Scaling and Sustaining Effective Early Childhood Programs Through School–Family–University Collaboration          下载免费PDF全文

Arthur J. Reynolds  Momoko Hayakawa  Suh‐Ruu Ou  Christina F. Mondi  Michelle M. Englund  Allyson J. Candee  Nicole E. Smerillo 《Child development》2017,88(5):1453-1465

We describe the development, implementation, and evaluation of a comprehensive preschool to third grade prevention program for the goals of sustaining services at a large scale. The Midwest Child–Parent Center (CPC) Expansion is a multilevel collaborative school reform model designed to improve school achievement and parental involvement from ages 3 to 9. By increasing the dosage, coordination, and comprehensiveness of services, the program is expected to enhance the transition to school and promote more enduring effects on well‐being in multiple domains. We review and evaluate evidence from two longitudinal studies (Midwest CPC, 2012 to present; Chicago Longitudinal Study, 1983 to present) and four implementation examples of how the guiding principles of shared ownership, committed resources, and progress monitoring for improvement can promote effectiveness. The implementation system of partners and further expansion using “Pay for Success” financing shows the feasibility of scaling the program while continuing to improve effectiveness.  相似文献   

Literacy Assessment and Student Diversity: An Australian case study     

Christina E. Van Kraayenoord  Jenny Barnett  David Roberts  Karen B. Moni 《International Journal of Disability, Development & Education》1999,46(1):51-70

This article describes the reported practices in literacy assessment, recording, and reporting in 12 Australian schools characterised by populations of diverse learners. The findings indicate the problems and challenges teachers face in providing socially just and inclusive literacy assessment in heterogeneous classrooms. We make a number of suggestions related to enhancing assessment, recording, and reporting at the classroom level and argue for systemic support for teachers.  相似文献   

Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4     

Christina E. van Kraayenoord  Wolfgang Erich Schneider 《European Journal of Psychology of Education - EJPE》1999,14(3):305-324

This study examined the reading achievement, metacognitive knowledge related to reading and memory, reading self-concept, and interest in reading of 140 German school students in Grades 3 and 4. The results indicated significant correlations between the metacognitive variables, motivational variables, and amongst metacognitive and motivational variables, as well as with reading achievement variables. The examination of good and poor readers showed significant differences in metacognitive knowledge of reading and memory, reading self-concept, interest in reading, and in teacher judgements of reading achievement between the groups. Differences between Grade 3 and 4 students were found in their word decoding skills, metacognitive knowledge about reading and memory, and teacher judgements of reading achievement. Results of the regression analysis indicated that reading achievement was predicted by grade level, word decoding, and teacher evaluations of reading achievement. The causal modelling indicated that motivation and metacognition affect reading comprehension in different ways. The findings are discussed in terms of future research and their educational implications.  相似文献   

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade     

Christina Weiland  Rebecca Unterman  Anna Shapiro  Sara Staszak  Shana Rochester  Eleanor Martin 《Child development》2020,91(5):1401-1422

This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third-grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control-group children attended center-based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery-based studies.  相似文献   

Science notebooks as interactional spaces in a multilingual classroom: Not just ideas on paper     

Sara E.D. Wilmes  Christina Siry 《科学教学研究杂志》2020,57(7):999-1027

Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open-ended science notebooks during an inquiry science unit on condensation and evaporation. Grounded in theoretical views of the notebook as a semiotic social space, multimodal interaction analysis facilitated examination of the ways students drew upon the space afforded by the notebook as they constructed explanations of their understandings. Cross-group comparison of three focal groups led to multiple assertions regarding the use of science notebooks with plurilingual students. First, the notebook supported student-determined paths of resemiotization as students employed multiple communicative resources to express science understandings. Second, notebooks provided spaces for students to draw upon diverse language resources and as a bridge in time across multiple inquiry sessions. Third, representations in notebooks were leveraged by both students and teachers to access and deepen conceptual conversations. Lastly, students' interactions over time revealed multiple epistemological orientations in students' use of the notebook space. These findings point to the benefits of open-ended science notebooks use with plurilingual students, and a consideration of the ways they are used in interaction in science instruction.  相似文献   

寻觅德国的牛津     

克里丝汀娜·梅耶  王浩强 《科学文化评论》2005,2(6):69-76

达勒姆(Dahlem)不仅仅是一个传奇.在德国,几乎没有其他地方像柏林的这片土地那样,在科学史各个丰富的方面--包括令人质疑的方面--表现出如此强烈的活力.在马普学会历史档案馆馆长亨宁(Eckart Henning)的陪同下巡游他的“领地“,就如同在历史的时光中漫步,著名学者的创新精神始终伴随着我们的游程.……  相似文献   

Diversity at Work: Do Men and Women Differ in their Organizational Citizenship Behavior?     

Christina L. Stamper  Linn Van Dyne 《Performance Improvement Quarterly》1999,12(1):59-76

ABSTRACT : In this paper, we use social role theory to develop hypotheses predicting differences in the organizational citizenship behavior of males and females at work. Results, based on questionnaire responses of 257 restaurant workers and their supervisors, demonstrate that females in our service-worker sample engaged in more altruism, loyalty, and obedience than males, but that males and females did not differ in their advocacy participation. Results also demonstrate that organizational tenure moderated the relationship between sex and two forms of citizenship behavior: altruism and advocacy participation. We discuss the implications of our findings and conclude with suggestions for future research.  相似文献   

What really Works in Special and Inclusive Education: using evidence‐based teaching strategies     

Christina E. van Kraayenoord 《International Journal of Disability, Development & Education》2009,56(3):308-310

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Categorising computer science education research     

Mike Joy  Jane Sinclair  Shanghua Sun  Jirarat Sitthiworachart  Javier López-González 《Education and Information Technologies》2009,14(2):105-126

The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy, specifically aimed to help new researchers in the field understand what types of papers are published and where they appear. Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus and those emerging from more general Higher Education literature.  相似文献   

Mixed monolingual homepage finding in 34 languages: the role of language script and search domain     

Roi Blanco  Christina Lioma 《Information Retrieval》2009,12(3):324-351

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