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Education Students (education + student)
Selected AbstractsComparison of the WAIS-III and WISC-IV in 16-Year-Old Special Education StudentsJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 2 2010Shirley Gordon Background, Previous research with earlier versions of the WISC and WAIS has demonstrated that when administered to people who have intellectual disabilities, the WAIS produced higher IQ scores than the WISC. The aim of this study was to examine whether these differences still exist. A comparison of the Wechsler Adult Intelligence Scale , Third Edition (WAIS-III) with the Wechsler Intelligence Scale for Children , Fourth Edition (WISC-IV) was conducted with individuals who were 16 years old and receiving special education. Materials and Methods, All participants completed the WAIS-III (UK) and WISC-IV (UK). The order of administration was counterbalanced; the mean Full Scale IQ and Index scores on the WAIS-III and WISC-IV were compared. Results, The WAIS-III mean Full Scale IQ was 11.82 points higher than the mean Full Scale IQ score on the WISC-IV. Significant differences were also found between the Verbal Comprehension Index, Perceptual Reasoning/Organization Index and Processing Speed Index on the WAIS-III and WISC-IV, all with the WAIS-III scoring higher. Conclusions, The findings suggest that the WAIS-III produces higher scores than the WISC-IV in people with intellectual disabilities. This has implications for definitions of intellectual disability and suggests that Psychologists should be cautious when interpreting and reporting IQ scores on the WAIS-III and WISC-IV. [source] Instructional Tools in Educational Measurement and Statistics (ITEMS) for School Personnel: Evaluation of Three Web-Based Training ModulesEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2008Rebecca Zwick In the current No Child Left Behind era, K-12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web-based instructional modules in educational measurement and statistics to help school personnel acquire the "assessment literacy" required for these roles. Our first module, "What's the Score?" was administered in 2005 to 113 educators who also completed an assessment literacy quiz. Viewing the module had a small but statistically significant positive effect on quiz scores. Our second module, "What Test Scores Do and Don't Tell Us," administered in 2006 to 104 educators, was even more effective, primarily among teacher education students. In evaluating our third module, "What's the Difference?" we were able to recruit only 33 participants. Although those who saw the module before taking the quiz outperformed those who did not, results were not statistically significant. Now that the research phase is complete, all ITEMS instructional materials are freely available on our Website. [source] An exploratory study of the influences that compromise the sun protection of young adultsINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 6 2008Ngaia Calder Abstract This paper reports on an exploratory research project designed to gain a deeper understanding of the influences on ultraviolet radiation (UVR) behaviours among high-risk young adults to determine what compromises the adoption of protection measures for this group. A dual approach using focus groups and the Zaltman Metaphor Elicitation Technique was used to provide personal narratives related to UVR behaviour for tertiary education students. Results from both ,conversations' were content-analysed using an iterative ,bootstrapping' technique to identify key themes and issues. This exploratory research identified a number of key themes including effect on mood, influence of culture, the value of tans, unrealistic optimism, risk-orientation, and the role of experience. This group felt that they not been targeted effectively by public health campaigns and did not fully understand the dangers of high-risk UVR behaviours. Although a number of previous studies have investigated the relationship between knowledge and behaviour, and largely concluded that increases in knowledge do not lead to increases in adoption of protection practices, the preliminary findings of this study reveal that the knowledge and perceived self efficacy of protective practices is extremely high, what is lacking is the perceived threat and thus the motivations to adopt such behaviours. The conclusions drawn from this research indicate that there are a variety of important influencing factors that compromise UVR behaviours, in particular, the lack of perceived seriousness and severity towards long term consequences such as skin cancer. The recommendation to address the imbalance of ,perceived threat' and ,outcome expectations' is to focus on increasing knowledge of skin cancer, particularly susceptibility to skin cancer and the severity of the condition. [source] Medicaid's Role in Financing Health Care for Children With Behavioral Health Care Needs in the Special Education System: Implications of the Deficit Reduction ActJOURNAL OF SCHOOL HEALTH, Issue 10 2008David S. Mandell ScD ABSTRACT Background:, Recent changes to Medicaid policy may have unintended consequences in the education system. This study estimated the potential financial impact of the Deficit Reduction Act (DRA) on school districts by calculating Medicaid-reimbursed behavioral health care expenditures for school-aged children in general and children in special education in particular. Methods:, Medicaid claims and special education records of youth ages 6 to 18 years in Philadelphia, PA, were merged for calendar year 2002. Behavioral health care volume, type, and expenditures were compared between Medicaid-enrolled children receiving and not receiving special education. Results:, Significant overlap existed among the 126,533 children who were either Medicaid enrolled (114,257) or received special education (27,620). Medicaid-reimbursed behavioral health care was used by 21% of children receiving special education (37% of those Medicaid enrolled) and 15% of other Medicaid-enrolled children. Total expenditures were $197.8 million, 40% of which was spent on the 5728 children in special education and 60% of which was spent on 15,092 other children. Conclusions:, Medicaid-reimbursed behavioral health services disproportionately support special education students, with expenditures equivalent to 4% of Philadelphia's $2 billion education budget. The results suggest that special education programs depend on Medicaid-reimbursed services, the financing of which the DRA may jeopardize. [source] Conceptual frame for selecting individual psychotherapy in the schoolsPSYCHOLOGY IN THE SCHOOLS, Issue 3 2009Tammy L. Hughes Psychotherapy is a service-delivery that is provided for both general and special education students. This manuscript examines a conceptual framework for determing when to employ psychotherapy within the school-based setting. Decisions are informed by the relationship between problem behavior, therapeutic techniques, short-term outcomes, and overall child development. Both the individual needs of students and the cumulative body of evidence regarding treatment effectiveness are required for intervention selection. The school psychologists' unique training in psychology and education affords the opportunity to effectively use psychotherapy to enhance the academic and social development of children. © 2009 Wiley Periodicals, Inc. [source] Cross-language relationship between Spanish and English oral reading fluency among Spanish-speaking English language learners in bilingual education classroomsPSYCHOLOGY IN THE SCHOOLS, Issue 8 2007Romilia Domínguez De Ramírez This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum-Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of the same academic year. A total of 68 bilingual education students across grades 1 through 5 were assessed in Spanish and English during the fall, winter, and spring. Results showed that reading in Spanish and English across grades and time periods correlated moderately high with the exception of fourth grade. In addition, Spanish oral reading fluency at the beginning of the year significantly predicted English reading outcomes at the end of the year. These findings suggest that CBM can be a valuable tool for evaluating the relationship between oral reading fluency in both the first and second language. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 795,806, 2007. [source] Influences on teacher education student attitudes toward youth who are HIV+PSYCHOLOGY IN THE SCHOOLS, Issue 2 2004Terry A. Stinnett The expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV+ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211,219, 2004. [source] Assessor or assessee: How student learning improves by giving and receiving peer feedbackBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2010Lan Li This study investigated the relationship between the quality of peer assessment and the quality of student projects in a technology application course for teacher education students. Forty-three undergraduate student participants completed the assigned projects. During the peer assessment process, students first anonymously rated and commented on two randomly assigned peers' projects, and they were then asked to improve their projects based on the feedback they received. Two independent raters blindly evaluated student initial and final projects. Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between the quality of peer feedback students provided for others and the quality of the students' own final projects. However, no significant relationship was found between the quality of peer feedback students received and the quality of their own final projects. This finding supported a prior research claim that active engagement in reviewing peers' projects may facilitate student learning. [source] Computer-mediated discussion, self-efficacy and genderBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2009ShinYi Lin In the context of hybrid instruction, this study was designed to explore whether gender has an influence on learners' preferences for synchronous or asynchronous modes of computer-mediated communication, and whether this decision impacts learners' self-efficacy (SE) towards knowledge acquisition. The participants were 180 teacher-education students (151 females and 29 males) enrolled in a hybrid (blend of traditional classroom instruction and online learning activities) foundations course at a United States research university with a proportionally high percentage of full-time commuters and/or distance enrolees. The findings showed that, regardless of gender, two-thirds of the participants preferred asynchronous modes over synchronous ones. In addition, gender was weakly related to the participants' SE in both modes. Linear regression indicated that SE, in turn, was weakly related to academic performance. The implications of these findings for instructional practice are discussed. [source] Designing and evaluating an educational performance support systemBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2000Martyn Wild This paper provides an account of the design of the Lesson Planning System (LPS), a performance support system (PSS) to support novice teacher-education students in learning and performing the complex cognitive task of lesson planning. It also reports on an initial research study to investigate the effectiveness of this software. The LPS is a hypermedia software system, predicated on task performance rather than learning, which has been developed to better understand the nature and potential role of PSSs in teacher education. The principles applied in the design and development of the LPS are relevant to the design of other PSSs across a wide range of task-based activities in the professional development of teachers. [source] Personal disciplinary history and views of physical punishment: implications for training mandated reportersCHILD ABUSE REVIEW, Issue 4 2005Cheryl Bluestone Abstract Many nations, including the US, Australia, and Canada, have developed legislation at the local or national level to require selected professionals to report all cases of suspected child abuse as part of the system to prevent serious injuries or fatalities. In many states of the US, including New York, child service professionals must take a training course to ensure that they are aware of their legal obligations as mandated reporters. Completion of the course is often a prerequisite to obtain certification to practise in one's field. Despite this rudimentary training, many cases of suspected abuse are not reported. Moreover, many child abuse professionals experience confusion and emotional distress in dealing with the reporting process (Buckley, 2000). While training that considers potential influences on reporting can be effective in addressing some of these issues (Hawkins et al., 2001), there are few studies of the effectiveness of current training curricula (Alvarez et al., 2004). This preliminary investigation was conducted with 80 nursing and education students, an identified group of prospective mandated reporters. We examined the potential influence of childhood disciplinary experiences and their appraisal as these factors may relate to views of discipline and abuse. The findings revealed that history of childhood experiences with discipline, in conjunction with appraisals of rejection, accounted for a small, but significant amount of the variance in students' current beliefs about appropriate discipline. The findings are considered in the context of findings about training for professionals who are in a position to report suspected child abuse. When considered with that literature, these findings suggest that disciplinary history should be considered in the context of evaluations of the effectiveness of training curricula for mandated reporters. Copyright © 2005 John Wiley & Sons, Ltd. [source] | ||||||||||||||||