Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs     

Adam Winsler  Deepti Gupta Karkhanis  Yoon Kyong Kim  Jerome Levitt 《The Urban Review》2013,45(4):416-447

Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed.  相似文献   

Poverty and Childhood∗     

Jerome S. Bruner 《牛津教育评论》2013,39(1):31-50

ABSTRACT

The child‐centred theme of natural development in Rousseau's Emile has exercised a powerful and benign influence on education. Rousseau's proposed curriculum for girls, however, seems extraordinarily illiberal, requiring as it does a rigorous preparation for playing the traditional female role in a male‐dominated society.

It is argued here that such a conservative policy on the education of girls is inevitable in an educational theory which makes a virtue of its empirical foundations. Observational studies of the female's nature and of her needs and interests portray her as society permits or requires her to be rather than as she could or should be. This is a dangerous weakness in influential twentieth‐century versions of child‐centred theory which have embraced a scientific approach in the hope of enhancing their credibility. The full educational development of girls, however, requires a distinctive vision of how things ought to be, a willingness to defend such value judgments, and a determination to intervene positively in the classroom.  相似文献   

Government programs and the growth of high-technology industries     

Jerome E. Schnee 《Research Policy》1978,7(1):3-24

The research reported in this article was carried out as part of a larger prefect investigating the impact of the US Space Program on the American economy. The author describes the influence of governmental programs in space and defense on the growth of the computer and semiconductor industries. Three types of economic impacts are analyzed: the role of the federal government in financing research and development; the importance of the government as a market, particularly in the early stages of an industry's growth; and the extent to which government policy encouraged the entrance of new firms and permitted the survival of companies that might otherwise have failed. The paper also deals with the contribution of Defense and NASA to the acceleration of technological changes and the development of specialized manpower on which the progress of the industry largely depended.The author concludes that large government programs can play an essential role in the growth of high technology industries. The significance of space-defense programs for US semiconductor and computer firms can only be perceived by reviewing each type of impact-economic, technological and manpower. The government's early R & D support, assured demand during startup periods, encouragement of competition, acceleration of technological progress and its facilitating of professional mobility, are the separate impacts which together greatly aided US firms in their rise to a dominant position in the world semiconductor and computer industries.  相似文献   

Improved methods for the purification of sewage and water,as shown in the operation of the municipal plant at Reading,PA     

John Jerome Deery 《Journal of The Franklin Institute》1899,148(4):279-290

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Examiner scoring of ambiguous WISC-R responses     

Jerome M. Sattler  John R. Andres  Lisa S. Squire  Rick Wisely  Christopher F. Maloy 《Psychology in the schools》1978,15(4):486-489

Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. Clinical and school psychologists (N = 62) and graduate students (N = 48) scored WISC-R Similarities, Comprehension, and Vocabulary responses obtained in a group administration procedure. From over 15,000 responses obtained, only unusual, atypical, or ambiguous responses were selected; 726 responses were scored, with 11 groups of 10 raters each scoring 66 responses. Considerable scoring disagreement occurred. Unanimous agreement (within each group of 10 raters) was found on only 13% of the responses, while 80% of the raters agreed on 44% of the responses. Rates of scoring agreement were not related to level of rater experience, but were related to specific subtests. Higher rates of agreement were found on the Similarities and Comprehension subtests than on the Vocabulary subtest for both experienced and inexperienced raters. The results suggest that even with the improved WISC-R manual, scoring remains a difficult and challenging task.  相似文献   

Teacher Research: Demonstrations of Possibilities     

Andrew Manning  Jerome Harste 《Literacy》1994,28(1):2-4

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Finding the Theory and Method for the Pedagogy of Teaching Legal Research: A Response to Callister's “Time to Blossom”     

Paul Jerome Mclaughlin  Jr. 《Legal Reference Services Quarterly》2017,36(2):74-84

In his article “Time to Blossom,” Callister invites legal research experts to begin a discussion as to what theory and methodology would be most effective for teaching legal research. This article suggests that utilizing a tailored form of systems theory in conjunction with active learning methods would allow legal educators not only to teach students in an effective and understandable manner but also to adapt their teaching methods to correspond to changes in the legal research field.  相似文献   

THE BLUE COLLAR BLUES     

Jerome S. Rosow 《Equity & Excellence in Education》2013,46(3):32-37

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A Global Perspective on Teaching and Learning about Science and Society     

Jerome E. DeBruin 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):267-276

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Announcements     

Jerome Rossier 《International Journal for Educational and Vocational Guidance》2015,15(1):89-93

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