Turning Around Five At‐Risk Elementary Schools     

H. Jerome Freiberg  Neil Prokosch  Edward S. Treister  Terri Stein 《School Effectiveness & School Improvement》2013,24(1):5-25

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Instructional and School Effects on Students' Longitudinal Reading and Mathematics Achievements     

Jerome V. D'Agostino 《School Effectiveness & School Improvement》2013,24(2):197-235

For this study, Prospects, a data set on schools and students in the United States collected during the early 1990s, was used to examine the effects of instructional and school organizational characteristics on the longitudinal mathematics and reading achievements of students from either a first- or third-grade cohort. Three schooling models were tested using hierarchical linear modeling (HLM) while controlling for parental socioeconomic (SES) status. Factors and variables that represented instructional and school features were derived from teacher and principal responses to survey items. These features had direct and interactive effects on mathematics achievement, supporting both an environmental and interactive model of schooling. Further, schools characterized by teacher collegiality, support for innovation, principal leadership, goal agreement, and community support contained teachers who employed important instructional strategies more effectively, and students who had the highest mathematics gains over the observed period.  相似文献   

Disconnecting knowledge and understanding from human values: a critique of National Curriculum development     

Lee Jerome  Gary Clemitshaw 《Curriculum Journal》2013,24(1):19-41

This research was prompted by the developing political discourse proposing the teaching of Britishness and British values in the context of the United Kingdom. This discourse will be reviewed in the first part of the article, in the context of previous work which has sought to assess how Britishness and related concepts might be promoted through education. The second part will be based on questionnaire responses from a sample of students following post-graduate initial teacher training programmes in a number of higher education partnerships. It indicates that, while political discourse and educational policy have sensitised trainee teachers to the agenda, there remains a deep uncertainty and misgiving about this as an educational objective.  相似文献   

TEACHING AS PRESENCE AND THE EXISTENTIAL CURRICULUM     

Jerome W. Berryman 《Religious education (Chicago, Ill.)》2013,108(4):509-534

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Adolescents' Perceptions of Opportunities in the U.S. South: Postracial Mirage or Reality in the New Black Mecca?     

Jerome E. Morris  Sara E. Woodruff 《Peabody Journal of Education》2013,88(3):404-425

The scholarly community has eagerly assessed adults' perspectives on race and opportunity in the “postracial” era. Noticeably absent are studies that probe youths' perceptions of social and educational opportunity within this era, given the relationship between education and upward mobility, and the symbolism embodied in Obama's 2008 election as the first African-American president of the United States. This paper uses data drawn from a four-year longitudinal study that examined the educational experiences of Black adolescents in Metro Atlanta, Georgia—referred to as the “New Black Mecca.” Interview data from a subset of 75 Black adolescents participating in an ethnographic study, and 1,329 surveys from a racially diverse group of adolescents across three different high schools, capture: (a) how Black adolescents embraced meritocratic notions of opportunity—while inheriting a social awareness of race-based opportunities, (b) Black adolescents' use of destigmatization strategies to thwart prejudice, and (c) the protective role a predominantly Black suburban context plays in mitigating the effects of day-to-day encounters with racial discrimination.  相似文献   

Child sexual abuse prevention education: A review of school policy and curriculum provision in Australia     

Kerryann Walsh  Donna Berthelsen  Jan M. Nicholson  Leisa Brandon  Judyann Stevens  Jerome N. Rachele 《牛津教育评论》2013,39(5):649-680

The past four decades have seen increasing public and professional awareness of child sexual abuse. Congruent with public health approaches to prevention, efforts to eliminate child sexual abuse have inspired the emergence of prevention initiatives which can be provided to all children as part of their standard school curriculum. However, relatively little is known about the scope and nature of child sexual abuse prevention efforts in government school systems internationally. This paper assesses and compares the policies and curriculum initiatives in primary (elementary) schools across state and territory Departments of Education in Australia. Using publicly available electronic data, a deductive qualitative content analysis of policy and curriculum documents was undertaken to examine the characteristics of child sexual abuse prevention education in these school systems. It was found that the system-level provision occurs unevenly across state and territory jurisdictions. This results in the potential for substantial inequity in Australian children’s access to learning opportunities in child abuse prevention education as a part of their standard school curriculum. In this research, we have developed a strategy for generating a set of theoretically-sound empirical criteria that may be more extensively applied in comparative research about prevention initiatives internationally.  相似文献   

The Limits of Theory in Art Education     

Brian Allison  Jerome Hausman 《The International Journal of Art & Design Education》1998,17(2):121-127

The last forty years have seen substantial and dramatic changes in the thinking about education in art. Changes have taken place in art itself and there have been incredible social, political and economic upheavals. All this has led to an enlarged view of art education. It has given rise to the need for greater dialogue and debate. In more recent years, there have been more concentrated and focussed efforts to establish art curricula and standards of accomplishment for art education. In England, there has been the introduction of the National Curriculum and in the USA there has been the development of the National Standards for Arts Education. In both countries there have been numerous efforts at national or state, local and school levels aimed at assessing what students’ `know and are able to do’ in the arts. The role of theory in art education is of some importance. It is through theory that a systematic accounting can be constructed that explains and makes consistent the individual critiques of what is going on in classrooms, schools, committees and the nation-at-large. The paper discusses developments in England and the United States with regard to the theoretical development of curricula and the means for evaluation in art education. It also outlines and discusses the `limits of theory in art education’. It is not opposed to theory; rather it is posited that preoccupations with theory should not over-ride the importance of maintaining a multiplicity of competing (or emerging) meanings. It is argued that theories should inform and illuminate actions rather than place arbitrary limits upon them.  相似文献   

Announcements     

Rossier  Jerome 《International Journal for Educational and Vocational Guidance》2020,20(1):209-214

International Journal for Educational and Vocational Guidance -  相似文献   

Photometric determination of camera exposures for motion picture work     

Alan M. Gundelfinger  Jerome W. Stafford 《Journal of The Franklin Institute》1933,215(1):81-92

A photometric method for the determination of camera exposures in motion picture work is described. The relation of exposure, object brightness and lens stop number is derived, and the proportionality constant empirically determined for “Pan Astro” lenses of two- and three-inch focal length. A nomographic chart of the exposure relation is given to simplify the determination of the lens stop number to be used for a given object brightness.  相似文献   

Improved methods for the purification of sewage and water,as shown in the operation of the municipal plant at Reading,Pa.     

John Jerome Deery 《Journal of The Franklin Institute》1899,148(3):227-239

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