ACHIEVING PUBLIC SCHOOLS     

Kathleen Knight Abowitz 《Educational theory》2011,61(4):467-489

Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of constitutional principles as well as to the more local engagements with multiple publics. Knight Abowitz sketches this bifocal nature, exploring both the unitary ideal and its parameters, as well as the less understood forms of multiple, organic publics that come into being in response to localized problems in schools or districts. These publics often fail to realize their potential in the development of increased capacity for enhanced teaching and learning. The essay ultimately points to a practical application: that educational leadership of all types, and with some very specific kinds of habits and skills, is needed to help achieve public schools.  相似文献   

Videobased lesson analysis: Effective science PD for teacher and student learning     

Kathleen J. Roth  Helen E. Garnier  Catherine Chen  Meike Lemmens  Kathleen Schwille  Nicole I.Z. Wickler 《科学教学研究杂志》2011,48(2):117-148

The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011  相似文献   

“What Happens in the Historian's Head?”     

Kathleen Weiler 《History of education quarterly》2011,51(2):247-253

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Poverty,family resources and children's early educational attainment: The mediating role of parenting     

Kathleen E. Kiernan  Fiona K. Mensah 《British Educational Research Journal》2011,37(2):317-336

This study uses longitudinal data from the UK Millennium Cohort Study to show the extent to which episodic and more persistent poverty in early childhood and the lack of other family resources disadvantage children at the start of their school careers in terms of whether they have achieved the target indicator of ‘good level of achievement’ on the Foundation Stage Profile. Positive parenting is shown to be an important contributor to school achievement that matters for children, regardless of poverty experience or family disadvantage. It is also shown to be an important mediator in redressing the effects of poverty and disadvantage.  相似文献   

A “Library School:” Building a Collaborative Preschool-Library Partnership to Support Whole Family Engagement     

Campana  Kathleen  Martens  Marianne  Filippi  Allyson  Clunis  Julaine 《Early Childhood Education Journal》2022,50(1):71-82

Early Childhood Education Journal - Preschools and public libraries are natural partners in that they share similarities in their support for early learning and family engagement for the young...  相似文献   

Taking a Different Route: Contribution of Articulation and Metacognition to Intervention With At-Risk Third-Grade Readers     

Guy Trainin  Kathleen M. Wilson  Malinda Murphy-Yagil  Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195

This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006 Calfee, R. C., Miller, R. G., Norman, K., Wilson, K., &; Trainin, G. (2006). Learning to do educational research. In M. A. Constas &; R. J. Sterenberg (Eds.), Translating theory and research into educational practice: Developments in content domains, large scale reform, and intellectual capacity (pp. 77–103). New York, NY: Routledge. [Google Scholar]; Calfee &; Patrick, 1995 Calfee, R. C., &; Patrick, C. L. (1995). Teach our children well: Bringing K–12 education into the 21st Century. Stanford, CA: Stanford Alumni Assoc. [Google Scholar]), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993 Torgesen, J. K., &; Bryant, B. R. (1993). Phonological awareness training for reading. Austin, TX: Pro-Ed. [Google Scholar]). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters.  相似文献   

American Society of Plant Biologists: Position Statement on the Education of Young Children about Plants     

E. Kathleen Archer 《CBE life sciences education》2014,13(4):575-576

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New insights into Jin and post-Jin polychromy and refurbishment practices: A multi-disciplinary,multi-analytical approach     

John Twilley  Kathleen M. Garland  Marc F. Wilson 《文物保护研究》2014,59(5):S165-S168

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Motivational and Cognitive Contributions to Students' Amount of Reading     

Cox KE  Guthrie JT 《Contemporary educational psychology》2001,26(1):116-131

The amount that students read for enjoyment and for school is a major contributor to students' reading achievement and knowledge of the world. Consequently, it is important to identify the factors that predict amount of reading. A literature review revealed that motivation, strategy-use, and past reading achievement all may be expected to predict reading amount. To examine these variables, a total of 251 students in Grades 3 and 5 was administered questionnaires of these constructs and a reading test. Results showed that amount of reading for enjoyment was predicted most highly by motivation, when all other variables were controlled statistically in multiple-regression analyses. In contrast, amount of reading for school was predicted most highly by strategy use, when all other variables were controlled. However, these predictions were different for students in Grades 3 and 5. Findings of the study indicate that amount of reading is multiply determined by cognitive and motivational constructs, which is consistent with an engagement perspective on reading development. Copyright 2001 Academic Press.  相似文献   

Food attitudes in female athletes: association with menstrual cycle length     

Williams NI  Leidy HJ  Flecker KA  Galucci A 《Journal of sports sciences》2006,24(9):979-986

The aim of this study was to examine the relationship between indicators of risk of disordered eating, body image and varied menstrual cycle lengths. Altogether, 151 female athletes were invited from 16 sports and 70 female non-athletic controls were recruited from a university lecture class. The participants completed several surveys, including demographics, menstrual cycle history, physical activity, Eating Disorder Inventory (EDI) and the Three Factor Eating Questionnaire (TFEQ). Selected EDI subscales were summed to reflect eating disorder risk and body image. Menstrual cyclicity was based on self-reported cycle length for the last 6 months (normal cycles = 26-32 days, irregular cycles < or =26 or >32 days). Athletes overall had more irregular cycles (29.1%) than the non-athletes (15.7%) (P < 0.05). There were significant differences in scores for eating disorder risk, body dissatisfaction, drive for thinness, cognitive restraint (TFEQ) and disinhibition (TFEQ), only when athletes were divided based on menstrual cyclicity (i.e. irregularly cycling athletes had higher scores than athletes with normal menstrual cycle lengths). No differences in these scores were found between non-athletes with normal or irregular menstrual cycle lengths. In conclusion, irregularly short or long menstrual cycle length is associated with subtle indications of higher risk of disordered eating in female athletes.  相似文献