The Effectiveness of a Large‐Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark          下载免费PDF全文

Dorthe Bleses  Anders Højen  Laura M. Justice  Philip S. Dale  Line Dybdal  Shayne B. Piasta  Justin Markussen‐Brown  Marit Clausen  E. F. Haghish 《Child development》2018,89(4):e342-e363

The present article reports results of a real‐world effectiveness trial conducted in Denmark with six thousand four hundred eighty‐three 3‐ to 6‐year‐olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20‐week storybook‐based intervention: a base intervention and two enhanced versions featuring extended professional development for educators or a home‐based program for parents. Pre‐ to posttest comparisons revealed a significant impact of all three interventions for preliteracy skills (= .21–.27) but not language skills (d = .04–.16), with little differentiation among the three variations. Fidelity, indexed by number of lessons delivered, was a significant predictor of most outcomes. Implications for real‐world research and practice are considered.  相似文献   

CILT2000: Ubiquitous Computing—Spanning the Digital Divide     

Tinker  Robert  Vahey  Philip 《Journal of Science Education and Technology》2002,11(3):301-304

This paper discusses the role of ubiquitous and handheld computers in education. CILT contributions in this area are summarized, the Ubiquitous Computing sessions at the CILT2000 Conference are described, and future directions are highlighted. It is posited that handheld computers have the potential to reduce the digital divide, while also providing for a wide array of learning activities that can benefit all students.  相似文献   

On the Potential of Discrete Time Survival Analysis Using Latent Variable Modeling: An Application to the Study of the Vascular Depression Hypothesis     

Tenko Raykov  Philip B. Gorelick  Anna Zajacova  George A. Marcoulides 《Structural equation modeling》2017,24(6):926-935

Analysis and modeling of time to event data have been traditionally associated with nonparametric, semiparametric, or parametric statistical frameworks. Recent advances in latent variable modeling have additionally provided unique analytic opportunities to methodologists and substantive researchers interested in survival time modeling. As a consequence, discrete time survival analyses can now be readily carried out using latent variable modeling, an approach that offers substantively important extensions to conventional survival models. Using data from the Health and Retirement Study, the discussed approach is applied to the study of the increasingly prominent vascular depression hypothesis in gerontology, geriatrics, and aging research, allowing examination of the unique predictive power of depression with respect to time to stroke in middle-aged and older adults.  相似文献   

Sixth form religion in Northern Ireland: the Protestant profile 1968–1998     

Leslie J. Francis  Mandy Robbins  L. Philip Barnes  Christopher A. Lewis 《British Journal of Religious Education》2006,28(1):3-18

The aim of the present study was to build on John Greer’s systematic set of studies concerned with teenage beliefs and values conducted among samples of sixth form students attending County and Protestant voluntary schools in Northern Ireland in 1968, 1978 and 1988. The present study replicated the earlier surveys for a further time in 1998. The results provide a unique snapshot of the persistence of religious affiliation, belief and practice across the latter part of the twentieth century in a nation which has continued to resist the secularisation process so eroding the place of religion in the neighbouring nations of England, Wales and Scotland.  相似文献   

Australian Vietnamese Students Learning Mathematics: High Ability Bilinguals and Their Use of Their Languages     

Philip C. Clarkson 《Educational Studies in Mathematics》2007,64(2):191-215

Bilingual students have, at times, been thought to be at a disadvantage in learning mathematics because of an assumed interference between their two languages. Earlier research, confirmed again in this study, shows that this is a naive view to take. Although some bilingual students do have a harder time, others seem to be at an advantage. This study explores the use that bilingual students who are succeeding in mathematics make of their two languages. These students seem to have better metalinguistics skills that allow them to self-correct when solving problems, and are perhaps more confident in their approach to solving difficult problems. It also appears that students in this study switched between languages in early years of schooling, but only used English by the time they were completing elementary school. This project was supported by an Australian Research Council Large Grant, an Australian Research Council Small Grant, and by internal research grants from Australian Catholic University.  相似文献   

An initial study of the diagnostic utility of the emotional and behavioural screener in Lithuania     

Erkko Sointu  Matthew C. Lambert  Philip D. Nordness  Renata Geležinienė  Michael H. Epstein 《欧洲特需教育杂志》2018,33(1):73-85

In schools, screening is an effective method to identify students at-risk for emotional and behavioural disorders. Several intervention programmes such as Positive Behaviour Interventions and Supports, Response to Intervention, and Multi-tiered Systems of Supports call for the use of psychometrically sound screening instruments. This study investigated diagnostic utility of a brief (10-item) screener, the Emotional and Behavioural Screener (EBS) with a sample 312 Lithuanian students. The Strengths and Difficulties Questionnaire was used as a reference point for the investigation. Diagnostic utility statistics (i.e. overall agreement, misleading negatives, sensitivity, specificity and area under the receiver operating characteristic curve) were used to evaluate the usefulness and validity of the EBS. The results indicate, that majority of the diagnostic utility statistics thresholds were met; however, some gender differences were found. In sum, the EBS appears to be an accurate screener discriminating students not at-risk and at-risk for emotional and behavioural problems. Study limitations, future research directions and implications are discussed.  相似文献   

Book reviews     

Philip C. Candy  Mary Barnes  Bronwyn Davies 《The Australian Educational Researcher》1991,18(2):95-102

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Accelerating the development of formal thinking in middle and high school students     

Philip Adey  Michael Shayer 《科学教学研究杂志》1990,27(3):267-285

In an attempt to accelerate the development of formal operations in average young adolescents, intervention lessons relating to all formal schemata were designed in the context of school science courses. Over a period of two years, up to 30 intervention lessons were given by science teachers to their classes in eight schools. Boys who started the program aged 12+ showed a pre-posttest effect size on Piagetian tests of 0.89 SD compared with control classes. In terms of British norms for the development of operational thinking this was a mean change from the 51st to the 74th percentile. Neither the middle school students nor the 12+ girls showed greater gain than the controls. Gains were shown by girls in one 11+ class and in the two 11+ laboratory classes. In the laboratory school students given intervention lessons by the researchers maintained their gains over controls in formal operations at a delayed posttest one year after cessation of the program. There was no effect on tests of science achievement during the intervention. It was argued that the interventions needed to be accompanied by in-service training designed to enable teachers to change their teaching style in line with their students' increased operational thinking capacity.  相似文献   

Enhancing use of learning sciences research in planning for and supporting educational change: Leveraging and building social networks     

William R. Penuel  Philip Bell  Bronwyn Bevan  Pam Buffington  Joni Falk 《Journal of Educational Change》2016,17(2):251-278

This paper explores practical ways to engage two areas of educational scholarship—research on science learning and research on social networks—to inform efforts to plan and support implementation of new standards. The standards, the Next Generation Science Standards (NGSS; NGSS Lead States in Next generation science standards: For states, by states. National Academies Press, Washington, DC, 2013), have been adopted by U.S. states serving more than one-quarter of all students, and they are grounded in decades of research on how students learn science. In this paper we discuss efforts to leverage recent research on social networks to inform standards implementation across a set of professional associations and school districts. These efforts are being undertaken by the Research + Practice Collaboratory which is testing a set of conjectures related to how the knowledge base from both research and practice can mutually inform STEM education improvement.  相似文献   

Assessing the Nature of Science: What is the Nature of Our Assessments?     

Lederman  Norman G.  Wade  Philip D.  Bell  Randy L. 《Science & Education》1998,7(6):595-615

This paper discusses the nature of the instruments used to assess students' and teachers' conceptions of the nature of science during the last four decades. Two salient points emerge from critically reviewing the various research emphases and associated assessment instruments specifically related to the nature of science. The first is to question the validity of much of the research presented on the grounds that (a) assessment instruments are interpreted in a biased manner, and (b) some assessment instruments appear to be poorly constructed. Although such comments are well founded, it is important to note that the research conclusions were unusually uniform regardless of the particular instrument used in an investigation. The second point is a more critical concern about the traditional paper and pencil approach to the assessment of an individual's understanding of the nature of science. Although not a new insight, discrepancies between the interpretation of a written response to a traditional instrument (e.g., multiple choice assessment) and the intent of the respondent have been well documented. It is suggested that the current educational research shift toward more qualitative, open-ended approaches to assessment of individuals' understanding (of any concept) be applied to the assessment of individuals' nature of science conceptions.  相似文献