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2,224 results on '"Reed, Richard"'

2. The quality of care delivered to residents in long-term care in Australia: an indicator-based review of resident records (CareTrack Aged study)

Author

Hibbert, Peter D., Molloy, Charlotte J., Cameron, Ian D., Gray, Leonard C., Reed, Richard L., Wiles, Louise K., Westbrook, Johanna, Arnolda, Gaston, Bilton, Rebecca, Ash, Ruby, Georgiou, Andrew, Kitson, Alison, Hughes, Clifford F., Gordon, Susan J., Mitchell, Rebecca J., Rapport, Frances, Estabrooks, Carole, Alexander, Gregory L., Vincent, Charles, Edwards, Adrian, Carson-Stevens, Andrew, Wagner, Cordula, McCormack, Brendan, and Braithwaite, Jeffrey

Published
2024
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8. Assessing the Efficacy of Online Learning in Disparate Business Subjects: Lessons from Distributed Practice and Social Learning Theory

Author

Reed, Richard S., Van Wagoner, Hunter Phoenix, Cropanzano, Russell, and Jennings, Tracy M.

Abstract

For many reasons, higher education is shifting toward more online instruction. As this shift occurs, educators and administrators should be aware that the efficacy of online courses may be influenced by course content. Specifically, student learning may suffer as courses utilizing significant quantitative content, such as accounting and finance, transition from in-person instruction to online. We investigate this possibility in three quasi-experiments, which compare online and face-to-face instruction in four disparate business minor courses. In our first study we obtain the predicted interaction, such that online students performed worse than traditional students, and more so in quantitatively heavy classes. In order to encourage better performance, we design an intervention based on distributed practice theory, encouraging students to engage with material more frequently. However, this intervention fails, replicating the interaction in Study 2. For Study 3, we design a more extensive intervention based on social learning theory, asking teachers to employ a variety of tactics to boost their feedback and interpersonal contact with students. This new intervention is successful, with online students performing equally well regardless of the volume of quantitative content in the course. Findings are discussed in terms of their teaching implications and the need for more theory-based research.

Published
2023
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28. Working In-Vivo with Client Sense of Unlovability

Author

Tsai, Mavis and Reed, Richard

Abstract

Clients sometimes react negatively when their in-session problem behavior is simply blocked. This article illustrates how a FAP (Functional Analytic Psychotherapy) therapist can work effectively in session with a client's problem feeling of unlovability by: 1) understanding its antecedents and functions, 2) using therapeutic love to reinforce in-session improvement, and 3) discussing how to generalize improved ways of acting and associated positive feelings resulting from the therapeutic interaction to daily life. A verbatim transcript of an interaction between a therapist and client is provided, along with annotations of the client's clinically relevant behaviors (CRBs) and the therapist's use of FAP's five rules of therapeutic technique. When the client experienced the ways he really mattered to his therapist, he was freer to allow this sense of being cared about, rather than his feeling of unlovability, reinforce loving and caring by others.

Published
2012

48. 'Can You Help Me with My Homework?' Elementary School Children's Invitations and Perspectives on Parental Involvement.

Author

Walker, Joan M., Hoover-Dempsey, Kathleen V., and Reed, Richard P.

Abstract

Grounded in Hoover-Dempsey and Sandler's model of the parental involvement process, this study examined links between empirically suggested manifestations of children's invitations and parents' levels of involvement in children's homework activities. Relevant literature suggested the potential importance of four child attributes in inviting parents' homework involvement: (1) child's general level of performance; (2) child's experience of difficulty with daily homework; (3) child's developmental press for independence; and (4) child's valuing of the parent's involvement activities. Twenty public school fourth graders and their parents (one per child) were interviewed individually and responded to questionnaires; data on child school performance were gathered from school records (6-week report cards for the full year; standardized achievement test results for the year). Findings suggested very modest links between higher levels of parental involvement and higher work difficulty as reported by parents, lower child press for independence as reported by parents, as well as lower general levels of performance as reflected in child interviews and school grades. Child valuing of parental help was linked weakly to parental involvement (stronger child valuing of parents' involvement activities was positively related to child reports of more parental involvement.) These and other findings were considered in light of qualitative patterns of parent and child observations in the interview data set, as were implications for theoretical understanding of variables contributing to parents' involvement decisions. Based on findings, suggestions were devised for teachers and parents wishing to increase the incidence and effectiveness of parents' involvement in their elementary children's education. (Contains 33 references.) (Author/KB)

Published
2000

49. Parents' Motivations for Involvement in Children's Education: Testing a Theoretical Model.

Author

Reed, Richard P., Jones, Kathleen P., and Walker, Joan M.

Abstract

This paper examines the motivational factors that influence parents' decisions to become involved in the children's education by testing the first level of Hoover-Dempsey and Sandler's model of the parental involvement process. It suggests that the following constructs are key to understanding parents' involvement decisions: (1) parental role construction frames what parents believe they are supposed to do with respect to their children's education; (2) parents' sense of efficacy for helping the child succeed in school defines how effective parents believe they can be in influencing their child's educational outcomes; and (3) parents' perceptions of general invitations, opportunities, and demands for involvement from the school shape parents' beliefs about the school's expectations for their involvement. The study tests the utility of these constructs in predicting parents' involvement activities. The results provide empirical confirmation of the theoretical prediction that role construction, efficacy, and perception of teacher invitations influence parents' involvement decisions. Post hoc analyses suggested that parental role construction appears to be a mechanism through which efficacy influences parent involvement activities. Results are discussed in terms of their theoretical implications for improving parent-school partnerships. (Contains 2 figures, 2 tables, and 48 references.) (JDM)

Published
2000

50. The loyal heart in me : an investigation into the identity of contemporary paramilitary loyalism

Author

Reed, Richard James

Subjects
322.4209416
Abstract

This thesis is an exploration of the evolution of paramilitary loyalist identity from the inception of the modern UVF through to 2011. It is guided by a theoretical framework that defines identity as the outworking of cultural and political practices that serve to preserve a boundary between those inside a group, and those outside; something thus utterly dependent upon, and shaped by, interactions with others. Analysis of the extensive documentary and interview material of this research under this theoretical framework revealed a loyalist identity that mobilised in response to a series of common emotions, and a shared belief that the appropriate response to militant republicanism was violent suppression. The thesis describes a loyalism that was simultaneously militant and violent, underwritten by a tendency to 'other' that which is different, but that also evolved into a distinctly working class and intensely localised identity. The thesis posits that central to this evolution is loyalism's resistance to mainstream unionism and a narrative of betrayal by a disinterested British establishment, thus suggesting that academic analysis of loyalism should move beyond the simplistic 'pro-state' categorisation. The thesis also challenges the concept of 'new loyalism', demonstrating how the central tenets of the media-friendly loyalism of the post-ceasefire period were part of loyalism's complex persona from the early stages of the conflict It concludes that loyalism's contemporary condition is the result of a destabilising and fracturing tension between a progressive, dynamic and politically independent identity, and the conservative and violent instincts that characterised paramilitary mobilisation. It concludes that today the UDA and UVF remain caught within this tension, constrained in their ability to progress by the dynamics from which they were formed and that have sustained their presence since. Currently decommissioned but not demobilised, the UDA and UVF are fundamentally inappropriate vehicles for further conflict transformation processes.

Published
2011

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