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   

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   

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   

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   

Understanding conceptual change: connecting and questioning     

Catherine Milne  Susan Kirch  Sreyashi Jhumki Basu  Mary Leou  Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434

We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual change research for the teachers and students with whom we work.

Catherine MilneEmail:

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Chinese character acquisition and visual skills in two Chinese scripts     

Catherine?Mcbride-ChangEmail author  Bonnie?W.?Y.?Chow  Yiping?Zhong  Stephen?Burgess  William?G.?Hayward 《Reading and writing》2005,18(2):99-128

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Mothers’ and Fathers’ Parental Warmth,Hostility/Rejection/Neglect,and Behavioral Control: Specific and Unique Relations with Parents’ Depression Versus Anxiety Symptoms     

Catherine C. Epkins  Shannon L. Harper 《Parenting, science and practice》2016,16(2):125-145

Objective. This study advanced and tested conceptualizations of parents’ depression and anxiety in relation to parental warmth, hostility/rejection/neglect, and behavioral control, before and after controlling for comorbid symptoms. Design. Two-parent families (N = 119) with girls (aged 8 to 12) completed questionnaires on parents’ and girls’ depression and anxiety and parents’ parenting. Results. Both parents’ depression and anxiety were related to more hostility/rejection/neglect; and the relations with depression remained after controlling for anxiety, yet the relations with anxiety became non-significant after controlling for depression. Mothers’ and fathers’ depression remained significantly and uniquely related to more hostility/rejection/neglect after controlling for their anxiety in addition to parental warmth, family socioeconomic status, parents’ treatment status, and girls’ depression and anxiety symptoms. Both mothers’ and fathers’ anxiety were related to higher behavioral control, before and after controlling for the parent’s depression, hostility/rejection/neglect, and treatment status, as well as family socioeconomic status and girls’ depression and anxiety symptoms. Fathers’ depression was related to lower behavioral control only after controlling for fathers’ anxiety, and remained so after also controlling for fathers’ hostility/rejection/neglect and the other control variables. Fathers’ depression and anxiety also interacted in relation to behavioral control. Conclusions. Mothers’ and fathers’ depression and anxiety symptoms are differentially related to parental warmth, hostility/rejection/neglect, and behavioral control, especially when comorbid symptoms are considered.  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   

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