Communicating Effectively with Parents and Families Who Are Homeless     

Kevin J. Swick  Lora Battle Bailey 《Early Childhood Education Journal》2004,32(3):211-215

Parents and families who are homeless need positive communication experiences with early childhood programs. This article provides several examples of ways to connect with families who are homeless and to meet their needs through continuous communication. Staff development ideas, parent and family involvement, and school-community support strategies are especially noted.  相似文献   

Signs of protest rhetoric: From Logos to logistics in Luther's Ninety-Five Theses     

Andrew Culp  Kevin Kuswa 《Quarterly Journal of Speech》2016,102(2):150-165

Our paper conceptualizes protest rhetoric in order to theorize the underlying relationship between communication and subjectivity. We do this by highlighting how rhetorical protest challenges the sovereignty of voice. Our argument is that Martin Luther's Ninety-Five Theses is an example of a sign that protests. To make this argument, we use a materialist method from media studies that simultaneously examines the formal capacities of a sign that protests and maps its historical transformation. Our analysis opens with the two prevailing accounts of Luther's theses: disputation and dissemination. We extend both disputation and dissemination by placing them in a “universal history” of protest rhetoric that grounds many accepted critical rhetorical theories in specific systems of representation. Drawing together our findings, we conclude by urging the replacement of logos and logocentrism with the logistics of protest rhetoric in order to link together disputation and dissemination as a mechanism for both change and subjection.  相似文献   

From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today     

William R. Penuel  Kevin O’Connor 《理论付诸实践》2018,57(1):64-71

Abstract

More than 20 years ago, literacy pedagogies informed by the emerging networked world defined by local diversity and global connectedness, new digital media and fast capitalism. Modern people now fully inhabit the world they described, but the contours of that world’s racial dynamics and growing inequality call for a refinement of pedagogies that embrace a more activist metaphor than that of design. Our pedagogies of multiliteracies must now embrace the ‘organizing of social futures’ in ways that apprentice young people to repertoires of collective action, in which literacy becomes more fully a means of supporting community efforts to promote and bring about more just futures.  相似文献   

Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions     

Anne Henry Cash  Arya Ansari  Kevin J. Grimm  Robert C. Pianta 《Early education and development》2019,30(1):60-81

The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias.  相似文献   

Co-Researching the Concept of 'Noticing and Adjusting' in Monitoring Literacy Learning     

Mark Barrett  Rea Reason  Teresa Regan  Steve Rooney  Christine Williams  Kevin Woods 《Educational Psychology in Practice》2002,18(4):297-311

The present article describes the rationale, development and initial evaluation of a framework for enquiry that enabled a team of educational psychologists from four local education authorities to co-research the concept of 'noticing and adjusting' in relation to children's literacy progress. The work is based on reflective practice where psychologists and teachers considered the usefulness of the framework in developing interactive assessment and teaching approaches in the classroom. The collaborative work helped us to focus on teacher practice and innovative thinking rather than child, teacher or resource/environmental deficits.  相似文献   

Fifteen Thousand Hours: a related study of family‐school differences     

Kevin Marjoribanks 《Educational studies》1982,8(1):45-53

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The role of visual and auditory temporal processing for Chinese children with developmental dyslexia     

Chung KK  McBride-Chang C  Wong SW  Cheung H  Penney TB  Ho CS 《Annals of dyslexia》2008,58(1):15-35

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Gender differences in national assessment of educational progress science items: What does “i don't know” really mean?     

Marcia C. Linn  Tina De Benedictis  Kevin Delucchi  Abigail Harris  Elizabeth Stage 《科学教学研究杂志》1987,24(3):267-278

The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.  相似文献   

Taking WGU Seriously: Implications of the Western Governors University     

Kevin Kinser 《Innovative Higher Education》2002,26(3):161-173

After much attention during its development, the continued importance of the Western Governors University (WGU) has not been significantly addressed since it opened in 1998. While certainly not dominating the higher education environment as predicted by its founders, it has nonetheless demonstrated a new competency-based distance education model for higher education. For that reason, the implications of WGU should be taken seriously. Three potential implications for colleges and universities are outlined: accreditation policies, organizational models, and faculty roles. While its survival as an institution is questionable, the concepts behind WGU remain important in changes in American higher education.  相似文献   

Missing the Mark: A New Form of Honorary Authorship Motivated by Desires for Inclusion     

Isis H. Settles  Sheila T. Brassel  Georgina M. Montgomery  Kevin C. Elliott  Patricia A. Soranno  Kendra Spence Cheruvelil 《Innovative Higher Education》2018,43(4):303-319

As scientific teams in academia have become increasingly large, interdisciplinary, and diverse, more attention has been paid to honorary authorship (i.e., giving authorship to those not making a significant contribution). Our study examined whether honorary authorship occurs because of the desire to include all or many team members. Interviews with project principal investigators (n?=?6) and early-career project members (n?=?6) from 6 interdisciplinary environmental science research teams revealed that principal investigators frequently employed inclusion-motivated honorary authorship but that this practice had some negative impacts on early-career team members with less power and status, thereby undermining true inclusion of those from underrepresented groups. We believe our findings are of import not only for environmental scientists, but also for scholars who are interested in issues of authorship decision-making regardless of disciplinary affiliation.  相似文献