The Effects of School-Based Cognitive Behavioral Interventions for Internalizing Problems: A Meta-Analysis and an Examination of the Quality of the Evidence-Base

Cognitive Behavioral Therapy (CBT) in a clinical setting is an effective intervention used to reduce internalized problems, particularly those of anxiety and depression disorders. Because schools provide one of the best environments in which to access children to provide treatment programs to meet their needs, a growing body of evidence suggests the implementation of school-based CBTs to reduce a variety of internalizing problems of children. The first part of this study addressed the evaluation of the quality indicators of school-based CBTs on students with or at risk of developing any types of internalizing problems. A comprehensive search of the literature yielded fifty group research studies based on the inclusion/exclusion criteria. Twenty-four quality components across eight quality indicators categories were coded and analyzed for each study. The results of review demonstrated that only four of the fifty studies met all components of the quality indicators. The significant indicators that the studies were missing were the disability or risk status of participants, a description of specific training, and the qualifications for implementer. Moreover, the findings of the study showed that implementation fidelity was missing for most studies. Future directions for research and practice are discussed. The second part of the study was a systematic and meta-analysis examining the efficacy of school-based CBTs in reducing the internalizing problems of children within in a Multi-Tiered System of Support (MTSS). This meta-analysis included fifty studies involving the use of school-based CBTs for treatment of internalizing problems. The finding of the second study suggests that school-based CBTs may be useful to minimize internalizing problems of children within the MTSS. The results indicated a small effect for reducing internalizing problems in children. Results of the current meta-analysis also demonstrated that the statistically significant differences between the studies was not due to random differences in the effect size. The results of the moderator analyses indicated that levels of the intervention, types of the implementers, and types of the internalizing problems were not statistically significant moderators of treatment. Future directions for research and practice are discussed

Sevgili pinokyo

Taha Toros Arşivi, Dosya No: 5-Ahmet Ziya, Ragıp Ziya, Sait - Perihan Mağdenİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers’ demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented

Information Disclosure and Banking Sector Performance and Stability

Over the last decade, financial and capital markets have grown very rapidly and the markets have become more complex as a result of increased used of derivative securities. The recent subprime crisis has intensified the debate regarding the need for greater transparency. The purpose of this study is to contribute to this debate by examining the relationship between the quantity and quality of information disclosure regarding a bank\u27s securitization and credit derivative activities and the subsequent impact on bank performance and stability. The results show a significant relationship between the quality/quantity of disclosure and bank performance/stability. When information on securitization and credit derivative activities are disclosed on call reports and annual reports, performance/stability initially decreases. After a bank establishes certain setup, equipment, personnel and expertise on these activities, performance/stability starts to increase. The results also show that increases in disclosure/activity have an asymmetrical impact on bank performance and stability compared to decreases in disclosure bank performance measures are more sensitive to disclosure than stability measures the financial markets are more sensitive to changes in quantitative measures of disclosure/activity compared to qualitative measures and the financial markets show the greatest reaction to changes in the level of disclosure/activity by money center banks, followed by regional banks. The empirical results show that even when the level of financial activity had not changed, an increase in the detail describing the activity was followed by a significant reaction in the market. Examining the bank\u27s annual report, it appears that an extensive discussion of their securitization and credit derivatives activities tends to increase stock price volatility, Analysis of the effects of the quality of disclosure shows that low quality information decreases performance but has no effect on stability. Also, the results show that highly trans

Teachers\u27 metacognitive awareness and metacognitive instructional practice: A mixed method study in Egypt

Metacognition plays a vital role in 21st entury learning as it is found to be avery important predictor of learning. Research shows that metacognition can be taught and promoted inside the classroom. However, a gap was found between theory and practice where instructional practices that are actually done by teachers to promote metacognition are scarce. Litereture suggests that developing teachers\u27 metacognitve skills is a prerequisite for promoting metacognition inside the classroom. In addition, research investigating teachers\u27 metacognition is scarce with methodological concerns about the exisiting studies since they use self report for data collection that are not found to be ecologically valid compared to online measures like observations with several calls for mixed methods to give a holisitic view about teachers metacognition. The current study is a mixed method study that collects data through a quantitative followed by a qualitative method. For the quantitative study, 394 teachers from 31 schools from different socioeconomic levels in Cairo answered the Arabic adapted version of the Metacognitive Awareness inventory (MAI). Statisitcal analysis shows high level of metacognitve awareness by Egyptian teachers. In addition, t test an ANOVA shows no significant differences inteachers metacognitive awareness based on gender, subjects taught, type of schools or grade level. The only signifcant difference found was in experience where teachers with 6 to 15 years of experience show signifcantly higher metacognitive awareness compared to teachers of 16 or more years of experience while there was no siginificant difference between novice teachers (0-5 years of experience) and teachers with 6 to 15 years of experience. For the qualitative study, four female teachers were interviewed and observed through two cycles of pre-observation interview, class observations and post observation interview and several themes emerged of how teachers think and use metacognitive instructional practices to adapt their instructions

Gender diversity of boardrooms and firm financial performance

© 2016, Virtus Interpress. All rights reserved. The impact of boardroom diversity on firm financial performance has attracted growing research interest in recent years. However, due to the lack of readily available datasets for other parts of the world, most of the evidence is based on the US data. The purpose of this study is to examine the relationship between gender diversity in the boardrooms and firm financial performance in a region, where it has never been studied before. Using a sample of 60 firms listed in Abu Dhabi and Dubai Stock Exchanges, first the impact of gender diverse boards on the accounting value of the firms is analyzed. Afterwards, stock price reactions to the announcement of the gender quotas on corporate boards in the UAE are examined. The results do not show a significant impact of female directors on the firm’s both accounting and market value. However, these results should be interpreted carefully since the presence of women in leading positions might affect different aspects of the firm practices

Boardroom Diversity, Corporate Governance & Innovation in the UAE Banks

Corporate governance carries strategic importance and should be addressed correctly by decision makers. Corporate finance literature suggests that diverse boards are a part of good corporate governance practice. However, it is not clear how good corporate governance- particularly diverse board characteristics might affect the corporate innovation and innovation search strategies. Utilizing the data from 25 banks listed in the UAE stock exchanges, this study evaluates the impact of boardroom diversity on firm innovativeness both before and after the drop in the oil prices. The results show that while gender and education do not significantly affect innovativeness of banks, having more experienced and independent board members enhances the innovation. The effect of experienced board members on innovation is more pronounced during the oil price drop period, while the effect of independent board members decrease after the drop in the oil prices

Gender Differences in College Applications: Evidence from the Centralized System in Turkey

In Turkey, as in many other countries, female students perform better in high school and have higher test scores than males. Nevertheless, men still predominate at highly selective programs that lead to high-paying careers. The gender gap at elite schools is particularly puzzling because college admissions are based entirely on nationwide exam scores. Using detailed administrative data from the centralized college entrance system, I study the impact of gender differences in preferences for programs and schools on the allocation of students to colleges. Controlling for test score and high school attended, I find that females are more likely to apply to lower-ranking schools, whereas males set a higher bar, revealing a higher option value for re-taking the test and applying again next year. I also find that females and males value program attributes differently, with females placing more weight on the distance from home to college, and males placing more weight on program attributes that are likely to lead to better job placements. Together, these differences in willingness to be unassigned and in relative preferences for school attributes can explain much of the gender gap at the most elite programs

Pierre Loti'de sabah keyfi

Taha Toros Arşivi, Dosya Adı: Pierre Lotiİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

Hayatın basit keyifleri için

Taha Toros Arşivi, Dosya No: 64-Kuzguncukİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033