Confirmatory factor analyses comparing parental involvement frameworks with secondary students          下载免费PDF全文

Kristin Duppong Hurley  Matthew C. Lambert  Stacy‐Ann A. January  Jacqueline Huscroft D'Angelo 《Psychology in the schools》2017,54(9):947-964

Given the lack of research on measurement models used to operationalize parental involvement with secondary students, the goal of this research is to examine the measurement properties of the three‐domain conceptualization of parental involvement including school‐based involvement, home‐based involvement, and academic socialization, compared to a more nuanced six domain conceptualization school‐based (1) school/parent communication, (2) attending school activities, home‐based (3) home activities, (4) homework help, academic socialization, (5) parent–child communication about education, and (6) parental aspirations for child's education. When comparing the fit among the models, the six‐factor model had best fit indices and indicated varied correlations among the subdomains. The six‐factor model allowed for more nuanced variations among the subdomains that may be helpful when assessing parental involvement with high school students.  相似文献   

Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction     

Robert Thompson  Steve Tanimoto  Ruby Dawn Lyman  Kira Geselowitz  Kristin Kawena Begay  Kathleen Nielsen  William Nagy  Robert Abbott  Marshall Raskind  Virginia Berninger 《Education and Information Technologies》2018,23(3):1043-1068

  相似文献   

"领养"的历程     

潘晨曦 《海外英语》2006,(1):52-53

  相似文献   

Information literacy in science writing: how students find,identify, and use scientific literature     

Kristin M. Klucevsek  Allison B. Brungard 《International Journal of Science Education》2016,38(17):2573-2595

For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we must identify how students interact with authentic scientific texts. In this case study, we addressed this aim by embedding a science librarian into a science writing course, where students wrote a literature review on a research topic of their choice. Library instruction was further integrated through the use of an online guide and outside assistance. To evaluate the evolution of information literacy in our students and provide evidence of student practices, we used task-scaffolded writing assessments, a reflection, and surveys. We found that students improved their ability and confidence in finding research articles using discipline-specific databases as well as their ability to distinguish primary from secondary research articles. We also identified ways students improperly used and cited resources in their writing assignments. While our results reveal a better understanding of how students find and approach scientific research articles, additional research is needed to develop effective strategies to improve long-term information literacy in the sciences.  相似文献   

Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms     

Kristin Sue Farley  Shayne Piasta  Mine Dogucu  Ann O’Connell 《Early education and development》2017,28(4):488-505

Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to calculate time spent in small-group literacy instruction. Educators completed questionnaires indicating classroom adult:child ratios, literacy beliefs, and feelings of self-efficacy. Classroom Assessment Scoring System scores for classroom organization and instructional support measured the quality of classroom management and instructional interactions, respectively. On average, educators provided 11.4 min (SD = 10.6) of small-group literacy instruction a day. It is notable that many educators provided little or no small-group literacy instruction. Negative binomial regression analyses indicated that educators with better classroom management, higher quality instructional interactions, and lower adult:child ratios were more likely to use small-group literacy instruction. Educators’ beliefs and feelings of self-efficacy were not associated with the use of small-group literacy instruction. Practice or Policy: Educators may be better able to provide small-group literacy instruction in contexts affording low adult:child ratios and high levels of classroom management and instructional support, all of which are malleable factors that can be changed via policy or professional development.  相似文献   

Looking in the mirror performance improvement for performance improvers     

Julian Martin  Carol Goldsmith  Kristin Hodges  Peggy Parskey 《Performance Improvement》2004,43(2):38-45

  相似文献   

Peeling Back the Layers of Policy and School Reform: Revealing the structural and social complexities within     

Haley Woodside‐Jiron  Kristin M. Gehsmann 《International Journal of Disability, Development & Education》2009,56(1):49-72

This article explores the complex process of school change over a six‐year period in one high‐poverty, urban elementary school in a northeastern city of the United States. The school included in this instrumental case study was identified by its State Department of Education as “being in need of improvement” in March 2000. Findings suggest that creating opportunities for context‐based solutions, curricular coherence, and responsive and consistent coaching were the necessary means for leveraging change at this school. Further, responding to the layers and iterations of educational policy, and addressing the deeper social issues intimately associated with serving high‐poverty communities, was essential. We identify policy issues that contributed to the complexity of this school’s improvement efforts. Our analysis extends beyond surface‐level documentation of the school’s inputs and outputs, and illustrates what it means to meet individual students’ needs in complex social and institutional spaces. We also discuss social justice issues that are linked with current policies targeting improved outcomes for all children.  相似文献   

Facilitating Reflective Learning in Higher Education (Second Edition) - By Anne Brockbank and Ian McGill     

Mike  Calvert 《British Journal of Educational Studies》2009,57(3):330-331

  相似文献   

Is Janet Viewing Porn in Class!?!!     

Dr. Vicki Napper  chair of the AECT Professional Ethics Committee  Dr. Kristin Hadley  and Dr. Andrew R. J. Yeaman  Column Editor 《TechTrends》2010,54(2):22-23

  相似文献   

Opportunities and constraints when studying social learning: Developmental approaches and social factors     

Elizabeth V. LonSdorf  Kristin E. Bonnie 《Learning & behavior》2010,38(3):195-205

Identifying social learning in wild populations is complicated by the relative lack of ability to conduct controlled experiments in natural habitats. Even in more controlled captive settings, tracking the innovation and spread of behavior among known individuals can be challenging, and these studies often suffer from a lack of ecological validity. In recent years, a host of new approaches have been undertaken to attempt to provide more quantitative control and empirical demonstration of social learning, both in the wild and in captive settings that more closely mimic natural contexts. Developmental approaches are being undertaken more regularly that allow us to study the ontogenetic trajectory of complex skills in a variety of taxa. Likewise, a spirited focus on the social context of social learning has emerged, and researchers have begun to meticulously analyze the influences of social systems and the characteristics of demonstrators and observers. Here, we provide a review of these studies and summarize the opportunities and constraints that exist when one attempts to study learning in social species. We suggest that although the study of social learning in nonhuman animals is becoming much more complex, addressing this complexity provides a fruitful model for understanding the evolution of human cultural behavior.  相似文献