Black students and private schooling     

Carol Ascher 《The Urban Review》1986,18(2):137-145

Conclusions As black students move into private schools at greater rates, a number of questions are raised. To what extent and under what conditions is a private school education better than a public school education for black students? What are the social and educational benefits and costs of being educated in a largely white environment? And what will be the benefits and costs as private schools themselves become increasingly black? Are the economic sacrifices made by black families to send their children to private school worth it to the individual child—to the black community?  相似文献   

Vowel perception and production in adolescents with reading disabilities     

Carol?Bertucci  Pamela?HookEmail author  Charles?HaynesEmail author  Paul?Macaruso  Corine?Bickley 《Annals of dyslexia》2003,53(1):174-200

Perception and production of the vowels /I/, /?/, /æ/ in the words pit, pet and pat were investigated in two groups of adolescents who differed significantly on measures of reading and phonological awareness. Perception performance was assessed using slope measurements between vowel categories. Duration measurements and a rating system based on first and second formant (F1 and F2) values were used to analyze production performance. As a group, the students with reading disabilities not only perceived but also produced less well-defined vowel categories than the control group of age-matched good readers. Perception and production performance, however, were not correlated. Results suggest that the speech processing difficulties of the students with reading disabilities include weak phonological coding for vowel sounds with similar phonetic characteristics. The implications of these findings for intervention are addressed.  相似文献   

The impact of the pandemic on early career researchers' work-life and scholarly communications: A quantitative aerial analysis     

David Nicholas  Eti Herman  David Clark  Cherifa Boukacem-Zeghmouri  Blanca Rodríguez-Bravo  Abdullah Abrizah  Anthony Watkinson  David Sims  Marzena 'Świgoń  Jie Xu  Galina Serbina  Hamid R. Jamali  Carol Tenopir  Suzie Allard 《Learned Publishing》2023,36(2):128-140

After two-years of repeat interviewing early career sciences/social sciences researchers from around the world about their work life and scholarly communications in pandemic-times, the Harbingers-2 project is in a position to release quantitative data on the pandemic's overall impact. The data comes from around 50 questions asked in the third and final round of interviews with 147 early career researchers (ECRs), which had a codifiable element to them (such as yes, no, do not know). The 19 scholarly topics covered include: pandemic-related research; research funding; changes to the workplace/working from home; pandemic-incurred stress and anxiety; teaching; employment security; career progression; mentoring; assessment (including metrics); collaboration; searching/finding information; ethics; networking; informal communication; publishing; sharing; pre-prints; outreach; and scholarly transformations. The main findings are that in six broad aspects of ECRs' work-life and scholarly behaviour, more than 50% of ECRs were impacted by the pandemic, with remote teaching having the greatest impact. By way of comparison, in another six aspects there was little change, least of all when it came to sharing activities. Among the countries studied, Malaysia stood out as being the most impacted, and of the disciplines it was the medical sciences and the soft social sciences most impacted.  相似文献   

Food and Culture: A Pedagogical Approach to Contextualizing Food‐Based Activities in Multicultural Counseling Courses     

Carol A. Sommer  Lee Covington Rush  Daphne H. Ingene 《Counselor Education & Supervision》2011,50(4):259-273

Pedagogic approaches that draw on reflective practices and experiential activities are valued for their perceived ability to enhance multicultural understanding. The use of food‐based assignments is not uncommon in multicultural counseling courses; however, the authors contend that although these activities may be experiential in nature, they are often devoid of any meaningful in‐depth discussion about related contextual elements, such as power dynamics, economic systems, familial structures, cultural values, and religious meaning. This article describes a food‐based assignment used in a multicultural counseling course incorporating firsthand experience with members of various cultures. Anecdotal evidence, as well as suggestions for practice, is included.  相似文献   

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial     

Otaiba SA  Connor CM  Folsom JS  Greulich L  Meadows J  Li Z 《The Elementary school journal》2011,111(4):535-560

The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students' language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students' needs in the areas of reading in general education contexts.  相似文献   

Education policy,space and the city: markets and the (in)visibility of race     

Chris Taylor  Julie McLeod  Tim Butler  Carol Vincent 《British Journal of Sociology of Education》2011,32(5):805-820

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French nursery schools and German kindergartens: effects of individual and contextual variables on early learning     

Youssef Tazouti  Caroline Viriot-Goeldel  Cornélie Matter  Anémone Geiger-Jaillet  Rita Carol  Dominique Deviterne 《European Journal of Psychology of Education - EJPE》2011,26(2):199-213

The present article investigates the effects of individual and contextual variables on children’s early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the learning of reading, writing and arithmetic at primary school. We also evaluated educational family practices and parents’ expectations of their children’s pre-school education. In order to take into account the hierarchical structure of our data, multilevel models were used in the analysis, which was carried out using MLwiN software version 2.02 (Rasbash et al. 2005). Although French nursery schools emphasise academic learning, we did not find any significant differences in overall performances between the French and German samples. However, significant differences were obtained for some subscale results. In addition, our results indicate that individual and contextual variables have an impact on the differences observed between children from the two countries.  相似文献   

Creatures in the Classroom: Preservice Teacher Beliefs About Fantastic Beasts, Magic, Extraterrestrials, Evolution and Creationism     

Susan Carol Losh  Brandon Nzekwe 《Science & Education》2011,20(5-6):473-489

Faculty have long expressed concern about pseudoscience belief among students. Most US research on such beliefs examines evolution-creation issues among liberal arts students, the general public, and occasionally science educators. Because of their future influence on youth, we examined basic science knowledge and several pseudoscience beliefs among 540 female and 123 male upperclass preservice teachers, comparing them with representative samples of comparably educated American adults. Future teachers resembled national adults on basic science knowledge. Their scores on evolution; creationism; intelligent design; fantastic beasts; magic; and extraterrestrials indices depended on the topic. Exempting science education, preservice teachers rejected evolution, accepting Biblical creation and intelligent design accounts. Sizable minorities ??awaited more evidence?? about fantastic beasts, magic, or extraterrestrials. Although gender, disciplinary major, grade point average, science knowledge, and two religiosity measures related to beliefs about evolution-creation, these factors were generally unassociated with the other indices. The findings suggest more training is needed for preservice educators in the critical evaluation of material evidence. We also discuss the judicious use of pseudoscience beliefs in such training.  相似文献   

Cultural differences in Chinese American and European American children's drawing skills over time     

Carol S. Huntsinger  Paul E. JoseDana Balsink Krieg  Zupei Luo 《Early childhood research quarterly》2011,26(1):134

Parents and early childhood teachers in Chinese societies and the United States have had dissimilar views about appropriate art instruction for young children. The Chinese view is that creativity will emerge after children have been taught essential drawing skills. The American view has been that children's drawing skills emerge naturally and that directive teaching will stifle children's creativity. Forty second-generation Chinese American and 40 European American young children participated in this longitudinal study at ages 5, 7, and 9 to explore possible cultural differences in and antecedents of their drawing skills and creativity. Chinese American children's person drawings were more mature and creative and their parents reported more formal ways of fostering creativity as compared to their European American counterparts. Correlations showed that children who had more opportunities to draw and who received more guidance in drawing were more advanced in their drawing. For Chinese Americans, fathers’ personal art attitudes and children's Time 1 drawing skills predicted 53% of the variance in children's drawing scores four years later.  相似文献   

The Issue at a Glance     

Carol Iannone 《Academic Questions》2011,24(3):255-257

THE ISSUE AT A GLANCE

The Issue at a Glance  相似文献