Basic mathematics test predicts statistics achievement and overall first year academic success     

Lot Fonteyne  Filip De Fruyt  Nele Dewulf  Wouter Duyck  Kris Erauw  Katy Goeminne  Jan Lammertyn  Thierry Marchant  Beatrijs Moerkerke  Tom Oosterlinck  Yves Rosseel 《European Journal of Psychology of Education - EJPE》2015,30(1):95-118

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“These People Are Never Going to Stop Labeling Me”: Educational Experiences of African American Male Students Labeled with Learning Disabilities     

Joy Banks 《Equity & Excellence in Education》2017,50(1):96-107

This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in school settings. African American male students with learning disabilities are queried about their interpretations of special education placement and labeling while attempting to secure educational opportunities during high school. Their responses were used to determine the consequences of labeling as they intersect with factors such as race, gender and, to a lesser extent, social economic status. Subsequently, as a result of this investigation, implications for empowering students through self-advocacy and enhancing teachers' knowledge of diverse learning styles are discussed.  相似文献   

Translating evidence‐based practice into a comprehensive educational model within an autism‐specific special school          下载免费PDF全文

Katy A. Lambert‐Lee  Rebecca Jones  Julie O'Sullivan  Richard P. Hastings  Emma Douglas‐Cobane  Esther Thomas J.  Carl Hughes  Gemma Griffith 《British Journal of Special Education》2015,42(1):69-86

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Niggle and Númenor     

Joy Chant 《Children‘s Literature in Education》1975,6(4):161-171

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Self-reported childhood and adolescent sexual abuse among adult homosexual bisexual men.     

L S Doll  D Joy  B N Bartholow  J S Harrison  G Bolan  J M Douglas  L E Saltzman  P M Moss  W Delgado 《Child abuse & neglect》1992,16(6):855-864

From May 1989 through April 1990, 1,001 adult homosexual and bisexual men attending sexually transmitted disease clinics were interviewed regarding potentially abusive sexual contacts during childhood and adolescence. Thirty-seven percent of participants reported they had been encouraged or forced to have sexual contact before age 19 with an older or more powerful partner; 94% occurred with men. Median age of the participant at first contact was 10; median age difference between partners was 11 years. Fifty-one percent involved use of force; 33% involved anal sex. Black and Hispanic men were more likely than white men to report such sexual contact. Using developmentally-based criteria to define sexual abuse, 93% of participants reporting sexual contact with an older or more powerful partner were classified as sexually abused. Our data suggest the risk of sexual abuse may be high among some male youth and increased attention should be devoted to prevention as well as early identification and treatment.  相似文献   

开发统一的领导体系——乔治亚州与俄勒冈州执行的领导政策框架     

Katy Anthes  Ann Duffy  Rob larson 《北京教育(高教版)》2007,(11):16-17

在美国，州与学区的政策都有效影响了学校领导的发展。这些政策大致可以归为三类：1．标准类：教育领导者应该知道并能做什么？2．培训类：我们如何培训领导者了解并能够履行这些标准？3．环境类：影响教育领导者如何以及是否能够最好地履行自己能力的工作环境与政策是什么？  相似文献   

Understanding College-Student Roles: Perspectives of Participants in a High School/Community College Dual-Enrollment Program     

Joy R. Lile  Timothy M. Ottusch  Terese Jones  Leslie N. Richards 《Community College Journal of Research & Practice》2018,42(2):95-111

Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education.  相似文献   

Contesting educational assessment policies in Australia     

J. Joy Cumming  Fabienne M. Van Der Kleij  Lenore Adie 《教育政策杂志》2019,34(6):836-857

ABSTRACT

Assessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers.  相似文献   

Hearing “the Guten sweeten song”: Children choose folktales     

Joy Mermin 《Early Childhood Education Journal》1991,18(4):8-12

Biting was not a new issue for Ethan. As a two-year-old, he'd been a slow-moving, cautious toddler. He'd preferred to play with plenty of space around him, and he'd found it hard when other children, especially other boys, moved too close to him too quickly. His response to their too-quick approach or too-tight presence had been to growl and bite.Joy Mermin is a teacher of three- and four-year-old children at the Family Preschool, Chapel Hill, NC.  相似文献   

Staff–student collaboration: student learning from working together to enhance educational practice in higher education     

Claire Dickerson  Joy Jarvis  Lewis Stockwell 《Teaching in Higher Education》2016,21(3):249-265

The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers’ reports of their learning from collaborating with academic staff to design, undertake and evaluate enquiries into aspects of learning and teaching at a UK University. The students’ reflections suggest that they identified learning in relation to employability skills and graduate attributes and more importantly in relation to their perceptions of themselves as learners and their role in their own learning and that of others. This article draws attention to the potential of staff–student collaborative, collective settings for developing pedagogic practice and the opportunities they can provide for individual student's learning on their journey through higher education.  相似文献