believed to be rickettsial in origin occurred in eastern Costa Rica in May-July 1974. The illness was limited to the inhabitants of a single farm and more specifically to persons who worked at planting a bean field there. Two species of ticks (Amblyomma sp. and Boophilus microplus (Can.)) were later collected in a sugar-cane field adjacent to the bean field. The clinical symptoms strongly suggested that the patients had been infected with rickettsia of the spotted fever group, though no rickettsia were isolated from the ticks when the usual techniques were employed. KW - habitats KW - plantations KW - sugarcane KW - Costa Rica KW - Acari KW - Amblyomma KW - man KW - Rhipicephalus microplus KW - Rickettsiaceae KW - Saccharum KW - Arachnida KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Ixodidae KW - Metastigmata KW - Acari KW - Homo KW - Hominidae KW - Primates KW - mammals KW - vertebrates KW - Chordata KW - Rhipicephalus KW - Rickettsiales KW - Alphaproteobacteria KW - Proteobacteria KW - Bacteria KW - prokaryotes KW - Poaceae KW - Cyperales KW - monocotyledons KW - angiosperms KW - Spermatophyta KW - plants KW - CACM KW - Central America KW - America KW - Developing Countries KW - Latin America KW - Threshold Countries KW - bacterium KW - Boophilus microplus KW - cattle tick KW - spotted-fever rickettsiae KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Humans (VV200) (Discontinued March 2000) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19780557522&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Additional changes in mosquito taxonomy in North America, north of Mexico, 1972-1977. AU - Darsie, R. F., Jr. JO - Mosquito Systematics JF - Mosquito Systematics Y1 - 1978/// VL - 10 IS - 2 SP - 246 EP - 248 SN - 0091-3669 AD - Darsie, R. F., Jr.: Central America Research Station, Center for Disease Control, US Department of Health, Education and Welfare, San Salvador, El Salvador. N1 - Accession Number: 19780557545. Publication Type: Journal Article. Language: English. Number of References: 16 ref. Subject Subsets: Medical & Veterinary Entomology N2 - Additional changes and corrections are given to bring up to date the tabulation of changes in the nomenclature, taxonomy and geographic distribution of mosquitoes found in the USA and Canada that was published in 1973 [see RAE/B 62, 501]. Each citation is supported by an appropriate literature reference. KW - mosquito nets KW - taxonomy KW - Canada KW - USA KW - Culicidae KW - Diptera KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - APEC countries KW - Commonwealth of Nations KW - Developed Countries KW - North America KW - America KW - OECD Countries KW - mosquitoes KW - systematics KW - United States of America KW - Taxonomy and Evolution (ZZ380) KW - Other Control Measures (HH700) KW - Biological Resources (Animal) (PP710) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19780557545&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Discovery of Anopheles crucians subgroup on the Pacific coast of El Salvador. AU - Darsie, R. F., Jr. AU - Merino, M. E. AU - Wilton, D. P. JO - Mosquito News JF - Mosquito News Y1 - 1977/// VL - 37 IS - 4 SP - 645 EP - 646 AD - Darsie, R. F., Jr.: Central America Research Station, US Department of Health, Education and Welfare, San Salvador, El Salvador. N1 - Accession Number: 19780552009. Publication Type: Journal Article. Language: English. Number of References: 15 ref. Subject Subsets: Medical & Veterinary Entomology N2 - Females of the subgroup of Anopheles crucians Wied. were taken in a light-trap near Estero San Diego in the Department of La Libertad, El Salvador, in April 1973; they were probably A. crucians or A. bradleyi King. This is the first published record of this subgroup from the Pacific coast of Central America, though it has been found in the States of Sinaloa and Nayarit in north-western Mexico. KW - mosquito nets KW - El Salvador KW - Anopheles KW - Anopheles bradleyi KW - Anopheles crucians KW - Culicidae KW - Diptera KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Anopheles KW - CACM KW - Central America KW - America KW - Developing Countries KW - Latin America KW - mosquitoes KW - Salvador KW - subgroup KW - Other Control Measures (HH700) KW - Taxonomy and Evolution (ZZ380) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19780552009&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Biting fly-arbovirus probe in interior Alaska (Culicidae) (Simuliidae) - (SSH: California complex) (Northway:Bunyamwera group). AU - Sommerman, K. M. JO - Mosquito News JF - Mosquito News Y1 - 1977/// VL - 37 IS - 1 SP - 90 EP - 103 AD - Sommerman, K. M.: US Department of Health, Education and Welfare, PHS, Arctic Health Research Center, Fairbanks, Alaska, USA. N1 - Accession Number: 19770545722. Publication Type: Journal Article. Language: English. Number of References: 15 ref. Subject Subsets: Medical & Veterinary Entomology N2 - In a survey at 5 places in Alaska in 1970-72, snowshoe hare virus of the California complex was recovered from Aedes cinereus Mg., A. communis (Deg.), A. excrucians (Wlk.), A. fitchii (Felt & Young), A. intrudens Dyar, and mosquitoes of the complexes of A. hexodontus Dyar and A. punctor (Kby.); the virus was also recovered from an unidentified species of Simulium believed to be new. There were 48 recoveries, including some from all localities. This is the only virus of the California complex known to occur in Alaska, and it is concluded that the type virus of the complex probably does not occur there. Northway virus, of the Bunyamwera group, was isolated from Culiseta alaskaensis (Ludl.), A. excrucians and mosquitoes of the complexes of A. hexodontus and A. punctor; there were recoveries from 3 localities. KW - groups KW - mosquito nets KW - Alaska KW - USA KW - Aedes KW - Aedes cinereus KW - Aedes communis KW - Aedes excrucians KW - Aedes fitchii KW - Aedes hexodontus KW - Aedes intrudens KW - Aedes punctor KW - Culicidae KW - Culiseta alaskaensis KW - Diptera KW - Simuliidae KW - Simulium KW - snowshoe hare virus KW - viruses KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Aedes KW - Culiseta KW - Simuliidae KW - California encephalitis virus KW - Orthobunyavirus KW - Bunyaviridae KW - negative-sense ssRNA viruses KW - ssRNA viruses KW - RNA viruses KW - viruses KW - Pacific States of USA KW - Western States of USA KW - USA KW - APEC countries KW - Developed Countries KW - North America KW - America KW - OECD Countries KW - blackflies KW - buffalo gnats KW - mosquitoes KW - Northway virus KW - Ochlerotatus KW - Ochlerotatus communis KW - Ochlerotatus excrucians KW - Ochlerotatus hexodontus KW - Ochlerotatus intrudens KW - Ochlerotatus punctor KW - United States of America KW - Other Control Measures (HH700) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19770545722&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Morphologic variants of Anopheles albimanus and susceptibility to Plasmodium vivax and P. falciparum. AU - Warren, M. AU - Collins, W. E. AU - Richardson, B. B. AU - Skinner, J. C. JO - American Journal of Tropical Medicine and Hygiene JF - American Journal of Tropical Medicine and Hygiene Y1 - 1977/// VL - 26 IS - 4 SP - 607 EP - 611 SN - 0002-9637 AD - Warren, M.: Vector Biology and Control Division, Bureau of Tropical Diseases, US Department of Health, Education, and Welfare, Atlanta, Georgia 30333, USA. N1 - Accession Number: 19770547465. Publication Type: Journal Article. Language: English. Number of References: 8 ref. Subject Subsets: Medical & Veterinary Entomology N2 - Three morphologically different, true-breeding phenotype strains were isolated from a strain of Anopheles albimanus Wied. from Lake Apastepeque, El Salvador. Studies with coindigenous strains of Plasmodium vivax and P. falciparum showed that these phenotypes differ significantly in their susceptibility to malaria parasites. This difference is apparent both in the number of mosquitoes that become infected and the level of infection obtained. Variations in malaria susceptibility are markedly greater with P. vivax than with P. falciparum. The significance of genetic variants within a local vector population with respect to the epidemiology of malaria is discussed. KW - infectivity KW - mosquito nets KW - El Salvador KW - Anopheles albimanus KW - Apicomplexa KW - Culicidae KW - Diptera KW - Plasmodium falciparum KW - Plasmodium vivax KW - Anopheles KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Protozoa KW - Plasmodium KW - Plasmodiidae KW - Haemospororida KW - Apicomplexa KW - CACM KW - Central America KW - America KW - Developing Countries KW - Latin America KW - mosquitoes KW - Salvador KW - Other Control Measures (HH700) KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Humans (VV200) (Discontinued March 2000) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19770547465&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Pesticide residues in total diet samples (IX). AU - Johnson, R. D. AU - Manske, D. D. JO - Pesticides Monitoring Journal JF - Pesticides Monitoring Journal Y1 - 1976/// VL - 9 IS - 4 SP - 157 EP - 169 AD - Johnson, R. D.: Kansas City Field Office Laboratory, US Department of Health, Education and Welfare, Kansas City, Missouri 64106, USA. N1 - Accession Number: 19760535775. Publication Type: Journal Article. Language: English. Number of References: 19 ref. Registry Number: 7439-92-1, 7782-49-2, 7440-66-6. Subject Subsets: Human Nutrition; Agricultural Entomology; Dairy Science N2 - During the ninth year of the total diet study, pesticide residues remained at the relatively low levels reported previously. Thirty market baskets were collected in 30 cities which ranged in population from less than 50,000 to 1,000,000 or more. Averages and ranges of residues found are reported for the period August 1972 to July 1973 by food class. Lead, selenium and zinc data are included for the first time. During this period, the individual items used in making up the dairy and meat components in four market baskets were analysed for pesticides and the results are included. Results of recovery studies within various classes of residues are also presented. KW - agricultural entomology KW - composition KW - foods KW - lead KW - MILK PRODUCTS KW - pesticide residues KW - pesticides KW - residues KW - selenium KW - zinc KW - USA KW - APEC countries KW - Developed Countries KW - North America KW - America KW - OECD Countries KW - dairy products KW - United States of America KW - Food Contamination, Residues and Toxicology (QQ200) KW - Milk and Dairy Produce (QQ010) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19760535775&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - First report of Wyeomyia haynei in Georgia, with comments on identification of larvae (Diptera, Culicidae). AU - Darsie, R. F., Jr. AU - Williams, R. M. JO - Mosquito Systematics JF - Mosquito Systematics Y1 - 1976/// VL - 8 IS - 4 SP - 441 EP - 444 SN - 0091-3669 AD - Darsie, R. F., Jr.: Vector Biology and Control Division, Bureau of Tropical Diseases, Center for Disease Control, US Department of Health, Education and Welfare, Atlanta, Georgia 30333, USA. N1 - Accession Number: 19770541893. Publication Type: Journal Article. Language: English. Number of References: 11 ref. Subject Subsets: Medical & Veterinary Entomology N2 - Wyeomyia haynei Dodge, which is already known in North and South Carolina, Alabama and Florida, is reported for the first time in Georgia from Rabun County. From a study of the larval characters used to separate this species from W. smithii (Coq.), it is concluded that of the structures previously employed, only the anal gills are useful; the setae of the anal segment do not provide reliable differentiation, although prothoracic and mesothoracic setae 14 were found to be helpful. KW - mosquito nets KW - taxonomy KW - Alabama KW - Florida KW - Georgia KW - North Carolina KW - South Carolina KW - USA KW - Culicidae KW - Diptera KW - Wyeomyia smithii KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Wyeomyia KW - Culicidae KW - America KW - APEC countries KW - Developed Countries KW - East South Central States of USA KW - Gulf States of USA KW - North America KW - OECD Countries KW - Southeastern States of USA KW - Southern States of USA KW - USA KW - South Atlantic States of USA KW - Appalachian States of USA KW - characters distinguishing W. haynei KW - characters distinguishing W. smithii KW - mosquitoes KW - systematics KW - United States of America KW - Wyeomyia haynei KW - Taxonomy and Evolution (ZZ380) KW - Other Control Measures (HH700) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19770541893&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Mosquito problems associated with the Bureau of Reclamation's proposed Narrows Unit, South Platte Division, Missouri River Basin Project, Colorado, 1972. AU - Ogden, L. J. AU - Harmston, F. C. JO - Proceedings, New Jersey Mosquito Control Association, Inc. JF - Proceedings, New Jersey Mosquito Control Association, Inc. Y1 - 1975/// VL - 62 SP - 58 EP - 73 AD - Ogden, L. J.: Center for Disease Control, US Department of Health, Education and Welfare, PO Box 2087, Fort Collins, Colorado 80522, USA. N1 - Accession Number: 19770543696. Publication Type: Journal Article. Language: English. Number of References: 14 ref. Subject Subsets: Medical & Veterinary Entomology N2 - In connection with the proposed Narrows Unit, a multipurpose development centred on the Narrows Dam and Reservoir to be constructed on the South Platte River, near Fort Morgan, Colorado, detailed field studies were carried out in 1972 and 1973 to determine the existing ecological distribution of mosquito populations in the Unit area, what mosquito-borne diseases were indigenous to the area, what degree of exposure to mosquito-borne diseases man faced in the area and the potential environmental impact of the development on mosquitoes and mosquito-borne diseases. The findings are presented in detail.Three species of mosquitoes, Aedes vexans (Mg.), A. dorsalis (Mg.) and Culex tarsalis Coq. were widely distributed throughout the study area and were also abundant as adults; each species has been found naturally infected with arboviruses of public health importance. It was concluded that the beneficial effects of the development would include the elimination of almost 3000 acres of floodplain area where mosquitoes and other insects breed. However, the creation of more extensive irrigated areas would be likely to result in an increase of suitable breeding hatitats unless current irrigation practices were improved. The exposure to mosquito-borne diseases of large numbers of visitors to the Narrows Unit is regarded as a serious potential public health problem. Suggestions are made regarding ways in which the adverse effects of the development can be minimised. KW - floodplains KW - mosquito nets KW - Colorado KW - USA KW - Aedes dorsalis KW - Aedes vexans KW - Culex tarsalis KW - Culicidae KW - Diptera KW - Aedes KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Culex KW - Great Plains States of USA KW - USA KW - APEC countries KW - Developed Countries KW - North America KW - America KW - OECD Countries KW - Mountain States of USA KW - Western States of USA KW - flood plains KW - mosquitoes KW - United States of America KW - Other Control Measures (HH700) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19770543696&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Studies on the transmission of simian malaria VI. Mosquito infection and sporozoite transmission of Plasmodium fragile. AU - Collins, W. E. AU - Skinner, J. C. AU - Richardson, B. B. AU - Stanfill, P. S. JO - Journal of Parasitology JF - Journal of Parasitology Y1 - 1975/// VL - 61 IS - 4 SP - 718 EP - 721 SN - 0022-3395 AD - Collins, W. E.: Laboratory of Parasitic Diseases, NIH, US Department of Health, Education, and Welfare, Bethesda, Maryland, USA. N1 - Accession Number: 19750529809. Publication Type: Journal Article. Language: English. Number of References: 8 ref. Subject Subsets: Medical & Veterinary Entomology; Protozoology N2 - Females of Anopheles balabacensis balabacensis Baisas were infected with Plasmodium fragile, a parasite of Macaca spp. in India and Sri Lanka, by feeding on splenectomised monkeys (M. mulatta). The highest rates of infection were obtained when the mosquitos fed 2 to 4 days prior to the peak in the parasitaemia. Transmission to M. mulatta by mosquito bite occurred on 2 occasions and through the intrahepatic or intravenous inoculation of infected salivary glands dissected from mosquitos on 9 occasions. The prepatent periods ranged from 12 to 17 days. KW - disease transmission KW - epidemiology KW - mosquito nets KW - parasites KW - transmission KW - India KW - Sri Lanka KW - Anopheles balabacensis KW - Culicidae KW - Diptera KW - Macaca KW - Macaca mulatta KW - Plasmodium fragile KW - Primates KW - protozoa KW - Anopheles KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Cercopithecidae KW - Primates KW - mammals KW - vertebrates KW - Chordata KW - Macaca KW - Plasmodium KW - Plasmodiidae KW - Haemospororida KW - Apicomplexa KW - Protozoa KW - Anopheles balabacensis KW - Commonwealth of Nations KW - Developing Countries KW - South Asia KW - Asia KW - Anopheles balabacensis balabacensis KW - Ceylon KW - mosquitoes KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Animals (LL820) (Discontinued March 2000) KW - Other Control Measures (HH700) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19750529809&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Mosquito collections in El Salvador with ultra-violet and CDC miniature light traps with and without dry ice. AU - Wilton, D. P. JO - Mosquito News JF - Mosquito News Y1 - 1975/// VL - 35 IS - 4 SP - 522 EP - 525 AD - Wilton, D. P.: Central America Research Station, Bureau of Tropical Diseases, US Department of Health, Education and Welfare, San Salvador, El Salvador. N1 - Accession Number: 19760533106. Publication Type: Journal Article. Language: English. Number of References: 15 ref. Registry Number: 124-38-9. Subject Subsets: Medical & Veterinary Entomology N2 - Field tests of an updraft ultraviolet-light trap in El Salvador gave no indication of any increase in catch of the malaria vector Anopheles albimanus Wied. as a result of addition of solid carbon dioxide. In comparative tests, solid carbon dioxide produced no increase in the numbers of species taken by either the ultraviolet-light trap or the CDC miniature trap but resulted in large total numbers of mosquitos for both trap types. The magnitude of the increase was substantially greater for the CDC trap, but, with minor exceptions, larger numbers were taken in the ultraviolet-light trap without solid carbon dioxide than in the CDC trap with solid carbon dioxide. Solid carbon dioxide is thus a worthwhile adjunct to traps with an incandescent light source, but the increase in catch to be expected in an ultraviolet-light trap may not justify the trouble and expense of obtaining the solid carbon dioxide. KW - attractants KW - carbon dioxide KW - CDC light traps KW - insect traps KW - mosquito nets KW - traps KW - El Salvador KW - Anopheles albimanus KW - Culicidae KW - Diptera KW - Anopheles KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - CACM KW - Central America KW - America KW - Developing Countries KW - Latin America KW - CDC miniature light traps KW - CDC traps KW - light-traps KW - mosquitoes KW - Salvador KW - Medical and Veterinary Entomology Records (TT300) (Discontinued 1995) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19760533106&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Pupal pleomorphism in a strain of Anopheles albimanus from El Salvador. AU - Warren, McW. AU - Richardson, B. B. AU - Collins, W. E. JO - Mosquito News JF - Mosquito News Y1 - 1975/// VL - 35 IS - 4 SP - 549 EP - 551 AD - Warren, McW.: Vector Biology and Control Dvision, Bureau of Tropical Diseases, US Department of Health, Education and Welfare, Atlanta, Georgia 30333, USA. N1 - Accession Number: 19760533112. Publication Type: Journal Article. Language: English. Number of References: 6 ref. Subject Subsets: Medical & Veterinary Entomology N2 - Studies on a strain of Anopheles albimanus Wied. from El Salvador revealed a high degree of genetic complexity. Based on pupal morphology, two alleomorphic pairs comprising four morphological phenotypes (striped, non-striped, green and brown) were derived by selection pressure. The epidemiological implications of genetic variations in a localised population of a malaria vector are briefly discussed. KW - mosquito nets KW - El Salvador KW - Anopheles albimanus KW - Culicidae KW - Diptera KW - Anopheles KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - CACM KW - Central America KW - America KW - Developing Countries KW - Latin America KW - genetic complexity KW - mosquitoes KW - pupal pleomorphism KW - Salvador KW - Animal Genetics (LL220) (Discontinued March 2000) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19760533112&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - Records of phoretic attachment of Mallophaga (Insecta: Phthiraptera) on insects other than Hippoboscidae. AU - Keirans, J. E. JO - Journal of Medical Entomology JF - Journal of Medical Entomology Y1 - 1975/// VL - 12 IS - 4 SP - 476 EP - 476 SN - 0022-2585 AD - Keirans, J. E.: US Department of Health, Education, and Welfare, National Institute of Allergy and Infectious Diseases, Hamilton, Montana 59840, USA. N1 - Accession Number: 19760531465. Publication Type: Journal Article. Language: English. Number of References: 15 ref. Subject Subsets: Medical & Veterinary Entomology N2 - A few records of the occurrence of Mallophaga on Siphonaptera, Diptera (including mosquitos), Odonata, Hymenoptera and Lepidoptera are presented. Nearly all records are of Mallophaga that are normally ectoparasites of mammals. KW - Culicidae KW - Diptera KW - Hymenoptera KW - Lepidoptera KW - Mallophaga KW - Odonata KW - Siphonaptera KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - animals KW - eukaryotes KW - Phthiraptera KW - mosquitoes KW - Siponaptera KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Animals (LL820) (Discontinued March 2000) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19760531465&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER - TY - JOUR T1 - House sparrows, Passer domesticus (L.), as hosts of arboviruses in Hale County, Texas. I. Field studies, 1965-1969. AU - Holden, P. AU - Hayes, R. O. AU - Mitchell, C. J. AU - Francy, D. B. AU - Lazuick, J. S. AU - Hughes, T. B. JO - American Journal of Tropical Medicine and Hygiene JF - American Journal of Tropical Medicine and Hygiene Y1 - 1973/// VL - 22 IS - 2 SP - 244 EP - 253 SN - 0002-9637 AD - Holden, P.: Center for Disease Control, US Department of Health, Education, and Welfare, Post Office Box 551, Fort Collins, Colorado 80521, USA. N1 - Accession Number: 19730506650. Publication Type: Journal Article. Language: English. Number of References: 32 ref. Subject Subsets: Medical & Veterinary Entomology; Veterinary Science; Veterinary Science N2 - The epidemiology of western equine encephalitis in Culex tarsalis Coq., house sparrows (Passer domesticus) and man was studied in Hale County, Texas in 1965-69 [cf. RAE/B 60, 300]. In 1965 and 1966 when 11 and 12 cases were observed in man, the percentages of nestling sparrows found infected in weeks 27-36 of each year were much higher (26.9 and 28.3%) than in the years 1967-69 when no human cases occurred (4.8-8.5%). However, in 1965-66, the infection rates of C. tarsalis in weeks 27-36 (39.2%) and the antibody rates in October-November in sparrows (54.5-56.4%) and sentinel fowls (85-85.7%) were only slightly higher than in the non-epidemic years of 1967-69 (when they were 28.7-30.8%, 35.6-44.5% and 42.9-70.1%, respectively). The virus was also found in sparrows a little earlier in the year in the two epidemic years than in the 3 non-epidemic years. The house sparrow forms over two-thirds of the bird population in the county, and it is considered that this species may be the major amplifying host of western equine encephalitis virus. KW - arboviruses KW - Disease vectors KW - Epidemiology KW - infections KW - introduced species KW - mosquito nets KW - roles KW - seasonality KW - Texas KW - USA KW - birds KW - Culex tarsalis KW - Culicidae KW - Diptera KW - equine encephalomyelitis virus KW - Passer domesticus KW - viruses KW - western equine encephalitis virus KW - vertebrates KW - Chordata KW - animals KW - eukaryotes KW - Culex KW - Culicidae KW - Diptera KW - insects KW - Hexapoda KW - arthropods KW - invertebrates KW - Alphavirus KW - Togaviridae KW - positive-sense ssRNA viruses KW - ssRNA viruses KW - RNA viruses KW - viruses KW - Passer KW - Ploceidae KW - Passeriformes KW - birds KW - equine encephalomyelitis virus KW - Great Plains States of USA KW - USA KW - APEC countries KW - Developed Countries KW - North America KW - America KW - OECD Countries KW - Gulf States of USA KW - Southern Plains States of USA KW - West South Central States of USA KW - Southern States of USA KW - Southwestern States of USA KW - arthropod-borne viruses KW - exotic organisms KW - exotic species KW - introduced organisms KW - mosquitoes KW - naturalized species KW - non-indigenous organisms KW - non-indigenous species KW - non-native organisms KW - non-native species KW - nonindigenous organisms KW - nonindigenous species KW - sparrow vector KW - United States of America KW - Parasites, Vectors, Pathogens and Biogenic Diseases of Animals (LL820) (Discontinued March 2000) UR - https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=lhh&AN=19730506650&site=ehost-live&scope=site DP - EBSCOhost DB - lhh ER -