Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners     

Miles  Katharine Pace  McFadden  Karen E.  Ehri  Linnea C. 《Reading and writing》2019,32(7):1681-1704

Reading and Writing - This study, which was drawn from a larger published work, examined language proficiency and literacy skills predictive of learning content and function words via the commonly...  相似文献   

The development of young children of immigrants in australia, Canada, the United kingdom, and the United States     

E Washbrook  J Waldfogel  B Bradbury  M Corak  AA Ghanghro 《Child development》2012,83(5):1591-1607

In spite of important differences in some of the resources immigrant parents have to invest in their children, and in immigrant selection rules and settlement policies, there are significant similarities in the relative positions of 4- and 5-year-old children of immigrants in Australia, Canada, the United Kingdom, and the United States. Children of immigrants underperform their counterparts with native-born parents in vocabulary tests, particularly if a language other than the official language is spoken at home, but are not generally disadvantaged in nonverbal cognitive domains, nor are there notable behavioral differences. These findings suggest that the cross-country differences in cognitive outcomes during the teen years documented in the existing literature are much less evident during the early years.  相似文献   

Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment     

Anastasiya A. Lipnevich  Leigh N. McCallen  Katharine Pace Miles  Jeffrey K. Smith 《Instructional Science》2014,42(4):539-559

The current study examined efficient modes for providing standardized feedback to improve performance on an assignment for a second year college class involving writing a brief research proposal. Two forms of standardized feedback (detailed rubric and proposal exemplars) were utilized is an experimental design with undergraduate students (N = 100) at three urban college campuses. Students completed a draft of a proposal as part of their course requirements and were then randomly assigned to receive a detailed rubric, proposal exemplars, or a rubric and proposal exemplars for use in revising their work. Analyses of students’ writing from first draft to second draft indicated that all three conditions led to improvements in writing that were significant and strong in terms of effect size, with the stand-alone detailed rubric leading to the greatest improvement. Follow-up focus groups with students indicated that a stand-alone rubric potentially engages greater mindfulness on the part of the student. Practical implications are discussed.  相似文献   

Not for Profit: Why Democracy Needs the Humanities by Nussbaum,Martha Princeton: Princeton University Press, 2010 (the paperback is June 2011, the hardback is 2010), 152pp Paperback £10.95 ISBN: 978 0691154480     

Susie Miles  Su Corcoran PhD student 《Journal of Research in Special Educational Needs》2014,14(1):66-67

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PubMed Health     

Alisha Miles 《Journal of the Medical Library Association》2011,99(3):265-266

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Missionary Education in the Church School     

Miles B. Fisher∗ Ph.D. 《Religious education (Chicago, Ill.)》2013,108(6):378-382

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The Nonprofit Business Model: Empirical Evidence From the Magazine Industry     

Miles Maguire 《Journal of Media Economics》2013,26(3):119-133

This article seeks to shed some light on the nonprofit business model by considering empirical data from one area of the media industry where nonprofits make up a sizable segment: periodical publishing. The primary context for this study is the body of economic research into the effects of organizational structure on firm behavior, which is used to propose hypotheses about nonprofit periodicals. The results highlight management challenges that nonprofits face.  相似文献   

Creating conversations: an inclusive approach to the international networking of knowledge about education          下载免费PDF全文

Susie Miles 《Journal of Research in Special Educational Needs》2015,15(4):266-275

Networking has been central to human communication and social engagement for centuries, but has changed dramatically with the advent of new technology. However, the practice of networking has received little academic attention and tends to be undertheorised. This paper considers the impact of the global digital and communication divide, and the contested nature of inclusive education, on the task of promoting information sharing internationally. A summative case study is presented of a network, established to support the documentation of promising practice on inclusive education in countries with limited access to information and material resources. The case study uses autoethnographic methods to identify key principles for the development of an inclusive network. The significance of this paper is in its proposition of a working model of inclusive networking, which has potential to be developed into a theory.  相似文献   

Post-modernism and the Art Curriculum: A New Subjectivity     

Malcolm Miles 《The International Journal of Art & Design Education》1999,18(1):27-32

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After the Public Realm: Spaces of Representation,Transition and Plurality     

Malcolm Miles 《The International Journal of Art & Design Education》2000,19(3):253-261

This essay questions the privileging of the design of public over domestic spaces and buildings in architecture and urban design, and their education, and the identification of public space with a public realm seen as the location of democracy. It cites the case made by Doreen Massey that the division of public and private realms is gendered, allowing men the freedom of public affairs whilst confining women to domesticity; and argues that a dualism of public and private space ignores a third area of transitional spaces which affect patterns of urban sociation. The case of redevelopment in El Raval, Barcelona, demonstrates that public space may be, today, part of an anti-democratic strategy of gentrification. But, if public space constructs a gendered public realm as imposition, there remains, as Hannah Arendt contends, a need for locations of social mixing in which difference is visible. What, if not public space, enables this?  相似文献