Poverty,family resources and children's early educational attainment: The mediating role of parenting     

Kathleen E. Kiernan  Fiona K. Mensah 《British Educational Research Journal》2011,37(2):317-336

This study uses longitudinal data from the UK Millennium Cohort Study to show the extent to which episodic and more persistent poverty in early childhood and the lack of other family resources disadvantage children at the start of their school careers in terms of whether they have achieved the target indicator of ‘good level of achievement’ on the Foundation Stage Profile. Positive parenting is shown to be an important contributor to school achievement that matters for children, regardless of poverty experience or family disadvantage. It is also shown to be an important mediator in redressing the effects of poverty and disadvantage.  相似文献   

Retrieval constraints and word frequency distributions a log-logistic model for IR     

Stéphane Clinchant  Eric Gaussier 《Information Retrieval》2011,14(1):5-25

We first present in this paper an analytical view of heuristic retrieval constraints which yields simple tests to determine whether a retrieval function satisfies the constraints or not. We then review empirical findings on word frequency distributions and the central role played by burstiness in this context. This leads us to propose a formal definition of burstiness which can be used to characterize probability distributions with respect to this phenomenon. We then introduce the family of information-based IR models which naturally captures heuristic retrieval constraints when the underlying probability distribution is bursty and propose a new IR model within this family, based on the log-logistic distribution. The experiments we conduct on several collections illustrate the good behavior of the log-logistic IR model: It significantly outperforms the Jelinek-Mercer and Dirichlet prior language models on most collections we have used, with both short and long queries and for both the MAP and the precision at 10 documents. It also compares favorably to BM25 and has similar performance to classical DFR models such as InL2 and PL2.  相似文献   

A “Library School:” Building a Collaborative Preschool-Library Partnership to Support Whole Family Engagement     

Campana  Kathleen  Martens  Marianne  Filippi  Allyson  Clunis  Julaine 《Early Childhood Education Journal》2022,50(1):71-82

Early Childhood Education Journal - Preschools and public libraries are natural partners in that they share similarities in their support for early learning and family engagement for the young...  相似文献   

Taking a Different Route: Contribution of Articulation and Metacognition to Intervention With At-Risk Third-Grade Readers     

Guy Trainin  Kathleen M. Wilson  Malinda Murphy-Yagil  Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195

This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006 Calfee, R. C., Miller, R. G., Norman, K., Wilson, K., &; Trainin, G. (2006). Learning to do educational research. In M. A. Constas &; R. J. Sterenberg (Eds.), Translating theory and research into educational practice: Developments in content domains, large scale reform, and intellectual capacity (pp. 77–103). New York, NY: Routledge. [Google Scholar]; Calfee &; Patrick, 1995 Calfee, R. C., &; Patrick, C. L. (1995). Teach our children well: Bringing K–12 education into the 21st Century. Stanford, CA: Stanford Alumni Assoc. [Google Scholar]), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993 Torgesen, J. K., &; Bryant, B. R. (1993). Phonological awareness training for reading. Austin, TX: Pro-Ed. [Google Scholar]). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters.  相似文献   

American Society of Plant Biologists: Position Statement on the Education of Young Children about Plants     

E. Kathleen Archer 《CBE life sciences education》2014,13(4):575-576

  相似文献   

New insights into Jin and post-Jin polychromy and refurbishment practices: A multi-disciplinary,multi-analytical approach     

John Twilley  Kathleen M. Garland  Marc F. Wilson 《文物保护研究》2014,59(5):S165-S168

  相似文献   

Motivational and Cognitive Contributions to Students' Amount of Reading     

Cox KE  Guthrie JT 《Contemporary educational psychology》2001,26(1):116-131

The amount that students read for enjoyment and for school is a major contributor to students' reading achievement and knowledge of the world. Consequently, it is important to identify the factors that predict amount of reading. A literature review revealed that motivation, strategy-use, and past reading achievement all may be expected to predict reading amount. To examine these variables, a total of 251 students in Grades 3 and 5 was administered questionnaires of these constructs and a reading test. Results showed that amount of reading for enjoyment was predicted most highly by motivation, when all other variables were controlled statistically in multiple-regression analyses. In contrast, amount of reading for school was predicted most highly by strategy use, when all other variables were controlled. However, these predictions were different for students in Grades 3 and 5. Findings of the study indicate that amount of reading is multiply determined by cognitive and motivational constructs, which is consistent with an engagement perspective on reading development. Copyright 2001 Academic Press.  相似文献   

Creating and Capitalizing on the Town/Gown Relationship: An Academic Library and a Public Library Form a Community Partnership     

Kathleen Halverson  Jean Plotas   《The Journal of Academic Librarianship》2006,32(6):624-629

This article highlights the birth and current benefits of a partnership between Keene State College and Keene Public Library. It is a smaller one-on-one partnership that represents a rarer model than that of consortia and joint-use library partnerships. The authors offer additional ideas for partnering with local community groups in order to strengthen the town/gown relationship.  相似文献   

I. Overview of the child study center     

Sara J. Little  Marilyn Savage  Kathleen Somers  A. Alleane Taylor  Franklin Tinney  Sherrill Werblood-Manges 《Annals of dyslexia》1974,24(1):106-121

  相似文献   

The hospitalized abused child: An interdisciplinary approach     

Carole Kauffman  Kathleen Neill 《Child abuse & neglect》1977,1(1):179-186

The interdisciplinary approach to family diagnosis and treatment of child abuse often begins in the hospital. The tone established at this time has crucial implications for the treatment program following discharge from the hospital. There is, however, a paucity of information in the literature regarding the best utilization of this critical phase of treatment. Often this period is viewed as a time for assessment, diagnosis and treatment of the physical injuries while neglecting to recognize and utilize the potential for planned therapeutic intervention during the hospital stay. This paper identifies methods and interventions in implementing a treatment plan particular to this phase of the over-all treatment of the child and family.  相似文献