The classroom practices inventory: An observation instrument based on NAEYC's guidelines for developmentally appropriate practices for 4- and 5-year-old children     

Marion C. Hyson  Kathy Hirsh-Pasek  Leslie Rescorla 《Early childhood research quarterly》1990,5(4)

The controversy over what is an appropriate early childhood curriculum has created a need for research instruments designed to measure classroom practices. This article reports on the development of a new observational measure based on the Guidelines for Developmentally Appropriate Practices of the National Association for the Education of Young Children (NAEYC). The Classroom Practices Inventory (CPI) is a 26-item rating scale tapping the curricular emphasis and emotional climate of programs for 4- and 5-year-old children. The scale demonstrated a high degree of internal consistency. Over half the measure's variance was accounted for by a factor tapping encouragement of curiosity, creativity, and provision of concrete materials. In a study of 10 preschool programs, CPI scores correlated significantly with teachers' and parents' educational attitudes. Modest relationships were found between the CPI scores of children's preschools and measures of academic skills, creativity, and anxiety. The CPI appears to be a promising measure for critically examining the concept of developmentally appropriate practices in early childhood education.  相似文献   

Parenting and family socialization strategies and children's mental health: low-income Mexican-American and Euro-American mothers and children     

Hill NE  Bush KR  Roosa MW 《Child development》2003,74(1):189-204

The extent to which current theories on family-related factors associated with children's depression and conduct problems are applicable to Mexican American children was examined among demographically comparable samples of low-income Mexican American (English and Spanish speaking) and Euro-American mothers and children. There were ethnic differences in mean levels of children's depression, maternal inconsistent discipline, and hostile control. In addition, there were differences across language within the Mexican American sample on levels of reported maternal inconsistent discipline and hostile control. The vast majority of relations between parenting and mental health were similar between Mexican Americans and Euro-Americans, suggesting that current theories do apply across ethnic groups. However, analyses across language within the Mexican American sample showed that language preference moderated the relation between maternal acceptance and children's conduct problems. Moreover, the relation between acceptance and hostile control differed across groups. These results are discussed in light of the relative influence of ethnicity and other contextual variables on parenting and children's mental health.  相似文献   

Accountability in Partnership or Partnership in Accountability: Initial teacher education in Northern Ireland     

Leslie Caul  Sandra McWilliams 《欧洲师范教育杂志》2002,25(2-3):187-197

This paper analyses accountability and partnership in Initial Teacher Education for the primary school sector in Northern Ireland. In considering teacher education, the paper focuses on three higher education institutions: Stranmillis University College, St Mary's University College and the University of Ulster. Of the three institutions, the Roman Catholic Church maintains St Mary's University College while the other institutions have no religious affiliations. The paper focuses on the reform of teacher education within the British Isles and sets Northern Ireland into a context of a system of teacher education which has developed new patterns of accountability. Three sources of evidence are used to analyse accountability; firstly the perception of schools that are partners in Initial Teacher Education; secondly, the views of the Education and Training Inspectorate who are responsible for accrediting teacher education in Northern Ireland; and thirdly, the views of the three university schools of education. The paper will demonstrate how teacher education in Northern Ireland is simultaneously similar to, and different from, teacher education in the rest of the developed world. It will illuminate the dimensions of accountability in the primary school sector and show how in Northern Ireland this is heavily segregated by religious denomination.  相似文献   

The existence and impact of floor effects for low-performing PISA participants     

Leslie Rutkowski  David Rutkowski  Yuan-Ling Liaw 《Assessment in Education: Principles, Policy & Practice》2019,26(6):643-664

ABSTRACT

Modern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems. Although studies such as PISA have made modifications to account for increased diversity, the degree to which international assessments serve educational systems at the lower ends of the achievement continuum is understudied. We used modified Wright maps and PISA’s definition of proficiency to evaluate the fitness of PISA, especially among low performers. Our findings suggest that there is mismatch between some populations and PISA. Results from a simulation show that such disparities produced biased achievement estimates and correlations with policy relevant variables. Projected PISA growth and new instantiations of PISA, particularly geared toward developing educational systems, make these findings timely and especially relevant.  相似文献   

Measuring the Early Adulthood Outcomes of Young Adults with Disabilities: Developing Constructs using NLTS2 Data     

Karrie A. Shogren  Leslie A. Shaw  Todd D. Little 《Exceptionality》2016,24(1):45-61

Secondary data analysis was used to develop and examine disability-related differences in outcome constructs from the National Longitudinal Transition Study-2. Findings suggest that outcome constructs could be created that represented key elements of quality of life domains including social relationships, financial independence, financial supports, employment, emotional well-being, postsecondary education, independent living, health status, access to services, and advocating for needs. The constructs could be measured equivalently across disability groups, but young adults with high incidence disabilities, generally, experienced more positive outcomes than those with more severe disabilities, despite the finding that those with more severe disabilities have greater access to services and financial supports. Implications for future research and practice are discussed.  相似文献   

Book Reviews     

Harold E. Hill  Rune Pettersson  Richard VanDeWeghe  Richard E. Clark 《Educational technology research and development : ETR & D》1982,30(1):54-60

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Is having more prerequisite knowledge better for learning from productive failure?     

Pee Li Leslie Toh  Manu Kapur 《Instructional Science》2017,45(3):377-394

A critical assumption made in Kapur’s (Instr Sci 40:651–672, 2012) productive failure design is that students have the necessary prerequisite knowledge resources to generate and explore solutions to problems before learning the targeted concept. Through two quasi-experimental studies, we interrogated this assumption in the context of learning a multilevel biological concept of monohybrid inheritance. In the first study, students were either provided or not provided with prerequisite micro-level knowledge prior to the generation phase. Findings suggested that students do not necessarily have adequate prior knowledge resources, especially those at the micro-level, to generate representations and solution methods for a multilevel concept such as monohybrid inheritance. The second study examined how this prerequisite knowledge provision influenced how much students learned from the subsequent instruction. Although the prerequisite knowledge provision helped students generate and explore the biological phenomenon at the micro- and macro-levels, the provision seemingly did not confer further learning advantage to these students. Instead, they had learning gains similar to those without the provision, and further reported lower lesson engagement and greater mental effort during the subsequent instruction.  相似文献   

Investigating the impact of prior knowledge and interest on aquarium visitor learning   总被引：1，自引：0，他引：1  

John H. Falk  Leslie M. Adelman 《科学教学研究杂志》2003,40(2):163-176

Most free‐choice science learning institutions, in particular science centers, zoos, aquariums, and natural history museums, define themselves as educational institutions. However, to what extent, and for which visitors, do these free‐choice learning settings accomplish their educational mission? Answering this question has proven challenging, in large part because of the inherent variability of visitors to such settings. We hypothesize that the challenges of measuring free‐choice science learning might be diminished if it were possible to pool populations during analysis in ways that reduced this variability. Specifically, we propose grouping learners according to their entering understanding and attitudes, using qualitative categories such as minimal, moderate, and extensive. In this article, we use data collected at the National Aquarium in Baltimore to determine whether grouping makes it possible to discern more readily the nature of changes in aquarium visitors' conservation knowledge and attitudes. Although analysis revealed that there were significant changes in both conservation knowledge and attitudes, entry to exit, for all 100 visitors studied, a more detailed analysis revealed that gains were not evenly distributed across all visitors. The results support the hypothesis that the grouping of learners into minimal, moderate, and extensive conservation knowledge and attitude categories enabled a more fine‐grained and accurate understanding of changes in aquarium visitor's conservation learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 163–176, 2003  相似文献   

Academic Expectations in Mothers of Preschool Children: A Psychometric Study of the Educational Attitude Scale     

Leslie Rescorla  Marion C. Hyson  Kathy Hirsh-Pasek  Jessica Cone 《Early education and development》1990,1(3):165-184

This study reports psychometric data on the Educational Attitude Scale, a new instrument designed to tap parental opinions about early academic, artistic, athletic, and social experiences. Mothers of 371 middle class prekindergarten children in 22 different schools completed the 32-item Likert-style survey. Mothers were highly similar in their views about the importance of social experiences, but differed widely in their opinions about early academic instruction for preschoolers. The scale proved to have excellent split-half and test-retest reliability. Correlational analysis and factor analysis supported the general domain structure along which the instrument was designed. Scores on the Educational Attitude Scale were significantly correlated with scores on a Developmental Expectations Card Sort. Highly significant differences were found in parent attitudes on the scale when schools were grouped into those High versus Low in academic emphasis by community reputation and observed classroom practices. Parents had significantly higher academic expectations than their children's teachers, particularly in schools with “Low Academic” emphasis.  相似文献   

Reassessing “a statewide study of ECE and non-ECE schools on reading achievement, grades 2 and 3, based on the California assessment program results”     

Richard Hill  David Gordon  David Sweet 《Studies in Educational Evaluation》1977,3(3):207-214

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