Effects of a community initiative on the quality of child care     

Donna M. Bryant  Kelly L. Maxwell  Margaret Burchinal 《Early childhood research quarterly》1999,14(4):449

This study examined the effects of a broad-based community initiative (Smart Start) to improve the quality of child care for preschoolers. Data were collected in 1994 and 1996 from over 180 child care centers in 12 counties implementing the community initiative. The quality of child care, as measured by the Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), was significantly higher in 1996 than 1994, both across the entire sample and across the subset of 91 centers observed in both years. The quality of child care in 1996 was significantly related to the number of local quality improvement activities in which the child care centers participated. This and additional evidence presented in the paper show that a comprehensive community initiative can improve child care quality if significant funds and activities are focused on the issue.  相似文献   

Community College Program Planning: A Method to Measure and Meet Community Need     

Kelly Perez-Vergara  Rachel Lathrop  Martin Orlowski 《Community College Journal of Research & Practice》2018,42(3):204-217

Offering academic programs that meet community need has long been a core mission of community colleges. However, determining which job skills and credentials are needed for employment in the community is challenging. In order to facilitate a holistic and community-based perspective, our 2-year community college developed a structured curricular planning model to guide programmatic decision-making based on regional economic and labor-market data. These procedures cumulatively inform comprehensive curricular planning related to program offerings and describe the relationship of this process to integrated planning. This model can assist other community colleges with designing processes to refine programing mix.  相似文献   

Classroom Voting Questions to Stimulate Discussions in Precalculus     

Kelly Cline  Holly Zullo  David A. Huckaby  Christopher Storm 《PRIMUS》2018,28(5):438-457

Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor guides a class-wide discussion. Here we report on a study of precalculus voting questions that includes data from 25 classes taught by eight instructors at five institutions over the course of 7 years. The goal of this study is to explore ways of identifying the questions most likely to provoke good student discussions. We recorded the percentage of each class voting for each option on each question posed, a total of 851 votes. We have 60 questions on which we recorded the results from at least five classes. We identified the five questions with the most widely dispersed votes, a method that has a history of being helpful in identifying good discussion questions. We present these five questions here, four of which we found to be examples of questions which are particularly good at stimulating student discussions. We include notes about how we used the questions in class.  相似文献   

Bullying in the academy: understanding the student bully and the targeted ‘stupid,fat, mother fucker’ professor     

Amy May  Kelly E. Tenzek 《Teaching in Higher Education》2018,23(3):275-290

Bullying within academia often focuses on peer bullying or the student victim. However, the student bully who targets professors is a neglected area of study yet just as destructive, demeaning, and intimidating. Using a narrative lens analysis, the researchers share how the story of bullying unfolds in the classroom. Distinct triggers, such as entitlement or expectation management, mark the beginning of the narrative. As the narrative progresses, students display a variety of aggressive behaviors in an attempt to establish power or dominance over the targeted professor. The resulting academic contrapower harassment (ACPH) display may negatively impact the professor psyche, learning environment, and overall level of satisfaction with the professoriate, leaving a potentially open-ended narrative that impacts targeted professors for years to come. Thematic analysis reveals shared themes among targeted professors, indicating bullying is problematic on multiple levels. The findings suggest a lack of formal training and education while reinforcing the importance of peer networks.  相似文献   

Intensifying the burden: the implications of individual responsibility messages in HIV public service announcements aimed at Black women     

Angelica Morris  Lee Ann Kahlor 《Sex education》2018,18(5):571-586

In the USA, HIV transmission rates among Black women are four times higher than white women, even in the face of low-risk behaviours, a discrepancy often overlooked because of historical stereotypes. In this study, we deconstruct a specific government-sponsored HIV prevention campaign targeted at Black women. Critical discourse analysis reveals a heavy focus on individual responsibility, self-sacrifice, family and deference to men. The presence of historically relevant racial and gender-related constructs suggests intersectional implications for the campaign. We provide suggestions for avoiding linkage to destructive racial constructs in HIV prevention messages and allied forms of sexual health communication aimed at Black women.  相似文献   

Teacher Candidates Learn to Enact Curriculum in a Partnership-Sponsored Literacy Enrichment Program for Youth     

Kelly Chandler-Olcott  Sharon Dotger  Heather Waymouth  Michael Crosby  Molly Lahr  Kathleen Hinchman 《The New Educator》2018,14(3):192-211

This article reports on a multiyear formative experiment of a summer enrichment program that served as literacy enrichment for middle-school students, a field experience for preservice teacher candidates, and a professional development and leadership opportunity for practicing teachers. The analysis focuses on how the design team conceptualized, implemented, and researched inquiry-based, literacy-infused curriculum within the program, which was embedded in a broader university–school partnership. Findings report curriculum-related decisions and adjustments made over two iterations of the program before detailing the data-driven adjustments planned for the program’s third iteration in 2017. Findings reveal that literacy supports were richer when the curriculum with which preservice teacher candidates worked was explicit about the content they must address and well sequenced. Such explicitness left more bandwidth for candidates to focus on literacy and reduced the chances it would get lost in candidates’ other concerns. Implications are discussed for others designing clinical experiences intended to interrupt the status quo in both literacy teacher education and K–12 schooling, with the goal of promoting more equitable outcomes for all.  相似文献   

Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development          下载免费PDF全文

Kaja K. Jasińska  Laura‐Ann Petitto 《Child development》2018,89(1):310-331

Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6–10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied to determine how bilingual AoE predicts reading outcomes. Early exposed bilinguals outperformed monolinguals on phonological awareness and word reading. Phonology and semantic (vocabulary) knowledge differentially predicted reading depending on the bilingual experience and AoE. Understanding how bilingual experiences impact phonological awareness and semantic knowledge, and in turn, impact reading outcomes is relevant for our understanding of what language and reading skills are best to focus on, and when, to promote optimal reading success.  相似文献   

Artificial grammar learning in primary school children with and without developmental dyslexia     

Elpis V. Pavlidou  Joanne M. Williams  Louise M. Kelly 《Annals of dyslexia》2009,59(1):55-77

This paper explores implicit learning in typically developing and primary school children (9–12 years old) with developmental dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation and nature of the instructional set (experiment 1—implicit instructions vs experiment 2—explicit instructions). Repeated measures analysis of variance (group × grammaticality × chunk strength) showed a group effect only in experiment 1 (implicit instructions), with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules) for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due to possible mediating cognitive developmental factors.  相似文献   

Organizational change: Motivation,communication, and leadership effectiveness     

Ann Gilley  Jerry W. Gilley  Heather S. McMillan 《Performance Improvement Quarterly》2009,21(4):75-94

Research indicates that numerous variables have an impact on a leader's effectiveness. This study explores the behaviors associated with leadership effectiveness in driving change. The findings confirm previous research that identifies change effectiveness skills, while isolating the specific leader behaviors deemed most valuable to implementing change: motivation and communication.  相似文献   

Encyclopedia of Gender and Information Technology, edited by Eileen M. Trauth. 2 vols. Hershey, PA: The Idea Group, 2006. 1451 pp. $525.00 cloth. ISBN: 1-59140-815-6     

Rhoda Reddock  Deborah McFee  Cathy Ann Radix 《The Information Society》2008,24(2):128-131

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