English Reading Effects of Small‐Group Intensive Intervention in Spanish for K–1 English Learners     

Michael Gerber  Terese Jimenez  Jill Leafstedt  Jessica Villaruz  Catherine Richards  Judy English 《Learning disabilities research & practice》2004,19(4):239-251

In this article we report small, but statistically significant, effects of brief supplemental instruction on English reading by Spanish‐speaking kindergartners (N = 37) who performed poorly on a bilingual battery of phonological‐processing tasks. Intervention design was compatible with the Reading First initiative and with research on use of multitiered intervention strategies for preventing reading failure among young monolingual students (e.g., L. S. Fuchs & Vaughn, 2003). We describe a Core Intervention Model (CIM) comprised of specific instructional behaviors that teachers might easily learn and employ regardless of curriculum, and discuss implications of our findings for building multitiered preventative instruction for young English learners.  相似文献   

Performance Funding and Quality Enhancement at Three Research Universities in the United States   总被引：1，自引：0，他引：1  

Catherine Watt  Carol Lancaster  James Gilbert  Thomas Higerd 《Tertiary Education and Management》2004,10(1):61-72

This paper discusses the effect performancefunding has had on funding and qualityenhancement at three research universities asimplemented over the past six years. Thepresentation details the accountabilityrequirements and the relationship they have hadon funding levels. It describes thecost-benefit ratio of maintaining andresponding to the required indicators, and howcollaborative efforts among the institutionshave brought about positive reform in thestate. This discussion will cover budgetprocesses and trends across the United Statesrelative to funding for performance andquality. Suggestions for implementation andimprovement of existing systems are alsodiscussed.  相似文献   

Eye‐rollers,risk‐takers,and turn sharks: Target students in a professional science education program     

Sonya N. Martin  Catherine Milne  Kathryn Scantlebury 《科学教学研究杂志》2006,43(8):819-851

In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voice and actions of target students can cause divisive social dynamics that may generate cliques. This study focuses on the emergence of target students, the formation of cliques, and professors' efforts to mediate teacher learning in a Master of Science in Chemistry Education (MSCE) program by structuring the classroom environment to enhance nontarget students' agency. Specifically, we sought to answer the following question: What strategies could help college science professors enact more equitable teaching structures in their classrooms so that target students and cliques become less of an issue in classroom interactions? The implications for professional education programs in science and mathematics include the need for professors to consider the role and contribution of target students to the learning environment, the need to structure an equitable learning environment, and the need to foster critical reflection upon classroom interactions between students and instructors. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 819–851, 2006  相似文献   

Invention Versus Direct Instruction: For Some Content,It’s a Tie     

Catherine C. Chase  David Klahr 《Journal of Science Education and Technology》2017,26(6):582-596

An important, but as yet unresolved pedagogical question is whether discovery-oriented or direct instruction methods lead to greater learning and transfer. We address this issue in a study with 101 fourth and fifth grade students that contrasts two distinct instructional methods. One is a blend of discovery and direct instruction called Invent-then-Tell (IT), and the other is a version of direct instruction called Tell-then-Practice (TP). The relative effectiveness of these methods is compared in the context of learning a critical inquiry skill—the control-of-variables strategy. Previous research has demonstrated the success of IT over TP for teaching deep domain structures, while other research has demonstrated the superiority of direct instruction for teaching simple experimental design, a domain-general inquiry skill. In the present study, students in both conditions made equally large gains on an immediate assessment of their application and conceptual understanding of experimental design, and they also performed similarly on a test of far transfer. These results were fairly consistent across school populations with various levels of prior achievement and socioeconomic status. Findings suggest that broad claims about the relative effectiveness of these two distinct methods should be conditionalized by particular instructional contexts, such as the type of knowledge being taught.  相似文献   

The Chingford Hall School Screening Project: Can we have some more educational psychologist time please?     

Irvine Gersch  Catherine Kelly  Sara Cohen  Sue Daunt  Norah Frederickson 《Educational Psychology in Practice》2001,17(2):135-156

This paper describes the development of a tailor-made Special Educational Needs screening device developed between an Educational Psychology Service (EPS) and a large primary school. Soft systems methodology was used to structure and evaluate the work. The project began when school staff requested a significant increase in Educational Psychologist time to undertake 40 additional child assessments. What was required was a way of prioritising the school's concerns in line with local Special Educational Needs audit procedures. Working in partnership, the EPS and school devised a screening checklist. Of note is the unique scoring key, which factored in the school's level of concern and values about children's needs. As a consequence, some items were emphasised more than others were. An evaluation study by Kelly revealed that school staff found the screening checklist to be generally useful, not only in prioritising children for assessment, but also in assisting the construction of individual education plans.  相似文献   

The 1919 Prison Special: Constituting white women's citizenship     

Catherine H. Palczewski 《Quarterly Journal of Speech》2016,102(2):107-132

During the spring of 1919, the National Woman's Party sponsored the Prison Special, a cross-country train tour of 26 white women who had been jailed as a result of their protest activity for woman suffrage. Using visual, embodied, and verbal enactments of imprisonment and civic action, the Prison Special constituted white women's citizenship through simultaneous rhetorics of inclusion and expulsion. The Prison Special's foregrounding of white women's martial capabilities, respectability, and vulnerability justified white women's inclusion in the category of citizen. The Prison Special's contrast of the imprisoned white suffragists to Black women co-prisoners participated in the expulsion of Black women from the category of citizen.  相似文献   

Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?     

Taylor  Karen S.  Lawrence  Joshua F.  Connor  Carol M.  Snow  Catherine E. 《Reading and writing》2019,32(4):983-1007

Reading and Writing - The Common Core State Standards (Common Core State Standards Initiative, 2010) feature argumentative writing across the curriculum in grades 4 through 12, yet little is known...  相似文献   

Toys and Materials as Setting Events for the Social Interaction of Preschool Children with Special Needs     

Catherine A. O'Gorman Hughes  Mark Carter 《教育心理学》2002,22(4):429-444

The present study compared the effects of social and isolate toys as setting events on the social interactions of 2 pre-school-aged children with special education needs in a setting that approximated a regular pre-school environment. A single subject alternating treatment design was used for 3 days a week over a 7 week period. Findings of this study showed there was no consistent overall difference between social and isolate toys. This was in contrast to previous studies that have found differences in interaction patterns across conditions. There were also two unanticipated findings from the study. While there was no evidence of an overall difference between social and isolate toys, there was some evidence of an interaction. Students with special education needs tended to interact more with each other when using isolate toys and tended to interact more with regular peers when using social toys. Further, it was also found that particular toys from both social and isolate classifications were consistently associated with social interaction across both subjects while other toys were not associated with social interaction. This raises questions about the validity of traditional classifications of toys and materials. The use of toys to promote social interaction is a potentially valuable technique but this study raises questions that indicate a need for further research.  相似文献   

Parental Participation and Partnership in Pre-school Provision Participation et partenariat parental dans les prestations pre´scolaires Participación y Asociación de Los Padres en la Provisión de la Enseñanza Preescolar     

Hugh Foot  Christine Howe  Bill Cheyne  Melody Terras  Catherine Rattray 《International Journal of Early Years Education》2002,10(1):5-19

Parental participation in pre-school provision does not reflect a close partnership between parents and pre-school service providers in the statutory sector. A multi-method approach involving survey, interviews and observations revealed that opportunities across pre-school provision for parental participation vary considerably between different types of provision. While parental needs for participation were largely satisfied by the levels and types of participation offered in the playgroup sector, parental willingness to participate in local authority (LA) and private nurseries is not matched by the opportunities available, particularly with respect to active help in daily activities. This desire for increased levels of parental participation stems from three sources: (i) to monitor and obtain feedback on their own child's progress; (ii) to enable them to experience how pre-school provision is delivered; and (iii) to satisfy their own needs for social contact and making friends. Results suggest that parents' actual and desired participation falls short of genuine partnership and raise questions about parental training and the precise roles and responsibilities which parents should have. La participation des parents aux prestations préscolaires ne fait pas apparaître un partenariat étroit entre les parents et les services préscolaires dans le secteur officiel. Une approche multi-méthodes comprenant une enquête, des entretiens et des observations a révélé que les opportunités de participation parentale aux prestations préscolaires variaient considérablement selon les différents types de prestations. Alors que les besoins parentaux de participation soient largement satisfaits par les niveaux et les types de participation offerts par le secteur des garderies communautaires, la disponibilité des parents à apporter une participation aux écoles maternelles d'État et privées n'est pas satisfaite par les occasions disponibles, notamment en matière d'aide active aux activités quotidiennes. Le désir des parents d'augmenter leur participation se base sur trois raisons: (i) suivre les progrès de leur enfant, et obtenir des informations sur ces progrès; (ii) savoir comment les prestations préscolaires sont assurées; et (iii) satisfaire leurs propres besoins de contacts sociaux et se faire des amis. Les conclusions indiquent que la participation apportée et souhaitée par les parents ne correspond pas à un véritable partenariat et soulèvent des questions sur la formation des parents et les rôles et responsabilités précis àdonner aux parents. La participación de los padres en la provisión de la enseñanza preescolar no refleja una asociación estrecha entre los padres y los proveedores del servicio de enseñanza preescolar en el sector estatal. Un enfoque multimétodo utilizando sondeos, entrevistas y observaciones puso de manifiesto que las oportunidades a través de toda la provisión de la enseñanza preescolar para la participación de los padres varía bastante entre los diferentes tipos de provisión. Mientras que las necesidades de los padres de participación fueron en gran parte satisfechas pos los niveles y los tipos de participación ofrecidos en el sector de los "playgroup" (grupos de actividades lúdico-educativas para niños de edad preescolar), la buena disposición de los padres a participar en las guarderías municipales y en las privadas no se corresponde con las oportunidades disponibles, especialmente en lo que concierne a la ayuda activa en las actividades diarias. Este movimiento hacia mayores niveles de participación de los padres tiene de tres razones: (i) el deseo de seguir el desarrollo y de obtener "feedback" sobre el progreso de los hijos; (ii) el deseo de permitirles experimentar cómo se imparte la provisión de los servicios de la enseñanza preescolar, y (iii) el deseo de satisfacer sus propias necesidades para establecer contactos sociales y hacer amistades. Los resultados indican que la participación deseada y real de los padres está muy por debajo de una asociación genuina y plantean cuestiones sobre la capacitación de los padres y sobre las responsabilidades y funciones específicas que deberían tener los padres.  相似文献   

Reasons for discontinuing study: The case of mature age female students with children     

Catherine Scott  Ailsa Burns  George Cooney 《Higher Education》1996,31(2):233-253

The research investigated reasons for leaving study amongst a sample of 118 mature age female students with children who had been enrolled at one of three eastern Australian universities. Analysis of questionnaire data revealed three major types of motive for attrition. Firstly, a strong socio-economic class influence was found. Women whose own and/or whose husbands' social class indicators were low tended to leave study because of a combination of lack of support from family for the mother's study, lack of money, weight of domestic responsibility and lack of knowledge or skills expected at university. Secondly, women who had been enrolled in non-traditional subjects (economics/business/law) were relatively over-represented amongst the discontinuing students and were particularly likely to cite lack of academic support or staff hostility as a reason for leaving. Thirdly, reasons for leaving study were found to be connected to student's age, suggesting a life style interpretation. Younger women with younger children were likely to leave because of family, financial or child care related reasons. Older women were more likely to leave because of practical difficulties or course dissatisfaction.  相似文献