Guide to New Resources     

Ming Fang He  Jeff Sapp  Maria José Botelho  Isabel Nuñez  Wynnetta Scott-Simmons  Lincoln Johnson 《Multicultural Perspectives》2014,16(2):117-122

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Lessons Learned While Completing a Needs Assessment of ITSS,Inc. Career Development Opportunities: A Case Study     

Janice Aull  Jeff Bartley  Colleen Olson  Lauren Weisberg  Donald Winiecki 《Performance Improvement Quarterly》2016,28(4):7-26

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Effective,Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis     

Jeff C. Marshall  Daniel M. Alston 《Journal of Science Teacher Education》2014,25(7):807-821

Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured.  相似文献   

A comparison of the governing of primary and secondary schools in England     

Chris James  Michael Connolly  Steve Brammer  Mike Fertig  Jane James  Jeff Jones 《School Leadership & Management》2014,34(2):104-119

In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.  相似文献   

The counseling process,client expectations,and cultural influences: a review     

Mark A. Hector  Jeff S. Fray 《International journal for the advancement of counseling》1987,10(4):237-247

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Structure and Language Intervention     

Jeff Sigafoos 《International Journal of Disability, Development & Education》1997,44(1):79-82

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The instructional design portfolio     

Jeff Rudkin 《TechTrends》2004,48(3):62-64

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Validity of perceived need satisfaction as a curriculum evaluation criterion     

Lindsay D. Mackay  Jeff R. Northfield 《Research in Science Education》1975,5(1):113-121

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The effect of varying the mode of presentation of ASEP materials on pupils’ perceptions of the science classroom     

Jeff R. Northfield 《Research in Science Education》1976,6(1):63-71

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Prediction of College Major Persistence Based on Vocational Interests, Academic Preparation, and First-Year Academic Performance     

Jeff Allen  Steven B. Robbins 《Research in higher education》2008,49(1):62-79

We hypothesized that college major persistence would be predicted by first-year academic performance and an interest-major composite score that is derived from a student’s entering major and two work task scores. Using a large data set representing 25 four-year institutions and nearly 50,000 students, we randomly split the sample into an estimation sample and a validation sample. Using the estimation sample, we found major-specific coefficients corresponding to the two work task scores that optimized the prediction of major persistence. Then, we applied the estimated coefficients to the validation sample to form an interest-major composite score representing the likelihood of persisting in entering major. Using the validation sample, we then tested a theoretical model for major persistence that incorporated academic preparation, the interest-major composite score, and first-year academic performance. The results suggest that (1) interest-major fit and first-year academic performance work to independently predict whether a student will stay in their entering major and (2) the relative importance of two work task scores in predicting major persistence depends on the entering major. The results support Holland’s theory of person-environment fit and suggest that academic performance and interest-major fit are key constructs for understanding major persistence behavior.  相似文献