Inventory estimated teacher characteristics as covariants of observer assessed pupil behavior.

Ryans, David G.

doi:10.1037/h0048864

Cited by 17 publications

(4 citation statements)

References 2 publications

(2 reference statements)

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“…The findings for the warm-permissive condition are consistent with the recommendations of childrearing specialists concerned with maximizing socially out-going characteristics and individuality. The child with warm-permissive parents is socialized mainly through love, good models, reasons, and a trial-and-error learning of how his actions (which are a bit uncontrolled at time) have an impact on others [p. 1981. In reference to the teacher-child relation, the American Council on Education sponsored a major study in which three main factors were found to represent observed teacher behavior: (a) understanding, friendly versus aloof, egocentric, restricted teacher behavior; (b) responsible, businesslike, systematic versus evading, unplanned, slipshod teacher behavior; and (c) stimulating, imaginative, enthusiastic versus dull, routine teacher behavior (Ryans, 1960). These factors of teacher behavior would appear to correspond closely to the sector of social behavior defined by the positive and active coping poles in Quadrant IV of Figure 1.…”

Section: Activity-passivity and Acceptance-rejection In Parent-child ...mentioning

confidence: 99%

Dimensions of interpersonal facilitation in psychotherapy and child development.

Bierman

1969

Psychological Bulletin

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Extensive prior research has found that much of social behavior can be represented by combinations of the two orthogonal dimensions of active expressiveness versus passive restrictedness and of acceptance versus rejection. A survey of studies on the consequences of these relational dimensions for counselingpsychotherapy processes and outcomes suggests that optimal effects occur under conditions of active engagement in the context of positive regard. The twodimensional model suggests resolutions of some inconsistent findings and defines some areas needing more direct study. Comparison with findings on parentand teacher-offered conditions upon child development lends support to the generality of the model for interpersonal facilitation and suggests research explorations of new treatment-training modes.

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Section: Activity-passivity and Acceptance-rejection In Parent-child ...mentioning

confidence: 99%

Dimensions of interpersonal facilitation in psychotherapy and child development.

Bierman

1969

Psychological Bulletin

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“…To learn means to devise a way of acting in a situation for which old ways are inadequate. 6. In the interest of social stability, the youth of this generation must be brought into conformity with the enduring beliefs and institutions of our national heritage.…”

Section: Resultsmentioning

confidence: 98%

“…E. V. Sayers developed a paper-pencil test of consistent agreement with the educational philosophy of experimentality and proceeded as far as item analyses and reliability tests on education student populations in Hawaii and New York City. Ryans (1961), as part of the Teacher Characteristics Study, de-veloped an estimate of conservative educational viewpoint. This score measured the dimension called conservative, learning-centered-liberal, child-centered.…”

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confidence: 99%

A Short Test of One'S Educational Philosophy

Curran

Gordon

Doyle

1966

Educational and Psychological Measurement

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“…Figure 1 illustrates the month-by-month distribution of the various variants in Israel. It is essential to note that there is a substantial variance between countries worldwide and the presence of a wide range of varieties at any given time[ 16 ]. Figure 2 display the Potassium levels of patients with Omicaron and Delta variants.…”

Section: Introductionmentioning

confidence: 99%

Lab results of COVID-19 patients: Omicron vs delta variants

Avraham,

Herman,

Shaham

et al. 2024

World J Virol

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BACKGROUND The coronavirus disease 2019 (COVID-19) virus has been a world-known pandemic since February 2020. Multiple variances had been established; the most common variants in Israel were omicron and delta. AIM To analyze and compare laboratory values in the "omicron" and "delta" variants of the coronavirus by conducting follow-up examinations and laboratory audits on COVID-19 patients admitted to our institution. METHODS A retrospective study, two groups, 50 patients in each group. Patients examined positive for COVID-19 were divided into groups according to the common variant at the given time. We reviewed demographic data and laboratory results such as complete blood count and full chemistry, including electrolytes and coagulation parameters. RESULTS The mean age was 52%, 66.53 ± 21.7 were female. No significance was found comparing laboratory results in the following disciplines: Blood count, hemoglobin, and lymphocytes (P = 0.41, P = 0.87, P = 0.97). Omicron and delta variants have higher neutrophil counts, though they are not significantly different (P = 0.38). Coagulation tests: Activated paritial thromoplastin test and international normalized ratio (P = 0.72, P = 0.68). We found no significance of abnormality for all electrolytes. CONCLUSION The study compares laboratory results of blood tests between two variants of the COVID-19 virus – omicron and delta. We found no significance between the variants. Our results show the need for further research with larger data as well as the need to compare all COVID-19 variants.

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Inventory estimated teacher characteristics as covariants of observer assessed pupil behavior.

Cited by 17 publications

References 2 publications

Dimensions of interpersonal facilitation in psychotherapy and child development.

Dimensions of interpersonal facilitation in psychotherapy and child development.

A Short Test of One'S Educational Philosophy

Lab results of COVID-19 patients: Omicron vs delta variants

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