The Massachusetts and New York Evaluation Service Center for Occupational Education at Amherst, Massachusetts, seeks to develop a mechanism to provide a continuous feedback of…
Abstract
The Massachusetts and New York Evaluation Service Center for Occupational Education at Amherst, Massachusetts, seeks to develop a mechanism to provide a continuous feedback of program evaluation information to local education agencies which offer occupational education. Program evaluation is concerned with the definition of outcomes in terms of behavioral objectives, the measurement of the extent to which objectives are achieved and the feedback of information to those responsible for the administration of occupational education at state and local levels. The three operational components of the Center are the Behavioral Objective Development Component, the Training Component and the Testing Component. The services of the Center stress a model of curriculum development which is decentralized and diversified, while at the same time providing a framework within which a centralized and systematic evaluation of goals can be undertaken.
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
Frederick J. Brigham, John William McKenna, Carlos E. Lavin, Murat Koc, Lindsay Watkins and Michele M. Brigham
This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated…
Abstract
This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may select for inaction are illustrated through a case example of an individual who manifested behavior problems that were allowed to continue through accommodations rather than being addressed through interventions. We then consider several examples of promising behavior interventions for very young children that can be carried out in home and preschool environments. Next, we review promising interventions that are appropriate for school-based settings. We conclude with the observation that while it is absolutely necessary to deal with urgent situations evoked by maladaptive behavior, it is critical to keep sight of the goal that we should always work to promote more mature, self-regulated, and acceptable behaviors across settings.
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William H. Black and Barbara S. White
This research follows Emerson and Conroy (2004) by examining student attitudes regarding a number of ethical vignettes, and extends their research to incorporate an investigation…
Abstract
This research follows Emerson and Conroy (2004) by examining student attitudes regarding a number of ethical vignettes, and extends their research to incorporate an investigation of the effects of different ethical prompts (including the American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct) on responses. We explore relationships within the responses and identify significant patterns in attitudes by gender, major, and experimental treatment. While female subjects consistently view unethical behavior less favorably, our results suggest that status as an accounting major also may lead to less acceptance of the unethical behavior portrayed in the vignettes. For example, male and female accounting students were less accepting of padding expense accounts and insider stock trading, indicating that ethical training in accounting classes may be delivering some desirable results.
James M. Kauffman, Shanna Eisner Hirsch, Jeanmarie Badar, Andrew L. Wiley and Brian R. Barber
Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its…
Abstract
Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.
The foundation collection of the printed books now forming the Library of the British Museum was that of Sir Hans Sloane. This comprised about 40,000 volumes. To it was added in…
Abstract
The foundation collection of the printed books now forming the Library of the British Museum was that of Sir Hans Sloane. This comprised about 40,000 volumes. To it was added in 1759 the Royal collection, begun in the time of Henry VII and inherited by George II from his predecessors on the throne.
Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).
It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields…
Abstract
It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.
The study investigated the relationship of career instrumental and expressive intra‐organizational network resources with extrinsic and intrinsic career success and with the…
Abstract
The study investigated the relationship of career instrumental and expressive intra‐organizational network resources with extrinsic and intrinsic career success and with the Big‐Five of personality in a sample of 264 white‐collar workers. Total network resources were associated with extrinsic and intrinsic career success above the contribution of human capital, demographics and mentoring received. And instrumental network resources contributed more strongly than expressive network resources to extrinsic career success. Furthermore, instrumental network resources emerged as important for intrinsic evaluations of hierarchical and interpersonal career success while expressive network resources emerged as important for intrinsic evaluations of job and interpersonal career success. There was limited support for the influence of personality on the accumulation of network resources. As hypothesized, conscientiousness was negatively associated with instrumental network resources; however, extra‐version, openness and agreeableness failed to make significant contributions to network resources over and above the contribution of human capital and demographics. The implications of the findings for individual career tactics and for organizational practices are discussed and the limitations of the study are considered along with directions for future research.