Pioneering at Park Lane.     

L Sanders  P Watson 《Special education: forward trends》1975,2(4):14-16

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DAP in the ’hood: Perceptions of child care practices by African American child care directors caring for children of color     

Kay E. Sanders  Amy DeihlAmy Kyler 《Early childhood research quarterly》2007

This paper presents a qualitative analysis concerning child care practices by six African American directors of subsidized child care centers located in a low-income, racial ethnic minority area of Los Angeles, California. These programs are traditionally African American programs that experienced an influx of Latino immigrant enrollment. Using the integrative framework for children of color proposed by Garcia Coll et al. [Garcia Coll, C., Crinic, K., Lamberty, G., Wasik, B., Jenkins, R., Garcia Vazquez, H., et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891–1914], which places racial ethnicity in the center, we examined how these directors integrated professional standards of practice (developmentally appropriate practice) with community understandings of the role of preschool/child care in this community; the function of social stratification on their articulated practices; and their understanding as to how they include the Latino immigrant families. We discovered patterns that reflect a community-interpreted understanding of developmentally appropriate practice.  相似文献   

Indexing Early Visual Memory Durability in Infancy     

Andrew J. Sanders  Scott P. Johnson 《Child development》2021,92(2):e221-e235

The goal was to examine the scope and development of early visual memory durability. We investigated individual- and age-related differences across three unique tasks in 6- to 12-month-olds (M_age = 8.87, N = 49) by examining the effect of increased delay on memory performance. Results suggest longer-term memory processes are quantifiable by 8 months using a modified Change Detection paradigm and spatial-attention cueing processes are quantifiable by 10 months using a modified Delayed Response paradigm, utilizing 500–1,250 ms delays. Performance improved from 6 to 12 months and longer delays impaired performance. We found no evidence for success on the Delayed Match Retrieval task at any age. These outcomes help inform our understanding of infant visual memory durability and its emergence throughout early development.  相似文献   

An Introduction to Gas Lasers; Population Inversion Mechanisms: C. S. Willett. (Vol. 67 in International Series in Natural Philosophy.) 542 pages, 288 diagrams, 10 x 7 in. Pergamon Press Inc., New York, 1974. Price, $45·00 (approx. £18).     

J.H. Sanders 《Journal of The Franklin Institute》1976,301(3):314-315

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Treating children with early-onset conduct problems and callous–unemotional traits: an empirical evaluation of KooLKIDS     

Stephen Houghton  Annemaree Carroll  Corinne Zadow  Emma Sanders O’connor  John Hattie  Sasha Lynn 《Emotional and Behavioural Difficulties》2017,22(4):350-364

Children with early-onset conduct problems (EOCP) and callous–unemotional (CU) traits are highly resistant to treatment and cost society significantly more than their healthy counterparts. Employing a multiple baseline design, 13 males (9.0–10.2 years of age) with a history of school suspensions were sequentially introduced to KooLKIDS, a school-based interactive multimedia intervention for young children with EOCP and CU. Teacher and child self-report data revealed significant reductions for the group in proactive and reactive aggression, and antisocial traits. Significant changes in the desired direction were also found on measures of emotion regulation. When the data were analyzed for each individual child, however, the magnitude of any effects for behaviour change varied greatly. KooLKIDS offers potential for treating children with EOCP and CU and hence preventing progression towards more serious antisocial behaviour.  相似文献   

Inside Systemic Elementary School Reform: Teacher Effects and Teacher Mobility     

Steven M. Ross  Sam Stringfield  William L. Sanders  S. Paul Wright 《School Effectiveness & School Improvement》2013,24(1):73-110

In the 1995–96 and 1996–97 school years, 37 elementary schools in Memphis, TN began implementation of 1 of 8 comprehensive school reform designs. The effectiveness and mobility of teachers at these schools were examined longitudinally relative to teachers at 63 nonrestructuring schools. Analyses of teacher effectiveness scores, derived from student “value-added” achievement scores, indicate that the 1995 reform cohort only showed significantly greater gains in effectiveness relative to the nonrestructuring group. This pattern was most strongly pronounced for highly experienced teachers. Teacher mobility was found to increase minimally as a function of restructuring, largely due to district policy changes.  相似文献   

Bottom line: The veteran student in 2010     

Dr. Anthony M. Hassan  Dr. Robert “Jeff” Jackson  Dr. Douglas R. Lindsay  Dr. Damian G. McCabe  Dr. Joseph E. Sanders III 《About Campus》2010,15(2):30-32

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Dissertation as performance [Art Script] (Take Three)     

James H. Sanders III 《International journal of qualitative studies in education》2013,26(5):541-562

This paper considers the absence of things queer within the texts of arts-based education theories and narratives of K-12 educators working within / against these reforms. Dancing through the dramatic shifts and movements of his performance-art dissertation,the author questions the limits of standard dissertation protocols. He argues that arts-based education schemes have not confronted or considered arts' complicity in social constructions of heteronormativity, and that the arts should be taught toward the ends of social justice and democracy.  相似文献   

A case study comparison of objective and subjective evaluation methods of physical qualities in youth soccer players     

James H. Dugdale  Dajo Sanders  Tony Myers  A. Mark Williams  Angus M. Hunter 《Journal of sports sciences》2020,38(11-12):1304-1312

ABSTRACT

Subjective and objective assessments may be used congruently when making decisions regarding player recruitment in soccer, yet there have been few attempts to examine the level of agreement between these methods. Therefore, we compare levels of agreement between subjective and objective assessments of physical qualities associated with youth soccer performance. In total, 80 male youth soccer players (13.2 ± 1.9 years), and 12 professional coaches volunteered to participate. Players were objectively assessed using five fitness measures: Yo-Yo Intermittent Recovery Test Level 1; Countermovement vertical jump; Functional Movement Screen?; 5/20 m sprint; alongside anthropometric measures. Additionally, coaches subjectively rated each player on the same five physical qualities using 5-point Likert scales. Inter-rater agreement between ratings from lead and assistant coaches was established for each age group. Moreover, Bayesian regression models were fitted to determine how well coach ratings were able to predict fitness test performance. Although inter-rater agreement between lead and assistant coaches was moderate-to-substantial (ω = 0.48–0.68), relationships between coaches subjective rating’s and corresponding fitness test performance were only highly related for the highest and lowest performing players. We suggest that while ratings derived from objective and subjective assessment methods may be related when attempting to differentiate between distinct populations, concerns exist when evaluating homogeneous samples using these methods. Our data highlight the benefits of using both types of measures in the talent identification process.  相似文献   

The View From Down Under: Practical Guides for Effective Schooling     

Pamela Sanders Angelle 《School Effectiveness & School Improvement》2013,24(4):531-538

This paper examines the relationship of the policies and practices employed by 3 high school reform models – Early College High Schools, Redesigned High Schools, and High Schools That Work – with student success in college preparatory mathematics courses by the end of the 10th grade. Data on policies and practices collected through a survey of school principals in North Carolina are combined with administrative data on student course-taking and performance. The examined policies include course-taking requirements, rigorous instruction, academic support, personalization, and relevance. Results show that implementation of these policies varies across models and that higher levels of implementation of combinations of these policies are associated with improved outcomes.  相似文献