Introduction     

Heather K. Olson Beal  Molly S. Stewart  Christopher Lubienski 《Peabody Journal of Education》2016,91(1):1-3

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Closing the Gender Gap? Issues of gender equity in English secondary schools     

Mike Younger  Molly Warrington 《Discourse: Studies in the Cultural Politics of Education》2007,28(2):219-242

Issues of gender equity in English secondary schools over the last decade have been dominated by a concern with the “under-achievement” of boys, implicitly acknowledging the apparent success of strategies developed in schools in previous decades to improve equality of opportunity for girls. This paper presents evidence to challenge this interpretation of the debate, arguing that policy-makers need to engage more centrally with diversity and heterogeneity of gender constructions and take note of inclusivity of needs rather than framing strategy within essentialist structures. We argue here, through exemplification developed with teachers in English secondary schools over the period 2000–2004, that there is a need to revisit policy and practice frameworks in England, as in Australia, to reassert the needs of girls as well as boys and to develop gender-relational policies which acknowledge and value difference and which have at their core the transformation of traditional aspirations and expectations of education.  相似文献   

Contemporary education policies in Southeast Asia: common philosophical underpinnings and practices     

Molly N. N. Lee 《Asia Pacific Education Review》2016,17(3):465-478

This article examines the various education policies in Southeast Asian countries, highlighting the underlining philosophies and current practices in the region. The conceptual framework of the presentation includes key concepts such as access and equity, unity and identity, quality and relevance, efficiency and effectiveness. Each of these key concepts will be analysed using a framework consisting of key questions, guiding philosophies, policy options as well as issues and challenges. The article reviews policies relating to questions such as “who get access to what kinds of education?”, “how to widen access?”, “how to ensure success?”, “what kinds of education for a multicultural society?”, “how to promote national integration and social cohesion through education?”, “how to improve quality of education?”, “how to manage and administer the school delivery system?”. It draws examples from different countries in the SEA region to illustrate the issues and challenges in formulating and implementing contemporary education policies.  相似文献   

Dyslexia in secondary school. A practical handbook for teachers,parents and students     

Janet Hatcher 《Journal of Research in Reading》2005,28(1):59-60

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“Bumpy moments” in teaching: Reflections from practicing teachers   总被引：1，自引：0，他引：1  

Molly E. Romano   《Teaching and Teacher Education》2006,22(8):973-985

During the complex teaching act, there are moments that require teachers to engage in reflection to make critical decisions about how to respond to particular problems in practice. The present investigation provides a stimulus for capturing these reflections as four elementary practicing teachers are asked to describe their “bumpy moments” in teaching. Analysis of the 19 “bumpy moments” identified offers insights into the thoughts, knowledge, and beliefs that these teachers are considering during their practice. Results have implications for capturing reflection during teaching, ongoing practicing teacher professional development, and preservice teacher education.  相似文献   

Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis   总被引：15，自引：0，他引：15  

Peter J. Hatcher  Charles Hulme  rew W. Ellis 《Child development》1994,65(1):41-57

We present a longitudinal intervention study of children experiencing difficulties in the early stages of learning to read. Our subjects, 7-year-old poor readers, were divided into 4 matched groups and assigned to 1 of 3 experimental teaching conditions: Reading with Phonology, Reading Alone, Phonology Alone, and a Control. Although the Phonology Alone group showed most improvement on phonological tasks, the Reading with Phonology group made most progress in reading. These results show that interventions to boost phonological skills need to be integrated with the teaching of reading if they are to be maximally effective in improving literacy skills.  相似文献   

Marketing,Information, and Parental Choice: A Comparative Case Study of Third-Party,Federally Funded Out-of-School-Time Services     

Molly S. Stewart  Annalee G. Good 《Peabody Journal of Education》2016,91(1):100-120

Information and promotional marketing play central but complex roles in market-based educational programs. This in-depth qualitative study examines these complexities using the case of Supplemental Educational Services, a parental choice program providing federally funded tutoring to low-income students in K–12 public schools. Examining the creation, dissemination, and use of information and promotional marketing is necessary in order to understand how aspects of market theory play out in reality. This kind of inquiry is especially important given that the theory of consumer action behind market-based programs is that parents¹Throughout this paper, “parent” refers to parents and guardians. We use the term parent for simplicity, but the concept of parental choice, as well as the sample of participants in our study, includes nonparent guardians as well. will make the best decisions for their children's education, if they have sufficient information on which to base those decisions. Our data and analysis suggest three findings: first, public management of provider marketing can ensure that consumers receive marketing materials legally and appropriately; it can also help to level the playing field among providers with different marketing resources. Second, promotional materials infrequently focus on specific academic components. Third, districts are largely underutilizing their options in terms of sharing information on provider quality with parents. Together, these findings suggest that moderate regulation of marketing and an increased focus on provider academic quality are likely to improve consumer access to useful data.  相似文献   

Prospective elementary school teachers’ professional noticing of children’s early numeracy     

Edna O. Schack  Molly H. Fisher  Jonathan N. Thomas  Sara Eisenhardt  Janet Tassell  Margaret Yoder 《Journal of Mathematics Teacher Education》2013,16(5):379-397

The goal of this study is to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. The module embeds video excerpts of diagnostic interviews of children doing mathematics (representations of practice) to prepare the prospective teachers for similar work. The module culminates with prospective teachers implementing similar diagnostic interviews (approximations of practice) to gain experience in the three component skills of professional noticing. A pre- and post-assessment was administered to measure prospective teachers’ change in the three components. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice. These results, the first in an ongoing study, indicate the potential that prospective teachers can develop professional noticing skills through this module. Continued data collection and analysis from the ongoing study by these authors and future, longer-term emphasis on professional noticing for prospective teachers should be studied.  相似文献   

“It makes more sense to educate a boy”: Girls ‘against the odds’ in Kajiado, Kenya     

Molly Warrington  Susan Kiragu 《International Journal of Educational Development》2012,32(2):301-309

Within a conceptual framework of Sen's capability approach, the paper explores aspects of girls’ retention in Kajiado schools, Kenya. Drawing on a qualitative study involving in-depth interviews with 24 girls in four schools, the paper discusses the ‘unfreedoms’ the girls experience in relation to environmental, infrastructural and economic constraints, as well as the personal unfreedoms they experience in relation to their gender. The study found that despite these constraints, girls’ retention was linked to their zeal for education and to the part played by key people, supporting and encouraging them and sometimes acting as catalysts for change.  相似文献   

Monitoring the Effectiveness of the Wilson Reading System for Students with Disabilities: One District's Example     

Molly S. Stebbins  Melissa Stormont  Erica S. Lembke  David J. Wilson  Dana Clippard 《Exceptionality》2013,21(1):58-70

The current study detailed the manner in which one school district monitored the effectiveness of the Wilson Reading System for students with disabilities who were experiencing difficulty with reading. Effectiveness was measured by growth in the reading skills that have been documented to be critical for successful readers. Twenty fourth- and fifth-grade students participated in the Wilson Reading System for two consecutive years. Pretest and posttest reading scores from the Scholastic Reading Inventory and the Woodcock-Johnson III Tests of Achievement were examined. Results revealed gains in the students' reading comprehension skills as well as their overall basic reading skills, including word decoding and reading fluency. Limitations of this type of applied research are discussed.  相似文献