The first and second reading Standard Assessment Tasks at Key Stage 1: a comparison based on a five-school study     

Julie Davies  Ivy Brember  Peter Pumfrey 《Journal of Research in Reading》1995,18(1):1-9

This paper assesses the value that can be put on the reading (National Curriculum En 2) Standard Assessment Task scores as indicators of what children are achieving in reading and whether reading standards are rising. The results of a cross-sectional study of a sample of all the Year 2 children (171 in 1991; 171 in 1992) from five randomly selected primary schools within one Local Education Authority (LEA) are presented. Pupils’ scores on The Primary Reading Test (PRT) (France, 1981) and the reading Standard Assessment Task score elicited by them in the previous half term are compared. Results show an improvement in the attainment level of children in 1992 compared to those in 1991 on Standard Assessment Tasks with a higher percentage achieving Level 3 and fewer on Level 1. However, examination of the means for each year group indicates that the mean PRT score for each Standard Assessment Task level is significantly lower in 1992 than 1991. Conclusions, based on such a small study, are tentative. However, it would seem that there is a need to view apparently rising standards, as measured solely by the Standard Assessment Task results, with a degree of caution.  相似文献   

Outpatient mental health services for children in foster care: a national perspective     

Leslie LK  Hurlburt MS  Landsverk J  Barth R  Slymen DJ 《Child abuse & neglect》2004,28(6):699-714

OBJECTIVE: To determine factors influencing the use of outpatient mental health services provided by mental health professionals (OMHS) for children in foster care using a national probability sample in the United States. METHOD: As part of the National Survey of Child and Adolescent Well-being, detailed survey data were collected on 462 children, ages 2-15, who had been in out-of-home care for approximately 12 months at the time of sampling. A multivariate logistic regression model was used to determine how clinical need, as measured by a Total Problem, Externalizing, or Internalizing Scale T-score of 64 or greater on the Achenbach Child Behavior Checklist (CBCL), and non-clinical factors affected OSMHS use. RESULTS: Over half of the children in the sample received at least one OMHS. Need, older age, and history of sexual abuse history all positively predicted OMHS. A history of physical neglect negatively predicted OSMHS. African-Americans used fewer services than children of Caucasian ancestry at all values on the CBCL. This finding was particularly salient at lower levels of CBCL scores; at higher levels, the discrepancy in the use of services diminished but the proportion of children receiving services remained lower for African-American children. CONCLUSIONS: This national study confirms previous findings regarding the use of mental health services based on regional data. Limitations in the use of services imposed by non-clinical factors, specifically, age, race/ethnicity and type of abuse, need to be examined in order to address implicit and explicit policies and practices that may result in inequitable distribution of services.  相似文献   

以研究会为学术平台加强马克思主义理论学科建设——访高校马克思主义理论学科研究会副会长兼秘书长张雷声教授     

张雷声 《思想理论教育导刊》2008,(10)

本刊记者:张老师,您好!今年6月高校马克思主义理论学科研究会成立了,中国人民大学作为发起单位之一,您作为研究会的副会长兼秘书长,能否谈谈研究会成立的主要情况?  相似文献   

The prevalence of poor reading in Dutch special elementary education     

van Bon WH  Bouwmans M  Broeders IN 《Journal of learning disabilities》2006,39(6):482-495

The relative frequency of poor readers in Dutch general elementary education (GEE) and special elementary education (SEE) and the characteristics of their reading performance were investigated using a lexical decision procedure. According to the same norms that identified 9% of students as poor readers in GEE, no less than 73% of the students in SEE were classified as poor readers. On average, the GEE poor readers were better readers than those in SEE, but the findings do not point to substantial differences in reading processes between the two reader groups. Hypotheses about the nature of the referral process that may cause this surprisingly strong relation between poor reading ability and SEE placement are advanced.  相似文献   

Racial Diversity in the Schools: A Necessary Evil?     

Linda Markowitz  Laurel Puchner 《Multicultural Perspectives》2014,16(2):72-78

White teachers see racial diversity in the schools as a “necessary evil.” Common beliefs are that a) Black students are saved by nurturing White teachers and well-behaved White children, and b) White students learn from “disadvantaged“ Black children the dual lesson of empathy and gratitude.  相似文献