Leading for Change: School Leader Advocacy for Undocumented Immigrant Students     

Emily R. Crawford  Danielle Walker  Fernando Valle 《Equity & Excellence in Education》2018,51(1):62-77

School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families.  相似文献   

The Role of Referent Indicators in Tests of Measurement Invariance     

Emily C. Johnson  Adam W. Meade  Amy M. DuVernet 《Structural equation modeling》2013,20(4):642-657

Confirmatory factor analytic tests of measurement invariance (MI) require a referent indicator (RI) for model identification. Although the assumption that the RI is perfectly invariant across groups is acknowledged as problematic, the literature provides relatively little guidance for researchers to identify the conditions under which the practice is appropriate. Using simulated data, this study examined the effects of RI selection on both scale- and item-level MI tests. Results indicated that while inappropriate RI selection has little effect on the accuracy of conclusions drawn from scale-level tests of metric invariance, poor RI choice can produce very misleading results for item-level tests. As a result, group comparisons under conditions of partial invariance are highly susceptible to problems associated with poor RI choice.  相似文献   

An application of the knowledge management maturity model: the case of credit unions     

Alexander?SerenkoEmail author  Nick?Bontis  Emily?Hull 《知识管理研究与实践》2016,14(3):338-352

The purpose of this study is to investigate the level of knowledge management (KM) maturity of credit unions. The application of a maturity model to 15 credit unions in North America revealed that an overall level of KM maturity is at an early stage of development, but there are signs of future improvement. Credit unions operate in a highly competitive, knowledge-intensive financial industry and experience various pressures to increase their efficiency, which they can achieve through the implementation of KM solutions. Despite the absence of official KM strategies, KM projects were introduced locally in order to fill particular knowledge gaps. The availability of IT infrastructure and the implementation of KM-related technologies alone are insufficient to ensure universal success of organizational KM activities. Credit union managers periodically access and use academic research in their decision making. At the same time, they prefer accessing scholarly knowledge in translated form from books, practitioner magazines, and consultants. It was concluded that organizations competing in the knowledge-intensive sector have an inner need for KM solutions.  相似文献   

Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom     

Katie A. Gilligan-Lee  Alice Bradbury  Charlotte Bradley  Emily K. Farran  Jo Van Herwegen  Dominic Wyse  Laura A. Outhwaite 《Mind, Brain, and Education》2023,17(2):107-116

Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety.  相似文献   

Associations and indirect effects between LEGO® construction and mathematics performance     

Emily McDougal  Priya Silverstein  Oscar Treleaven  Lewis Jerrom  Katie A. Gilligan-Lee  Camilla Gilmore  Emily K. Farran 《Child development》2023,94(5):1381-1397

There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7–9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement.  相似文献   

In Search of an Adequate Response to Pluralism: A Critical Analysis of Liberalism in Philosophy of Education     

Emily G. Wenneborg 《Educational theory》2023,73(1):29-50

Nearly everyone recognizes the fact of deep pluralism: it is hard to deny that contemporary America is characterized by widespread diversity of beliefs, practices, and values. We disagree, not on this reality, but on the way we should respond to the pluralism around us. In this paper, Emily G. Wenneborg discusses one of the most common responses to pluralism in contemporary philosophy of education: autonomy-based liberalism. She praises liberalism for its attempt to navigate certain tensions that accompany its approach to pluralism. At the same time, she raises several critiques of liberalism as a response to pluralism, particularly with regard to religious communities and belief systems. She suggests that trust provides a better framework than autonomy for educating in and for deep pluralism.  相似文献   

High-Quality Formative Writing Assessment for Middle School Students in Tier 2 Literacy Interventions     

Deborah K Reed  Kelly Binning  Emily A. Jemison  Nicole DeSalle 《Learning disabilities research & practice》2023,38(1):70-79

Increased expectations for writing performance have created a need for formative writing assessments that will help middle school teachers better understand adolescents’ grade-appropriate writing skills and monitor the progress of students with or at risk for writing disabilities. In this practice piece, we first explain research-based recommendations for high-quality writing prompts that are interesting to students, provide clear directions, and ensure accessibility and fairness. Then, we use lessons learned from working with adolescents in Tier 2 literacy intervention classes to demonstrate how teachers can apply the recommendations to identify or develop prompts that will encourage students to write responses. In addition, we explain how analytic rubrics may be used to evaluate responses as a means of informing instruction and further refining the prompts.  相似文献   

Lights,camera, active! appreciation of active learning predicts positive attitudes towards lecture capture     

Nordmann  Emily  Clark  Anne  Spaeth  Elliott  MacKay  Jill R. D. 《Higher Education》2022,83(3):481-502

Higher Education - Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by...  相似文献   

Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom     

Jensen  Jamie  Smith  Clara M.  Bowers  Robert  Kaloi  Mahealani  Ogden  T. Heath  Parry  Kirkham A.  Payne  Joshua S.  Fife  Porter  Holt  Emily 《Journal of Science Education and Technology》2022,31(6):718-729

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

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Assessing Caregiver Stress and Coping at Time of Autism Spectrum Disorder Diagnosis     

Shamash  Emily R.  Hinman  Jocelyn A. 《Early Childhood Education Journal》2022,50(1):97-106

Early Childhood Education Journal - Research and practice emphasize the importance of family involvement in early intervention for children with autism spectrum disorder (ASD). However, in order to...  相似文献