Education for literacy     

Dr. Kathleen Densmore 《The Urban Review》1995,27(4):299-320

This paper begins by tracing the development of critical scholarship in the sociology of education, focusing on its attempts to explain academic failure for low-income youth. Next, it examines contemporary theoretical work in “critical” literacy—work that appears to have benefited from this sociological scholarship. Third, a brief account is offered of three historical instances of when critical literacy was practiced. Finally, the author concludes by arguing that the needs of culturally diverse and low-income students will be met to the extent that educators and students actively challenge the societal power structure within which they live.  相似文献   

Working toward transformational leadership in higher education     

Kathleen E. Allen 《About Campus》1996,1(3):11-15

Before colleges and universities can develop leaders, they must develop a coherent vision of what leadership is. A reflection on James MacGregor Burns's concepts of transformational leadership suggests where that discussion might begin.  相似文献   

A Tree-Based Approach to Proficiency Scaling and Diagnostic Assessment     

Kathleen M. Sheehan 《Journal of Educational Measurement》1997,34(4):333-352

A new procedure for generating instructionally relevant diagnostic feedback is proposed. The approach involves first constructing a strong model of student proficiency and then testing whether individual students' observed item response vectors are consistent with that model. Diagnoses are specified in terms of the combinations of skills needed to score at increasingly higher levels on a test's reported score scale. The approach is applied to the problem of developing diagnostic feedback for the SAT I Verbal Reasoning test. Using a variation of Wright's (1977) person-fit statistic, it is shown that the estimated proficiency mode accounts for 91% of the "explainable" variation in students' observed item response vectors.  相似文献   

Young children investigate science     

Susan Pearlman  Kathleen Pericak-Spector 《Early Childhood Education Journal》1995,22(4):4-8

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Employer support     

Kathleen A. Martin 《Early Childhood Education Journal》1992,20(1):45-47

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The biting child syndrome     

Kathleen Schmitz R.N.  B.S.  M.P.H.  Robert W. Ten Bensel M.D.  M.P.H.   《Child abuse & neglect》1980,4(4):285-288

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False accusations of child maltreatment: a contested issue     

Faller KC 《Child abuse & neglect》2005,29(12):919-1331

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Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis     

John William McKenna  Mikyung Shin  Michael Solis  Min Mize  Kathleen Pfannenstiel 《Psychology in the schools》2019,56(4):608-629

This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.  相似文献   

Change in Family Income-to-Needs Matters More for Children with Less   总被引：6，自引：0，他引：6  

Eric Dearing  Kathleen McCartney  & Beck A. Taylor 《Child development》2001,72(6):1779-1793

Hierarchical linear modeling was used to model the dynamics of family income-to-needs for participants of the National Institute of Child Health and Human Development Study of Early Child Care (N = 1,364) from the time that children were 1 through 36 months of age. Associations between change in income-to-needs and 36-month child outcomes (i.e., school readiness, receptive language, expressive language, positive social behavior, and behavior problems) were examined. Although change in income-to-needs proved to be of little importance for children from nonpoor families, it proved to be of great importance for children from poor families. For children in poverty, decreases in income-to-needs were associated with worse outcomes and increases were associated with better outcomes. In fact, when children from poor families experienced increases in income-to-needs that were at least 1 SD above the mean change for poor families, they displayed outcomes similar to their nonpoor peers. The practical importance and policy implications of these findings are discussed.  相似文献   

Cross-Racial Friendships and Social Distance Between Racial Groups on a College Campus     

Patricia?OdellEmail author  Kathleen?Korgen  Gabe?Wang 《Innovative Higher Education》2005,29(4):291-305

This study examined the effectiveness of curriculum-focused diversity initiatives on a college campus by determining the relationships between GPA, social class, year in school, residential status, racial diversity courses taken, and cross-racial friendships on the level of social distance between Whites-Blacks, Whites-Hispanics, Hispanics-Whites, Hispanics-Blacks, Blacks-Whites, and Blacks-Hispanics. The data suggest that, while the institution does a good job of bringing diverse groups of students to the campus, it does not effectively reduce the level of social distance among many members of the different racial groups on campus. Using the Intergroup Contact Hypothesis, the article concludes by suggesting means by which social distance among racial groups on campus might be decreased.  相似文献