THE JEWISH CHARITIES AND JEWISH EDUCATION     

Alexander M. Dushkin 《Journal of Jewish Education》2013,79(1):10-19

Introduction

The principal of an afternoon religious school is at the hub of the school's activities. It is quite likely that if the principal is performing adequately, then the school is functioning as it should. Therefore, it is imperative that the principal be evaluated on the basis of how well the principal performs assigned duties.  相似文献   

Letter to Parents: The Purpose of College     

Libby V. Morris 《Innovative Higher Education》2017,42(3):189-191

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Within‐High‐School Versus Across‐High‐School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects          下载免费PDF全文

Jack W. Kostal  Paul R. Sackett  Nathan R. Kuncel  Philip T. Walmsley  Melissa S. Stemig 《Educational Measurement》2017,36(1):39-46

Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power.  相似文献   

Introduction to Pathways to a Productive Adulthood: The Role of CTE in the American High School     

James R. Stone III 《Peabody Journal of Education》2017,92(2):155-165

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Sexting Behavior Among College Students: Implications for College Clinicians     

Katherine M. Hertlein  Markie L. C. Twist 《Journal of College Student Psychotherapy》2017,31(3):215-230

The practice of sexting is becoming increasingly common among college students but has the potential to both initiate productive interactions with others and interfere with relationship development. The purpose of this paper is to report on the findings of a study on sexting among college students and to provide a framework through which practitioners working with this population would be able to effectively intervene. Implications for clinical practice include more specific assessment questions for practitioners, focus on better managing riskier behavior, and guidance toward using technology in relationally responsible and supportive ways.  相似文献   

National Board for Higher Mathematics Mathematics Olympiad Associate Member Scheme     

B. Sury 《Resonance》2017,22(1):99-99

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Summary of Three Reviews of Culture and Pedagogy and World Class Schools     

Gilbert R. Austin 《School Effectiveness & School Improvement》2013,24(4)

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Needed: special Preparation for the Middle Level     

William M. Alexander 《Teaching Education》2013,24(1):8-9

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Promoting a self-sustaining learning community: investigating an internal model for teacher development     

Etta R. Hollins  Linda R. McIntyre  Charles DeBose  Arthurlene Towner 《International journal of qualitative studies in education》2013,26(2):247-264

The authors report an investigation of a five-step structured study-group approach to promoting a?self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a two-year time period the conversations among the teachers at the study-group meetings changed to be more positive about the children, to make linkages between themselves and the culture the children bring to school, to enthusiasm for sharing their own strategies and engaging in public reflection, and collaborating in developing new instructional approaches.  相似文献   

Men Strike Out     

Glenn M. Ricketts 《Academic Questions》2013,26(4):505-509

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