Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

What do Freehand and Computer-Facilitated Drawings Tell Teachers About the Children Who Drew Them? References M–St

University of Texas at Austin

Publications

Matthew Miles

Author(s): Miles, Matthew B.
Title: Forty Years of Change in Schools: Some Personal Reflections.
Journal: Educational Administration Quarterly; v29 n2 p213 48 May 1993
Year: 1993
Abstract:
Discusses 10 major school change strategies engaging the author's energy, beginning with training in group dynamics in the 1950s through today's emphasis on school restructuring. Other strategies included innovation diffusion and transfer, organizational self-renewal, knowledge transfer, creation of new schools, supported implementation, local reform leadership and management, change agent training, and management of large-scale systemic reform. (79 references) (MLH)
Document Number: EJ463848

Author(s): Fullan, Michael G.; Miles, Matthew B.
Title: Getting Reform Right: What Works and What Doesn't.
Journal: Phi Delta Kappan; v73 n10 p744 52 Jun 1992
Year: 1992
Abstract:
Instead of developing a new strategy for each reform wave, educators must learn how to foster continuous improvement. Reforms often fail because of faulty maps of change, complex problems, overreliance on symbols, superficial solutions, misunderstood resistance, attrition, and misuse of knowledge. Success means recognizing change as a systemic, resource-hungry, locally inspired journey into uncertainty and complex problem solving. (22 references)
Document Number: EJ445727

Author(s): Miles, Matthew B.; Haughey, Charles F.
Title: The Leadership Role of the U.S. Department of Education in Creating and Supporting a National Education Dissemination System.
Journal: Knowledge: Creation, Diffusion, Utilization; v13 n3 p241 7 Mar 1992
Year: 1992
Abstract:
This overview of federal dissemination efforts introduces six articles intended to stimulate thinking about certain basic issues of dissemination of education research knowledge and the roles that the federal government can play in that dissemination. Some of the history of federal dissemination efforts in education are traced, especially the main ideas underlying federal dissemination planning for education. (17 references) (DB)
Document Number: EJ441805

Author(s): Miles, Matthew B.; Ekholm, Mats
Title: Will New Structures Stay Restructured?
Year: 1991
Abstract:
Concerned with how new schooling structures, once implemented, will remain in place, this paper reviews findings of the International School Improvement Project (ISIP) about institutionalization and suggests their application to educational restructuring results. According to the ISIP study, indicators of complete institutionalization include acceptance by relevant actors, routinization of the change, widespread usage, firmly expected continuation, and legitimacy or invisibility of the change. The restructuring literature largely sidesteps the topic of institutionalization. A more general literature review reveals institutionalization's dependence on high-quality innovations, local and external contexts, and the change process itself. A case study analysis discloses other key factors, such as policy-level confirmation, vision-building, external and internal support, school leader maintenance, staff ownership, and embedment. Institutionalization is not monolithically determined, but is ensured by a configuration of key aspects. The ISIP results suggest action implications for those desiring to institutionalize change in schools: applying alternative frames (managed change, cultural change, assimilation, and conflict); achieving district-school congruence; providing extra energy resources; allowing sufficient time; developing a clear, shared vision; envisioning implementation as prefigured institutionalization; managing transition effectively; stressing personal and organizational learning; routinizing internal support; and avoiding staleness. (21 references) (MLH)
Document Number: ED332302

Author(s): Miles, Matthew B.; Louis, Karen Seashore
Title: Mustering the Will and Skill for Change.
Journal: Educational Leadership; v47 n8 p57 61 May 1990
Year: 1990
Abstract:
A four-year study of urban high school renewal found that the leadership and management of change meant dealing with uncertainty, complexity, turbulence, and the cussedness of many different people. This article discusses four study topics (context, vision building, resources, and problem coping), explores will and skill issues, and provides advice. (17 references) (MLH)
Document Number: EJ410211

Author(s): Louis, Karen Seashore; Miles, Matthew B.
Title: Improving the Urban High School: What Works and Why.
Year: 1990
Abstract:
This study examines the leadership and management skills needed to improve urban high schools. Information was drawn from a national survey of 178 urban high school principals whose schools had been conducting serious improvement efforts for up to 4 years and in-depth case studies of five large high schools in the following urban areas: (1) Boston; (2) New York; (3) New Jersey; (4) Cleveland; and (5) Los Angeles. The following summary findings are discussed in terms of their implications for districts and schools and the issues of will and skill involved in implementation: (1) schools and their districts must be actively engaged with each other, but with few rules and much autonomy for the school to choose goals and strategies; (2) planning should be evolutionary and works best through a cross-role group of people who may not normally work together; (3) a shared vision of what the school is to become is an important feature guiding improvement; (4) from $50,000 to $100,000 annually for several years is needed for serious change efforts; and (5) problems must be confronted actively, promptly, and in depth. Discussions of the research methodology, nine tables of statistical data, and a list of 155 references are appended. (FMW)
Document Number: ED327623

Author(s): Miles, Matthew B.; And Others
Title: What Skills Do Educational "Change Agents" Need? An Empirical View.
Journal: Curriculum Inquiry; v18 n2 p157 93 Sum 1988
Year: 1988
Abstract:
This article reports findings from a two-year study of 17 change agents working in three New York City school improvement programs. Interview, observation, and ranking data from the change agents, their managers, and their school clients were analyzed, and a synthesis of findings resulted in a list of 18 key skills for educational change agents. (TE)
Document Number: EJ370259

Author(s): Miles, Matthew B.
Title: Practical Guidelines for School Administrators: How To Get There.
Year: 1987
Abstract:
This paper presents a model for turning research findings into prescriptions for practical action. The model contains the following five interactive elements: (1) clear, understandable research knowledge; (2) relevant knowledge, which is seen as meaningful to normal life and concerns; (3) images of actions which exemplify the knowledge; (4) a will to do something with the knowledge; and (5) the behavioral ability to do the actions envisioned. This model is applied to the implementation of improvement programs in urban high schools. Successful and unsuccessful examples of implementation are presented and compared. The conceptualization of knowledge in this way is a prelude to the development of materials and training formats for people who will bring about school improvement. Case materials and vignettes will be used to help school administrators understand the findings and apply them to their own experiences. (VM)
Document Number: ED288939

Author(s): Miles, Matthew B.
Title: Innovative Methods for Collecting and Analyzing Qualitative Data: Vignettes and Pre-Structured Cases.
Year: 1987
Abstract:
Two innovative methods for collecting and analyzing qualitative data are vignettes and pre-structured cases. Vignettes are descriptions of situations or problems written by a professional, with a suggested outline and comments provided by a researcher. Advantages of this method are strength of impact of the written descriptions and efficiency of use of researchers' time; limitations are possible bias or reluctance on the part of the professional, and necessity of a good working relationship between professional and researcher. Suggested applications of this technique include formal research, problem solving, and policy planning. Illustrations of the use of this technique in a teacher center show the vividness of descriptions, as well as the potential for effective intervention. In the pre-structured case method, the researcher writes a case outline, including a display format, before collecting any data. The data, when collected, are entered directly into the display format. Advantages of this method include efficiency of use of researchers' time, and availability of interim feedback and cross-case analysis. Limitations include necessity of knowledgeable, experienced researchers; and risk of researcher bias and of drawing conclusions too soon. Suggested applications of this method include evaluation studies and studies testing theoretical models. It is also suggested that pairs of researchers be used to limit possible bias and "tunnel vision"; and that transcribed, rather than coded, field notes, be entered. (JGL)
Document Number: ED286924

Author(s): Miles, Matthew B.
Title: Improving the Urban High School: Some Preliminary News from 5 Cases.
Year: 1986
Abstract:
Preliminary lessons emerging from five case studies contained in a larger study on improving urban high schools are explored in this report. An eclectic approach was taken to describe the contextual influences in and around the school improvement programs. Potential variables were selected from previous research to frame the investigation and site visits were made to each of the five schools. Findings are presented in the following categories: (1) the improvement programs; (2) reasons for the choice of program; (3) problems encountered; (4) managing and coping strategies; (5) managing/coping consequences; and (6) the results of implementation. The cross-site analysis yielded a list of hints to advise those trying to improve urban high schools. The themes suggested by the findings are the following: (1) the process is not so well defined since it must encompass local context and history; (2) the process requires active, coherent management with a strong capacity-building emphasis; (3) people within the school must be empowered and the school's power within the district must increase; (4) active, change-oriented principals are positive influences in the process; and (5) urban high schools can be improved with an effective schools and/or effective teaching approach. (VM)
Document Number: ED288938

Author(s): Saxl, Ellen R.; Miles, Matthew B.
Title: "The Real Thing": What Skills Do Effective Change Agents Need? Some Preliminary Findings from the Field.
Year: 1985
Abstract:
Preliminary findings of a study of assistance personnel, or "change agents," in urban school improvement programs, failed to show an association between the effectiveness of educational change agents and any particular skills they employed. The study did isolate a nummber of general and specific skills that study participants identified in change agents. The study sought to determine styles and approaches typical of successful agents, skills essential to guiding change, and methods that had proved effective for training outstanding agents. A conceptual framework was developed that related agents' entry characteristics and behaviors with the outcomes of the school improvement programs. Data were collected through 137 semistructured interviews and observations focused on the activities of 17 experienced change agents. Five of the agents participating were engaged in one school improvement program and six each were engaged in two other programs, all in New York City. The interviews were conducted with the agents themselves, with their clients in the schools, and with their program managers. The skills examined were suggested by interviewees and were organized into clusters. Among the general skills observed were interpersonal, training, group-related, writing, listening, content-related, and communicating skills. More specific were initiation, rapport-building, task-oriented, social psychological, educationally focused, and autonomy-increasing skills. Two data tables are included. (PGD)
Document Number: ED268630

Nel Noddings

Author(s): Noddings, Nel
Title: A Morally Defensible Mission for Schools in the 21st Century.
Journal: Phi Delta Kappan; v76 n5 p365 68 Jan 1995
Year: 1995
Abstract:
Our society does not need to make its children first in mathematics and science. It needs to care for its children--to reduce violence, respect work of every kind, reward excellence, and ensure a place for every child and emerging adult in the economic and social world. Our main educational aim should be to encourage the growth of competent, caring, loving, and lovable people. Guidelines are provided. (MLH)
Document Number: EJ494705

Author(s): Noddings, Nel
Title: Does Everybody Count? Reflections on Reforms in School Mathematics.
Journal: Journal of Mathematical Behavior; v13 n1 p89 104 Mar 1994
Year: 1994
Abstract:
Questions why there is such an emphasis on mathematics for all students and what all students should know, calls for open-minded criticism of current recommendations for reform, and discusses current reforms of teacher education. (MKR)
Document Number: EJ495421

Author(s): Noddings, Nel
Title: Humanism and Unbelief.
Journal: Educational Foundations; v7 n2 p5 18 Spr 1993
Year: 1993
Abstract:
Examines humanism and unbelief in God through analysis of the various views held about religion. The paper first examines the intellectual objections to religion, followed by discussions on deterministic, pragmatic, and existential humanism. The article concludes with a brief discussion of the growth of humanism over the past 100 years. (GLR)
Document Number: EJ469793

Author(s): Noddings, Nel
Title: For All Its Children.
Journal: Educational Theory; v43 n1 p15 22 Win 1993
Year: 1993
Abstract:
Examines three arguments supporting the status quo in education and society: the poor lack values and receive what they deserve, the rich are entitled to resources they accumulate, and change would require government intervention that could cause socialism. Solutions must be acceptable to a society deficient in generosity requiring self-sacrifice. (SM)
Document Number: EJ466220

Author(s): Noddings, Nel
Title: The Challenge to Care in Schools: An Alternative Approach to Education. Advances in Contemporary Educational Thought, Volume 8.
Year: 1992
Abstract:
This book considers how education might be organized around domains of caring. It envisions a school system built on the idea that different people have different strengths, and that these strengths should be cultivated in an environment of caring, not of competition. It is argued that liberal traditional education does not provide the best education for everyone because it: (1) overemphasizes rationality and abstract reasoning; (2) fosters the belief that academic excellence is superior to other kinds of abilities; and (3) undervalues the values and capacities associated with women. Numerous examples are offered of students who represent these differing strengths and examines how schools can best serve them. Chapters address the practical and theoretical questions involved in organizing traditional and nontraditional areas of study around themes of care, within the framework of the current educational system. Themes of care include caring for the self; for the inner circle; for strangers and distant others; for animals, plants, and the Earth; for the human-made world; and for the world of ideas. Introductory chapters focus on caring in general and on the problems of liberal education, while the final chapter offers advice on implementing a caring curriculum in the schools. (Contains 107 references and an index.) (LMI)
Document Number: ED377590

Author(s): Noddings, Nel
Title: Social Studies and Feminism.
Journal: Theory and Research in Social Education; v20 n3 p230 41 Sum 1992
Year: 1992
Abstract:
Discusses feminism and its role in social studies. Suggests that adding a few female names and faces has not changed the inherent masculinity of the culture. Argues that women's contributions are overlooked because they do not fit the male model of achievement. Suggests that women's culture must be articulated in the social studies. (DK)
Document Number: EJ461803

Author(s): Noddings, Nel
Title: Variability: A Pernicious Hypothesis.
Journal: Review of Educational Research; v62 n1 p85 8 Spr 1992
Year: 1992
Abstract:
The hypothesis of greater male variability in test results is discussed in its historical context, and reasons feminists have objected to the hypothesis are considered. The hypothesis acquires political importance if it is considered that variability results from biological, rather than cultural, differences. (SLD)
Document Number: EJ445313

Author(s): Noddings, Nel
Title: The Gender Issue.
Journal: Educational Leadership; v49 n4 p65 70 Dec 1991
Year: 1991
Abstract:
Using male experience as the policy standard is becoming increasingly problematical. Instead of pointing to women's mathematics deficiencies, we might ask why men lag behind women in elementary school teaching, nursing, and full-time parenting. Given current conditions of poverty, crime, and child neglect, our society may be ready to raise its evaluation of "women's work." (MLH)
Document Number: EJ437563

Author(s): Noddings, Nel
Title: Caring and Continuity in Education.
Journal: Scandinavian Journal of Educational Research; v35 n1 p3 12 1991
Year: 1991
Abstract:
This paper contends that the structure of American schools may be pathological; it may work against creating, maintaining, and enhancing caring relations. Caring relations, such as parenting and teaching, require continuity of purpose; school residence; teachers and students; and curriculum. Educators must plan for continuity to create caring relations. (SLD)
Document Number: EJ423890

Author(s): Noddings, Nel
Title: Developing Models of Caring in the Professions.
Year: 1989
Abstract:
Much theoretical work is being done in relational ethics, particularly the ethics of care. Models of human caring are also arising within the professions. This paper discusses feminist contributions to theories of caring, focusing on the shared premises, conflicts, and paradoxes faced by four professions (law, nursing, theology, and education), which are moving toward the development of caring theories and models of practice. Evidence shows that feminist legal theorists and educators are trying to reconstruct law on a moral foundation that stresses caring and responsiveness; interest in caring models is driving the search for a new legal pedagogy. Today's nursing theory is similarly influenced by feminist theory and grounded on the concept of human caring. Like lawyers, nurses have not yet produced mature theories of professional pedagogy. Feminist theology, with its emphasis on experience and caring for living things and the environment, shares major assumptions and goals with feminist theorizing in law and nursing. Education evinces many of the paradoxes, premises, and conflicts appearing in the other professions. The ingredients for caring theories and models are there, but have not yet evolved into a powerful alternative theory of education. Three major difficulties are: (1) the devaluation of caring activities as "women's work"; (2) dominant traditional modes of thought and practice in schools; and (3) conflict among potential allies, such as humanistic educators. Ways to empower educational caring theories and models are discussed at length. Unfortunately, the very centrality of caring in teaching and nursing has contributed to the devaluation of both professions. (112 references) (MLH)
Document Number: ED308594

Author(s): Noddings, Nel
Title: Theoretical and Practical Concerns about Small Groups in Mathematics.
Journal: Elementary School Journal; v89 n5 p607 23 May 1989
Year: 1989
Abstract:
Discusses the use of small groups for instruction. Topics include the composition of groups, the role of the teacher, choice of topics, and evaluation of students. (PCB)
Document Number: EJ391037

Author(s): Noddings, Nel
Title: An Ethic of Caring and Its Implications for Instructional Arrangements.
Journal: American Journal of Education; v96 n2 p215 30 Feb 1988
Year: 1988
Abstract:
The concept of morality in American schools needs revising. Caring should be the moral orientation to teaching and the aim of moral education. Teachers and students should spend more time modeling, dialoguing, practicing, and confirming so that trust will develop. This model can also encourage collaborative inquiry between teachers and researchers. (VM)
Document Number: EJ371436

Author(s): Noddings, Nel
Title: Do We Really Want to Produce Good People?
Journal: Journal of Moral Education; v16 n3 p177 88 Oct 1987
Year: 1987
Abstract:
Through a feminist perspective of caring, this article examines the differences between masculine and feminine views on good and evil. Argues that analysis and articulation of the feminine view may contribute significantly to an understanding of moral issues and a reformulation of educational practices. (Author/DH)
Document Number: EJ361830

Author(s): Noddings, Nel; Shore, Paul J.
Title: Awakening the Inner Eye. Intuition in Education.
Year: 1984
Abstract:
This book discusses the meaning, importance, and uses of intuition. In the first chapter the development of the conceptual history of intuition is traced from the ancient seers, religion, art, psychology, and philosophy. In chapter 2, work which has contributed to the development of intuition as a philosophical and psychological concept is reviewed. In the third chapter, the domains and range of intuition are explored. In chapter 4, a framework is established, built on the notion of "intuitive mode," and intuitive thinking is differentiated from analytic thinking. In chapter 5, ways of enhancing intuitive modes are considered. In the sixth chapter, a variety of specific suggestions are offered for intuitive arrangement and presentation of subject matter, together with rationales for their acceptance and implementaiton. In chapter 7, "Intuition, Love, and Education," it is emphasized that intuition is active in the teacher-student relationship and that teaching may enhance both moral and intellectual sensitivity in students. The eighth chapter deals with recent writings on intuition and their implications for creative teaching. A final chapter on "Conclusions" completes the book. (JD)
Document Number: ED247228

H. Thompson Prout

Author(s): Prout, H. Thompson; And Others
Title: Counseling and Psychotherapy Services Provided by School Psychologists: An Analysis of Patterns in Practice.
Journal: Journal of School Psychology; v31 n2 p309 16 Sum 1993
Year: 1993
Abstract:
Surveyed nationally certified school psychologists (n=178) to investigate patterns of practice. Findings included trends for certified school psychologists to employ briefer interventions, to favor the more behavior theory-oriented approaches, and to report family problems as most frequent type of problem encountered in their counseling. (Author/NB)
Document Number: EJ466500

Author(s): Prout, H. Thompson; Frederickson, Anne K.
Title: Sex Bias in Clinical Judgment among School Psychologists.
Journal: Psychology in the Schools; v28 n3 p226 9 Jul 1991
Year: 1991
Abstract:
Used analogue case study format to examine sex bias in clinical judgment among school psychologists. Varied sex of adolescent and problem type in 2 X 2 design. School psychologists read case study and rated perceived disturbance and importance of intervention. Psychologists rated it more important to intervene when subject was male; no differences on disturbance rating. (Author/NB)
Document Number: EJ434127

Author(s): Prout, H. Thompson; Chizik, Renee
Title: Readability of Child and Adolescent Self-Report Measures.
Journal: Journal of Consulting and Clinical Psychology; v56 n1 p152 4 Feb 1988
Year: 1988
Abstract:
Obtained readability levels for several self-report measures designed for use with child/adolescent populations, using a recently developed readability formula based on an updated evaluation of reading materials. Also reports grade levels of words in individual items and in directions. Evaluation demonstrated lower reading levels than those produced by older formulas. (Author/KS)
Document Number: EJ369960

Author(s): Prout, H. Thompson; DeMartino, Richard A.
Title: A Meta-Analysis of School-Based Studies of Psychotherapy.
Journal: Journal of School Psychology; v24 n3 p285 92 Fall 1986
Year: 1986
Abstract:
Applied the meta-analysis technique to school-based studies of psychotherapy. The results indicate that psychotherapy in the schools is moderately effective. Evidence was also found of the greater efficacy of group and behavioral theory interventions that target observed behaviors and problem-solving abilities. (Author/KS)
Document Number: EJ343524

Author(s): Prout, H. Thompson; Schaefer, Bianca M.
Title: Self-Reports of Depression by Community-Based Mildly Mentally Retarded Adults.
Journal: American Journal of Mental Deficiency; v90 n2 p220 2 Sep 1985
Year: 1985
Abstract:
Thirty-seven institutionalized profoundly mentally retarded adults were studied to determine whether thyroid medication is an essential component of a recently introduced nutritional supplementation treatment. Biochemical assessments confirmed that compliance with the treatments was adequate; however, no significant IQ improvements were observed. (CL)
Document Number: EJ326681

Author(s): Knoff, Howard M.; Prout, H. Thompson
Title: The Kinetic Drawing System: A Review and Integration of the Kinetic Family and School Drawing Techniques.
Journal: Psychology in the Schools; v22 n1 p50 9 Jan 1985
Year: 1985
Abstract:
Presents the Kinetic Drawing System as a logical integration of the Kinetic Family Drawing and Kinetic School Drawing techniques. Reviews the literature of these two projective techniques and provides a rationale and process toward their combination into a single approach. (LLL)
Document Number: EJ314862

Author(s): Prout, H. Thompson; Sheldon, Kenneth L.
Title: Classifying Mental Retardation in Vocational Rehabilitation: A Study of Diagnostic Practices and Their Adherence to Accepted Guidelines.
Journal: Rehabilitation Counseling Bulletin; v28 n2 p125 8 Dec 1984
Year: 1984
Abstract:
Investigated practices in diagnosing mental retardation within vocational rehabilitation. Reviewed files of 113 rehabilitation clients to determine which intelligence scales were used to diagnose clients. The results suggested that many considered retarded according to vocational rehabilitation might not be considered retarded according to other diagnostic systems. (BH)
Document Number: EJ314970

Author(s): Prout, H. Thompson; Celmer, David S.
Title: A Validity Study of the Kinetic School Drawing Technique.
Journal: Psychology in the Schools; v21 n2 p176 80 Apr 1984
Year: 1984
Abstract:
Examined the relationship between Kinetic School Drawing responses and academic achievement in 100 normal fifth-grade students. Significant correlations were found for a number of measures, generally supporting the validity of the technique. (JAC)
Document Number: EJ302380

Author(s): Prout, H. Thompson; Schwartz, Julie Favreau
Title: Validity of the Peabody Picture Vocabulary Test-Revised with Mentally Retarded Adults.
Journal: Journal of Clinical Psychology; v40 n2 p584 7 Mar 1984
Year: 1984
Abstract:
Administered the Peabody Picture Vocabulary Test-Revised, Peabody Picture Vocabulary Test, and Wechsler Adult Intelligence Scale-Revised to mildly retarded adults (N=21). Results indicated that the revised Peabody tended to yield significantly lower estimates of functioning than did the other measures. (Author/LLL)
Document Number: EJ301143

Author(s): Camblin, Lanthan, D., Jr.; Prout, H. Thompson
Title: School Counselors and the Reporting of Child Abuse: A Survey of State Laws and Practices.
Journal: School Counselor; v30 n5 p358 67 May 1983
Year: 1983
Abstract:
Surveyed all 50 states and the District of Columbia on reporting laws and practices relating to school personnel. Analyzed school-oriented programs of state child abuse offices. Results showed all states have a mandatory reporting law, but suggested that state programs have failed to educate school personnel on child abuse. (JAC)
Document Number: EJ286394

Author(s): Prout, H. Thompson; Sheldon, Kenneth L.
Title: The Diagnosis of Mental Retardation in Vocational Rehabilitation: State Policies and Their Adherence to AAMD Classification Guidelines.
Journal: Mental Retardation; v21 n2 p59 62 Apr 1983
Year: 1983
Abstract:
A five-question survey of state vocational rehabilitation agency policies regarding the diagnosing of mental retardation for eligibility for service reports results such as that most states do not use diagnostic criteria that are in line with the guidelines recommended by the American Assocation on Mental Deficiency. (Author/MC)
Document Number: EJ285370

Author(s): Prout, H. Thompson; Ingram, Richard E.
Title: Guidelines for the Behavioral Assessment of Hyperactivity.
Journal: Journal of Learning Disabilities; v15 n7 p393 5 Aug Sep 1982
Year: 1982
Abstract:
The rationale for using a behavioral assessment approach in the evaluation of hyperactivity is explained, and the various procedures for behaviorally assessing hyperactivity are reviewed. Guidelines and resources are also suggested for the practitioner to use in behavioral assessment of hyperactivity. (SW)
Document Number: EJ268392

Author(s): Shelton, Kenneth L.; Prout, H. Thompson
Title: Comprehensive Vocational Rehabilitation and the School Psychologist.
Journal: Journal for Vocational Special Needs Education; v4 n3 p21 2, 36 7 Spr 1982
Year: 1982
Abstract:
The authors describe the comprehensive vocational rehabilitation center concept and their roles as school psychologists on the comprehensive rehabilitation center team. Also discussed are training considerations in preparing for employment in such a center. (Editor/CT)
Document Number: EJ262737

Author(s): Prout, H. Thompson; Harvey, John R.
Title: Applications of Desensitization Procedures for School-Related Problems; A Review.
Journal: Psychology in the Schools; v15 n4 p533 41 1978
Year: 1978
Abstract:
A variety of desensitization and counterconditioning procedures have been utilized to deal with school-related problems. These procedures are reviewed with respect to applications for treating school phobia, test anxiety, and other academic anxieties. (Author)
Document Number: EJ192002

Author(s): Prout, H. Thompson
Title: Behavioral Intervention with Hyperactive Children: A Review
Journal: Journal of Learning Disabilities; v10 n3 p141 6 1977
Year: 1977
Document Number: EJ165937

Author(s): Prout, H. Thompson; And Others
Title: Textbook Preferences Among Trainers of School Psychologists
Journal: Journal of School Psychology; v14 n4 p346 54 1976
Year: 1976
Abstract:
A survey of trainers of school psychologists was conducted to determine which texts in each of 16 areas of psychology they felt to be most relevant to the training of school psychologists. A 69-item bibliography of ranked choices in each area was presented. Possible trends were discussed. (Author)
Document Number: EJ150045

Author(s): Prout, H. Thompson; Phillips, Preston D.
Title: A Clinical Note: The Kinetic School Drawing
Journal: Psychology in the Schools; v11 n3 p303 6 1974
Year: 1974
Abstract:
This article introduces a new clinical technique for psychologists who examine children with school problems. The Kinetic School Drawing, a simple variation of the Kinetic Family Drawing, asks the child to draw a picture of himself in school with a teacher and one or two friends to reveal his perception of his role. (Author/HMV)
Document Number: EJ102326

Author(s): Prout, H. Thompson; Phillips, Preston D.
Title: A Clinical Note: The Kinetic School Drawing
Journal: Psychology in the Schools; v11 n3 p303 6 1974
Year: 1974
Abstract:
This article introduces a new clinical technique for psychologists who examine children with school problems. The Kinetic School Drawing, a simple variation of the Kinetic Family Drawing, asks the child to draw a picture of himself in school with a teacher and one or two friends to reveal his perception of his role. (Author/HMV)
Document Number: EJ102326

Elizabeth Rave

Author(s): Hannah, Gregory L.; Rave, Elizabeth J.
Title: Time-Series Analysis of Therapeutic Process and Outcome: An Eating Disorder.
Year: 1985
Abstract:
Much literature on eating disorders has been published since the late 1970's but authorities still do not agree on terminology or diagnostic criteria. Suggested therapies have included group therapy, individual and family therapy, medical procedures, incorporation of an anxiety model, behavior therapy, and feminist therapy. Therapists need to evaluate the results of each type of therapy. An interrupted time-series analysis is used in this case study. The subject was a 22-year-old white female who described her problem as over-eating and binging. Cognitive behavioral therapy was used. Two variables were used in analysis: the number of meals per day and the number of meals per day preceded by an uncomfortable emotion. While the quantity of meals remained stable, the proportion of client-defined meals preceded by an uncomfortable emotion declined. Feedback graphs of eating behavior helped the client develop a more realistic idea of her eating behavior. Graphing client behavior can be useful for both the client and the therapist. (ABL)
Document Number: ED267363

Author(s): Rave, Elizabeth J.; Hannah, Gregory L.
Title: Perceptions of Toddler Behavior: Gender and Ethnic Effects.
Year: 1985
Abstract:
A study was conducted (1) to investigate whether adult observers would label the same stimulus behavior in young children differently according to both their own gender and the gender of the children, and (2) to explore differential labeling by respondents' ethnicity. In addition, demographic variables for respondents (such as age, education level, and contact with children) were investigated. After viewing a 14-minute film of a white child and a black child playing spontaneously, 120 black and 120 white subjects were asked to evaluate toddler behaviors on a 12-item Likert-type scale of adjective pairs. Each toddler was presented as being either male or female in four different treatment conditions. Gender and ethnicity were combined into one variable having four levels: black females, black males, white females, and white males. A significant interaction between the toddlers and treatment condition was shown for the dependent variable "handsome-beautiful," thus demonstrating that the procedures and instrument were sensitive enough to pick up statistically significant differences in viewer perceptions. The remaining 11 variables were examined via MANOVA. Although no significant interactions occurred, a toddler effect was found to be significant. Because a significant group effect was evident, two additional three-factor repeated-measures MANOVAs were run. Both gender and ethnicity were found to be significant. The function of observer characteristics in labeling behavior was discussed. (RH)
Document Number: ED257584

Author(s): Hannah, Gregory L.; Rave, Elizabeth J.
Title: The Effects of Play Therapy: A Case Study.
Year: 1984
Abstract:
Play therapy has been employed by therapists to alleviate children's emotional stress. Most research dealing with this type of intervention has been in the form of case studies, focusing on therapy outcome rather than on the therapeutic process. The process of one child in individual play therapy was analyzed through the use of time-series analysis. A 5-year-old boy, referred because of his social isolation and withdrawal in a classroom setting, participated in 8 weekly 45-minute play therapy sessions. Stimulus-response verbalizations were established as the dependent variable. A total of 21 30-minute measurements were taken twice weekly over an 11-week period: 6 pre-intervention time points and 15 post-intervention time points. A stochastic model was fit to the data; the time-series was stationary with no significant serial correlation present in the first five lags of the post-intervention data. Although a linear regression yielded a significant treatment effect, examination of the residuals using Q statistic revealed serial dependence, negating the model viability. An alternative statistical model was formulated which produced a significant treatment effect and confirmed the goodness-of-fit of the model. The results suggest that play therapy was a viable intervention for this child. (Author/NRB)
Document Number: ED257018

Author(s): Rave, Elizabeth J.; Hannah, Gregory L.
Title: Effects of Gender on Toddler Behavior Description.
Year: 1984
Abstract:
White subjects were asked to evaluate toddler behavior after viewing a 14-minute film of a white child and a black child playing spontaneously. Each toddler was presented as both a male and a female to 208 well-educated adult subjects. In Treatment I, the children were called John and Mike; in Treatment II, Jane and Mary; in Treatment III, John and Mary; and in Treatment IV, Jane and Mike. Subjects rated filmed toddler behaviors on a specially designed instrument consisting of 12 adjective pairs placed at opposite ends of a seven-choice Likert-type scale. Thirteen pairs centered on gender, 13 pairs on ethnicity, 10 pairs on both, and 10 pairs on neither. The toddlers were generally seen as significantly different on all variables except "bright-dull" and "handsome-beautiful." On six variables, the gender of the subject made a significant difference in responses. For two variables, the treatment situation made a difference in how the toddlers were perceived. The dependent variable "handsome-beautiful" showed an interaction depending upon whether the toddlers were believed to be male or female. This interaction acted as a rough validity check to demonstrate that the procedure and instrument were sensitive enough to pick up statistically significant differences in viewer perceptions. It could not be ascertained whether the subjects perceived or were reacting to ethnic stereotypes. The need for black subjects was also noted. (Author/RH)
Document Number: ED248965

Paul Shore

Mollie Smart

Author(s): Smart, Russell C.; Smart, Mollie S.
Title: Preadolescents' Perceptions of Parents and Their Relations to a Test of Responses to Moral Dilemmas
Journal: Social Behavior and Personality; v4 n2 p297 307 1976
Year: 1976
Abstract:
The Cornell Parent Behavior Inventory and Moral Dilemmas Test were administered to 146 girls and 123 boys in New Zealand. Boys with high parental support factor scores had higher mean scores on the Moral Dilemmas Test. The girls' parent perception factor scores did not relate to the Moral Dilemmas Test. (Author)
Document Number: EJ158448

Author(s): Smart, Mollie S.; Smart, Russell C.
Title: Recalled, Present, and Predicted Satisfaction in Stages of the Family Life Cycle in New Zealand
Journal: Journal of Marriage and the Family; v37 n2 p408 15 1975
Year: 1975
Abstract:
Satisfaction in family living was studied in a New Zealand sample of 191 men and 285 women in the eight stages of the family life cycle. Results were compared with Rollins and Feldman's American sample. (Author)
Document Number: EJ120647

Russell Smart

Author(s): Smart, Russell C.; Smart, Mollie S.
Title: Preadolescents' Perceptions of Parents and Their Relations to a Test of Responses to Moral Dilemmas
Journal: Social Behavior and Personality; v4 n2 p297 307 1976
Year: 1976
Abstract:
The Cornell Parent Behavior Inventory and Moral Dilemmas Test were administered to 146 girls and 123 boys in New Zealand. Boys with high parental support factor scores had higher mean scores on the Moral Dilemmas Test. The girls' parent perception factor scores did not relate to the Moral Dilemmas Test. (Author)
Document Number: EJ158448

Author(s): Smart, Mollie S.; Smart, Russell C.
Title: Recalled, Present, and Predicted Satisfaction in Stages of the Family Life Cycle in New Zealand
Journal: Journal of Marriage and the Family; v37 n2 p408 15 1975
Year: 1975
Abstract:
Satisfaction in family living was studied in a New Zealand sample of 191 men and 285 women in the eight stages of the family life cycle. Results were compared with Rollins and Feldman's American sample. (Author)
Document Number: EJ120647

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