Davitz, Joel Robert

Evaluating research proposals : a guide for the behavioral sciences by Joel Robert Davitz( Book )

7 editions published in 1996 in English and held by 225 WorldCat member libraries worldwide

60 seconds to mind expansion by Harold Cook( Book )

4 editions published between 1975 and 1976 in English and held by 163 WorldCat member libraries worldwide

Making it : 40 & beyond by Joel Robert Davitz( Book )

4 editions published in 1979 in English and held by 149 WorldCat member libraries worldwide

Surviving the Mid-Life Crisis

Fun? but we're married! : a wise and witty guide to a lasting marriage by Lois Jean Davitz( Book )

3 editions published between 1999 and 2003 in Chinese and English and held by 126 WorldCat member libraries worldwide

Drawing on their own experiences, the authors provide a witty and wise guide for those about to marry, those who may be stumbling in a marriage, and those who want to look back on the years with some perspective and even a touch of laughter

Studying school children in Uganda; four reports of explanatory research by Millie Almy( Book )

4 editions published in 1970 in English and held by 111 WorldCat member libraries worldwide

Getting along (almost) with your adult kids : a decade-by-decade guide by Lois Jean Davitz( Book )

2 editions published in 2003 in English and held by 96 WorldCat member libraries worldwide

Presents a guide of helpful information regarding how to move through the stages of being a parent of adult children and their spouses

The language of the classroom; meanings communicated in high school teaching by Arno A Bellack( Book )

3 editions published in 1963 in English and held by 76 WorldCat member libraries worldwide

A methodology was developed to describe the language of the classroom by considering--(1) pedagogical moves of structuring, soliciting, responding, and reacting, (2) substantive meanings, (3) substantive-logical meanings, (4) instructional meanings, and (5) instructional-logical meanings. A procedure was also developed for characterizing the overall emotional style of discourse utilizing the concepts of valence, potency or strength, and activity. Data were collected from a unit of instruction on international economic problems presented by 15 high school teachers to 345 students in senior high school classes. Measures of knowledge and attitudes were utilized, and the four class sessions comprising the unit were tape recorded in each of the 15 classes. Content analysis of transcriptions revealed the various kinds of meanings conveyed by the linguistic behaviors of both teachers and pupils. Statistical analyses were made of these results. The data revealed a consistent and remarkably stable pattern of pedagogical discourse. No apparent relation was found between the valence, I.E., pleasantness or unpleasantness, or the meanings expressed by the teacher and subsequent learning of the pupils. It was recommended that subsequent research should consider the consequences of the variables in classroom language which were defined in this study. (Jm)

20 tough questions teenagers ask and 20 tough answers by Lois Jean Davitz( Book )

1 edition published in 1998 in English and held by 72 WorldCat member libraries worldwide

A compilation of questions and answers based on issues of importance especially to teenagers, including sexuality, faith, death, contraception, divorce, emotional health, and family relationships

Terminology and concepts in appraising the mentally retarded. Project director: Irving Lorge. Final report prepared by Joel R. Davitz [and] Lois J. Davitz by Joel Robert Davitz( Book )

5 editions published between 1962 and 1964 in English and held by 70 WorldCat member libraries worldwide

The objective of this study was to minimize the variability in legal and educational classification of the mentally retarded. A systematic review was made of the semantic variations in the definition of the mentally retarded in terms of functional adequacy for education, training, or custodial care. The method involved the review of statutes and regulations about the classification and education of the mentally retarded, a survey of procedures used in their classification, and an examination of published sources for names used in their classification. On the basis of the present review of literature, a tentative multidimensional system for the definition of terms has been developed. The proposed system consists of a number of dimensions concerned with etiology functioning, status, and prognosis. Each dimension is divided into several subcategories, representing either qualitative differences, as in etiology, or quantitative differences. The development of this system would provide some standardized set of references for defining terms. It is unlikely that one set of terms will be accepted and found to be generally useful in the variety of settings in which problems of mental retardation are of concern, but a standard system of defining terms would provide a common basis for communication and translation from one set of usages to another. Further research might investigate the interrelationships among the various dimensions or might be directed at methods of summarizing the descriptive data, using various scores, cut-off points, or profiles, and relating this information to educational and therapeutic goals. (Jl)

Su hijo adolescente : cómo comprenderlo y relacionarse con él by Lois Jean Davitz( Book )

7 editions published between 1982 and 1998 in 3 languages and held by 60 WorldCat member libraries worldwide