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951.
Jorge E. Gonzalez Alain Bengochea Laura Justice Gloria Yeomans-Maldonado Anita McCormick 《Early education and development》2019,30(2):259-279
Research Findings. This study examined Mexican caretaker roles, beliefs, and practices around their child’s language and literacy development. Twenty-six parents in three preschools representing three socioeconomic strata located in Querétaro City, México completed questionnaires and participated in focus groups. We used convergent parallel mixed methods to analyze and compare parent questionnaire quantitative data and qualitative focus group data with a grounded theory approach to identify focus group discussion themes. Four themes were emerged: (a) Goals and expectations regarding reading and socioemotional development, (b) Perceptions and beliefs about children’s oral and written language, (c) Caretaker’s perceived role in children’s language and literacy development, and (d) Home and community learning-related resources and practices. Findings highlighted that Mexican parents highly value supporting their children’s education both socioemotionally and through engagement in literacy routines—evidence of duality in the educacíón value among native Mexican families. These literacy routines were complementary and responsive to teacher classroom instruction. Practice or Policy. Understanding how Latino families instantiate literacy practices to respond to American schooling expectations may be a way to address home-school discontinuities that often reflect lack of familiarity with the U.S. educational system. 相似文献
952.
953.
A Social Constructivist Approach to Preparing School Counselors to Work Effectively in Urban Schools
In this article a social construction framework is used to improve the capacity of school counselors and trainees to work effectively with African American and Latina/o students in urban schools. Three key theoretical tenets of the social construction worldview are presented as a new lens for thinking about the meaning-making process of students in an urban school setting and how school counselors can support it. We offer activities to operationalize this theoretical point of view and implications for school counselor training and practice. 相似文献
954.
The problem of assessing the content validity (or relevance) of standardized achievement tests is considered within the framework of generalizability theory. Four illustrative designs are described that may be used to assess test-item fit to a curriculum. For each design, appropriate variance components are identified for making relative and absolute item (or test) selection decisions. Special consideration is given to use of these procedures for determining the number of raters and/or schools needed in a content-validation decisionmaking study. Application of these procedures is illustrated using data from an international assessment of mathematics achievement 相似文献
955.
This study evaluated exact testing (Agresti, 1992) as a method for conducting Mantel-Haenszel DIF analyses (Holland & Thayer, 1988) with relatively small samples. Sample-size restrictions limit the standard asymptotic Mantel-Haenszel for many practical applications; however, new developments in computing technology have made exact testing procedures feasible. The highly discrete distributions that are likely to occur in small-sample DIF analyses could yield very different results for asymptotic versus exact methods. It is therefore important to determine under controlled conditions the extent to which the exact approach is effective in correctly identifying DIF. A series of computer simulations were conducted in which 3 levels of induced bias (IRT b -parameter differences between groups of .25, .50, and .75) and 4 sample sizes (reference group = 500, focal group = 25, 50, 100, and 200) were investigated. Power comparisons at .01 and .05 alpha levels were carried out between the exact testing procedure and the conventional Mantel-Haenszel 相似文献
956.
Laura D. Carsten Conner Jennifer Danielson 《International Journal of Science Education》2016,38(15):2414-2430
Gender-matched role models are often proposed as a mechanism to increase identification with science among girls, with the ultimate aim of broadening participation in science. While there is a great deal of evidence suggesting that role models can be effective, there is mixed support in the literature for the importance of gender matching. We used the Eccles Expectancy Value model as a framework to explore how female science role models impact a suite of factors that might predict future career choice among elementary students. We predicted that impacts of female scientist role models would be more pronounced among girls than among boys, as such role models have the potential to normalise what is often perceived as a gender-deviant role. Using a mixed-methods approach, we found that ideas about scientists, self-concept towards science, and level of science participation changed equally across both genders, contrary to our prediction. Our results suggest that engaging in authentic science and viewing the female scientist as personable were keys to changes among students, rather than gender matching between the role model and student. These results imply that scientists in the schools programmes should focus on preparing the visiting scientists in these areas. 相似文献
957.
Carlo Perrotta Laura Czerniewicz Helen Beetham 《British Journal of Sociology of Education》2016,37(8):1251-1267
This paper draws on actor-network theory and on the sociology of cultural consumption to examine the phenomenon of corporate Massive Open Online Courses. Through an analysis of texts available in the public domain, the paper argues that over a short period (between 2012 and 2013) digitisation technology became associated with the emergence of a hybrid ‘actor’: the digital video-recorder teacher. A parallel is drawn between the ‘interactive affordances’ of digital instruction and the playback and cataloguing options that have contributed to shifts in television viewing habits. The digital video-recorder teacher is described as an artefact in the service of a postmodern project of self-improvement through cultural consumption, which recruits digitisation to meet a growing demand for ‘upgrades to the self’. In the conclusion, the paper explores how the study of digital education could benefit from an interface between sociomaterial studies and the sociology of culture. 相似文献
958.
959.
Diane Newby Ed.D. Grant Smith Ph.D. Robert Newby Ph.D. Denise Miller M.A. 《The Urban Review》1995,27(3):235-249
This study sought to determine: What influence do background characteristics of high school students have on their perceptions of teaching as a career choice? The independent variables, or background characteristics, were ethnicity, gender, the work status of parents, and grade level. Of particular interest was the extent to which African Americans were receptive to teaching as a career choice. The dependent variable of the study was students' perceptions of teaching as a career. Students perceptions were ascertained from their responses to an instrument administered to over 800 high school students. The inventory sought students' attitudes regarding: (a) the extent to which they valued teaching as a career; (b) the importance they assigned to teaching relative to other professions; (c) the influence of significant others in encouraging them to go into teaching; and (d) their desire to meet the prerequisites to becoming a teacher. Although the findings were in general those to be expected, some surprising ones were also observed. 相似文献
960.