There's more to french immersion than social class     

Mary Alice Julius Guttman 《Interchange》1983,14(1):17-22

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The Role of Education in Agricultural Projects for Food Security and Poverty Reduction in Kenya     

Mary Khakoni Walingo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,13(5):287-304

Agricultural development projects have been promoted in many places as a feature of poverty-reduction strategies. Such projects have often been implemented without a strong in-built education component, and hence have had little success. Agricultural projects seek to improve food security by diversifying a household’s resource base and facilitating the social and economic empowerment of women. The present study presents a survey designed to assess the relationship between education level and ability to benefit from dairy-development projects in Kenya. Results reveal higher occupation and employment levels among beneficiary than non-beneficiary households. On the other hand, beneficiaries of poverty-reduction schemes require specialized training. Apart from project-specific training, the level of general education alone cannot predict the attainment of project objectives.  相似文献   

Elements of a science of education     

Mary Kalantzis 《The Australian Educational Researcher》2006,33(2):15-42

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Mitigating the Effects of Poverty and Crime: the Long-Term Effects of an Early Intervention Programme for Children who were Developmentally Delayed and Prenatally Exposed to Cocaine     

Mary Anne Ullery  Antonio Gonzalez  Lynne Katz 《International Journal of Disability, Development & Education》2016,63(4):403-418

This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level.  相似文献   

Orthographic analogies and early reading: Explorations of performance and variation in two transfer tasks     

Savage  Robert  Stuart  Morag 《Reading and writing》2001,14(7-8):571-598

Two experiments investigated the use of orthographic analogies in 6 year olds. In Experiment 1, 26 children were shown CVC clue and target word pairs sharing either rimes (`fork' – `pork'), heads (`fork' – `ford') or were controls (`fork' – `hurl'). A modest advantage for rime-clued over head-cluedtargets was unreliable over by-subject and by-item analyses. Improvements in target word reading were correlated with pretest scaffolding errors (e.g. `pork' misread as `park'). In Experiment 2, 50 children were pretaught three clue words for each target word before being shown words that shared either rimes (`leak' – `peak'), or medial vowel digraphs (`leak') – `bean'), or were controls (`leak' – `herd'). A modest advantage for rime-clued over vowel digraph-clued targets was again unreliable over by-subject and by-item analyses. Neither rime nor phoneme awareness measures were correlated with rime inference use. Vowel, but not rime inference, was correlated with scaffolding errors. Rime detection was the strongest predictor of reading ability, whereas phoneme segmentation was the strongest predictor of the use of scaffolding errors.  相似文献   

The use of career information delivery systems in the states     

Mary Elizabeth McCormac 《Journal of Career Development》1988,14(3):196-204

Conclusion The ever increasing demands on guidance and counseling programs has added new responsibilities to the tasks of the counselor specifically in the area of career development. Along with this increase in responsibility, the issue of accountability has been added. Career information delivery systems assist the counselor in meeting the need for accurate, relevant occupational and educational information that can be disseminated in a timely efficient manner. Therefore, CIDS should be a vital part of all comprehensive career guidance and counseling programs.Mary Elizabeth McCormac is an Occupational Information System Specialist, National Occupational Information Coordinating Committee, Washington, D.C.  相似文献   

Effects of Applying Different Time Limits to a Proposed GRE Writing Test     

Donald E. Powers  Mary E. Fowles 《Journal of Educational Measurement》1996,33(4):433-452

In order to determine the role of time limits on both test performance and test validity, we asked approximately 300 volunteers–prospective graduate students–to each write two essays–one in a 40-minute time period and the other in 60 minutes. Analyses revealed that, on average, test performance was significantly better when examinees were given 60 minutes instead of 40. However, there was no interaction between test-taking style (fast vs. slow) and time limits. 'That is', examinees who described themselves as slow writers/test takers did not benefit any more (or any less) from generous time limits than did their quicker counterparts. In addition, there was no detectable effect of different time limits on the meaning of essay scores, as suggested by their relationship to several nontest indicators of writing ability.  相似文献   

Toward Writing Feminist Scholarship into History of Education     

Mary Leach 《Educational theory》1990,40(4):453-461

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Conditioning with taste as the CS in conditioned flavor preference learning     

Elizabeth D. Capaldi  Martin J. Hunter  Sandra A. Lyn 《Learning & behavior》1997,25(4):427-436

There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose.  相似文献   

Sharing teacher knowledge at scale: teacher inquiry,learning design and the representation of teachers’ practice     

Martin Oliver  Katerina Avramides  Wilma Clark  Jade Hunter  Rose Luckin  Cecilie Hansen 《Teacher Development》2018,22(4):587-606

Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice.  相似文献