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  • All fields: Cooke
(19 results)



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    • 1909, page 15

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    • 15 STATE NORMAL SCHOOL. Copies of the City Charter and plan of government have been requested by the management of many educational institutions and many teachers. PUBLIC LECTURES. The President and faculty of...
    • Page 8

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    • Emotional Manipulation and Psychopathy 8 females (Kennealy, Hicks & Patrick, 2007). Although validity with females has been found, it has been recommended for validity sake, that its use in high-stakes decisions be restricted to North American...
    • Page 47

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    • Emotional Manipulation and Psychopathy 47 Developmental Psychology, 32, 988-998. Cooke, D.J. & Michie, C. (2001). Refining the construct of psychopathy: Towards a hierarchical model. Psychological Assessment, 13, 171-181. Dahling, J.J., Whitaker,...
    • Page 19

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    • 17 time-out room only reinforces undesirable behaviors. The child has associated acting out with getting out and is maintaining control of the situation (Richardson & Saxon, 2002). Another concern associated with the use of timeout procedures is...
    • Page 20

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    • 18 negative, that child’s awareness of contingencies affecting their own behavior is increased (Appolloni, Cooke & Strain, 1976). In some instances, student removal from the classroom and placement in a less stimulating environment such as a...
    • Page 43

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    • 41 References Akin-Little, A., & Little, S. G. (2008) Psychology’s contributions to classroom management. Psychology in the Schools, 45(3), 227-234. doi: 10.1002/pits.20293 Appolloni, T., Cooke, T. P., & Strain, P. S. (1976). The role of peers in...
    • Page 14

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    • 10 are able to make “annual growth” in the first few years of school, they will not become further behind others, but they still will be unable to reach appropriate benchmarks. Research indicates that, although data vary from state to state, the...
    • Page 18

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    • 14 (a) the measures have the necessary psychometric characteristics for reliable and valid measurement; (b) the measures are quick to administer and are thus feasible for regular use in school settings; (c) the measures have multiple alternate...
    • Page 19

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    • 15 achievement in reading is higher at the end of the school year than it was at the beginning of the year (Al Otaiba, Kosanovich-Grek, Torgesen, Hassler, & Wahl, 2005). One study shows that, when using ability grouping for reading instruction,...
    • Page 50

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    • 46 References Al Otaiba, S., Kosanovich-Grek, M., Torgesen, J., Hassler, L., & Wahl, M. (2005). Reviewing core kindergarten and first-grade reading programs in light of No Child Left Behind: An exploratory study. Reading & Writing Quarterly, 21(4),...
    • Page 68

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    • INTERPRETING WITH DEAF UNDER COMMON LAW TO 1880 63 deliberation on the bench that day cited a similar precedent involving a deaf man through his hearing brothers, as well as “the rule in law” for property transactions that DPs proved to...
    • Page 69

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    • INTERPRETING WITH DEAF UNDER COMMON LAW TO 1880 64 converse with him in that manner for seventeen years and upwards, and that he understood his meaning perfectly by those signs” (Cooke, 1742, p. 19). Before educational opportunities were available...
    • Page 90

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    • INTERPRETING WITH DEAF UNDER COMMON LAW TO 1880 85 reference texts dealing with DPs in general, and the best practices for admitting sign language interpreters. Table 4 below is a selected list of early U.K. and U.S. citations which demonstrate the...
    • Page 110

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    • INTERPRETING WITH DEAF UNDER COMMON LAW TO 1880 105 Littleton. London: Society of Stationers. Cokely, D. (1980). Sign language: Teaching, interpreting, and educational policy. In C. Baker & R. Battison (Eds.), Sign language and the deaf community:...

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