Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers     

Kandia Lewis  Lia E. Sandilos  Carol Scheffner Hammer  Brook E. Sawyer  Lucía I. Méndez 《Early education and development》2016,27(4):478-494

Research Findings: This study explored the relations between Spanish–English dual language learner (DLL) children’s home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock–Muñoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children’s Spanish language abilities. In addition, the frequency with which children told a story was positively related to children’s performance on English oral language measures. Practice or Policy: The findings suggest that language and literacy experiences at home have a differential impact on DLLs’ language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children’s language abilities are discussed.  相似文献   

Writing effective evaluation reports     

Denise M. Smith  Nick L. Smith 《Studies in Educational Evaluation》1981,7(1):33-41

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Are There Economic Incentives for Non‐Traditional Students to Enter HE? The Labour Market as a Barrier to Widening Participation   总被引：1，自引：0，他引：1  

Nick Adnett  Kim Slack 《Higher Education Quarterly》2007,61(1):23-36

The expansion of higher education (HE) in the UK has disproportionately benefited young people from relatively rich families: the gap between rich and poor in terms of participation in HE having widened since the 1970s. We explore a neglected possible cause of this class difference: that the labour market fails to provide sufficient incentives for potential entrants from less advantaged backgrounds to enter HE. Most studies of the rewards from participating in HE in the UK suggest that the rates of returns are sufficiently high to provide clear economic incentives to participate. However, until recently, most studies generated estimates of the average rate of return to graduation, which could overestimate returns to marginal entrants, particularly those from disadvantaged backgrounds. In this review we examine the methodological problems faced by more targeted studies of the rates of return to graduation and review their key findings concerning the economic returns to non‐traditional entrants.  相似文献   

Computer-managed instruction in Naval technical training     

Nick Van Matre  John Ellis  William Montague  Wallace Wulfeck 《Instructional Science》1992,21(4):295-311

Based on the success reported by the behaviorally oriented programmed instruction movement in the 1960s, the Navy in the late 1960s and early 1970s began to individualize and self-pace a number of their high student throughput apprentice training courses. To facilitate self-pacing the Navy set up a centralized computer-managed instruction (CMI) system to manage self-paced courses. This paper describes the evolution of that CMI system, reviews a number of studies done on the system over 10 years (many of which were published as internal technical reports with restricted distribution), describes the demise of the system, and discusses future directions of self-paced and individualized instruction.  相似文献   

Stress Reactivity and Self-Recognition   总被引：1，自引：0，他引：1  

Michael Lewis  Douglas S. Ramsay 《Child development》1997,68(4):621-629

This study examined longitudinally whether early differences in reactivity to stress are related to self-recognition at 18 months of age. Adrenocortical and behavioral to Stress responses to routine inoculation at 2, and 4 months and at 6 and 18 months were obtained. Previous finding indicated a development shift in adrenocortical functioning by 6 months of age that included the emergence of stable individual differences in cortisol response from this point in development. Self-recognition was related to greater cortisol response and less rapid quieting at 6 to 18 months, whereas 2- to 4-month cortisol and quieting response did not differentiate self-recognizers and non-self-recognizators. These findings indicate a role for temperament differences in facilitating the emergence of self-recognition.  相似文献   

How selective are selective private colleges?     

Gary M. Lewis 《Research in higher education》1988,29(4):319-342

Comparing the admissions selectivity of colleges on the basis of accept rates can be misleading because the quality of the applicant pool is ignored. However, many rate comparisons can be improved using the demographic technique of direct standardization. In this study, SAT-specific accept rates for about 200 private four-year colleges and universities in the United States were estimated and used to compute adjusted (standardized) accept rates. College-bound high school seniors who took the SAT verbal and mathematics examinations in 1986 formed the standard populations. Standard errors for the differences in adjusted accept rates between colleges were computed so that selectivity groupings of colleges could be constructed. Results showed that selectivity rankings changed substantially depending on whether crude or adjusted accept rates were used. Adjusted rates reduced the problems of comparing admissions selectivity among colleges whose applicant quality varied significantly.  相似文献   

Where have they gone? Issues in transition and progression for special school leavers     

Alan Dyson  Nick Meagher  Elaine Robson 《Journal of Research in Special Educational Needs》2002,2(2)

This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses.  相似文献   

Progress report on the development of child abuse prevention, identification, and treatment systems in Eastern Europe     

Lewis O  Sargent J  Chaffin M  Friedrich WN  Cunningham N  Cantor P  Sumner Coffey P  Villani S  Beard PR  Clifft MA  Greenspun D;Network Child Abuse Prevention  Treatment Program  Open Society Institute  Soros Foundations Network  Children's Mental Health Alliance 《Child abuse & neglect》2004,28(1):93-111

PROBLEM: After the Soviet Union dissolved in 1989, it became apparent that there was little recognition of the problems of child abuse and neglect, professionally, legally, or societally. There were no effective systems or laws in place to deal with these problems. METHOD: Beginning in 1995 the Children's Mental Health Alliance, in conjunction with the Open Society Institute began conducting trainings in Eastern Europe [Journal of the American Academy of Child Adolescent Psychiatry 39 (2000) 660]. Originally 18 countries from the Baltics to the Balkans participated. A program was elaborated which would proceed in several stages: (1) training mental health professionals to deal with child abuse and neglect (CAN); (2) teaching multidisciplinary team work and fostering the development of multidisciplinary NGOs focused on CAN; (3) promoting the self-sufficiency of these NGO's which would then facilitate social and legal reform and increase public awareness of the problem. Specific methods included multi-national trainings, assignment of mentors to the developing teams who maintained weekly contact with the teams and made yearly site visits to their countries, and overseeing project grants from OSI. RESULTS: NGO's had been established and registered in 11 countries, many establishing a network of programs within their countries. By 2000, over 3800 mental health professional had been trained, either directly by the program or by the trainees of the program. By the end of 2000, over 17,000 other professionals (lawyers, police, judges, educators, other physicians, etc.) had been trained by the network. CONCLUSION: While more work needs to be in this region, the teams in 11 countries have made solid starts.  相似文献   

Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training     

Salden  Ron J.C.M.  Paas  Fred  Broers  Nick J.  van Merriënboer  Jeroen J.G. 《Instructional Science》2004,32(1-2):153-172

The differential effects of four task selectionmethods on training efficiency and transfer incomputer-based training for Air Traffic Controlwere investigated. A non-dynamic condition, inwhich the learning tasks were presented to theparticipants in a fixed, predeterminedsequence, was compared to three dynamicconditions, in which learning tasks wereselected on the basis of performance, mentaleffort, and a combination of both (i.e., mentalefficiency). Using the 3-factor mentalefficiency formula of Tuovinen and Paas (2004, this issue), the hypothesis that dynamic taskselection leads to more efficient training thannon-dynamic task selection was confirmed.However, the hypothesis that dynamic taskselection based on mental efficiency leads tomore efficient training than dynamic taskselection based on performance or mental effortalone was not supported. The results arediscussed in light of the theoretical frameworkand suggestions are given for futureresearch.  相似文献   

Primary School Students' Attitudes towards Reading     

Ramon Lewis  William H. Teale 《Journal of Research in Reading》1982,5(2):113-122

This study investigates the applicability to upper primary school children of a multidimensional conceptualization of attitude towards reading which previous research (Lewis and Teale, 1980; Teale and Lewis, 1981) had shown to be useful for characterizing the reading attitudes of secondary school students. Self-report scales designed to measure Individual Development, Utilitarian, and Enjoyment dimensions were found to be both internally consistent (α= 0.65 to 0.88) and stable (r_tr= 0.73 to 0.86). Concurrent validity data based on peer ratings are also provided. Factor analyses showed that primary school students also hold attitudes about reading which are multidimensional. Enjoyment was clearly one facet of their feelings about reading. Although the primary school students did not discriminate between valuing reading as a means of facilitating success at work and at school, they did consistently discriminate between valuing reading and enjoying it. Implications for pedagogical and research issues arising from this conceptualization of attitude towards reading are also discussed.  相似文献