Teaching for Social Justice: Resources,Relationships, and Anti-Racist Practice     

Linda Darling-Hammond 《Multicultural Perspectives》2017,19(3):133-138

Fear and bigotry have spread through schools on the heels of a presidential campaign that promoted divisiveness grounded in racism and discrimination. This article describes the need for and a path toward explicit anti-racist teaching and anti-racist action to counteract this surge of hate speech. In addition, to create a more equitable and just education system and society, the article outlines actions needed to change key aspects of institutionalized racism and intolerance that are embedded in our schools: a) Correcting the unequal resources leading to inequitable opportunities, programs, teacher and leader distribution; b) providing equal opportunity for the kind of deeper learning demanded in the 21st century: A curriculum that supports critical thinking, problem solving, communication, collaboration, and applications of knowledge to real-world problems; c) developing social/emotional as well as academic skills; and d) supporting personalization and relationships so that students feel cared about and cared for and experience culturally responsive, engaging, and empowering learning opportunities in contexts that provide supportive relationships and community.  相似文献   

The future of interactive video applications in higher education     

Linda S. Ormiston 《Performance Improvement》1988,27(4):35-39

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A predictive validity study of the Kaufman Assessment Battery for Children with the California Achievement Test     

John S. Childres  Thomas W. Durham  Larry M. Bolen  Linda H. Taylor 《Psychology in the schools》1985,22(1):29-33

The Kaufman Assessment Battery for Children (K-ABC) was administered to 44 4th-, 5th-, and 6th-grade students. Six months later, all students received the California Achievement Test (CAT). Significant positive correlations were obtained between K-ABC variables and CAT scores. CAT subtest scores and total score correlated higher with the K-ABC ACHV scale than with the K-ABC SEQ, SIM, or MPC scales on 8 of the 12 comparisons. The results support the predictive utility of the K-ABC, and also provide support for the differential validity of the K-ABC achievement vs. mental processing scales.  相似文献   

Performance of bilingual and monolingual Hispanic children on the Peabody Picture Vocabulary Test-Revised and the McCarthy Perceptual Performance Scale     

Jerome M. Sattler  Linda M. Altes 《Psychology in the schools》1984,21(3):313-316

This study evaluated the receptive vocabulary ability and nonverbal cognitive ability of 20 monolingual (Spanish-speaking) and 11 bilingual (Spanish/English-speaking) Mexican-American preschool children, ages 45 to 65 months. The children obtained significantly lower scores on the Peabody Picture Vocabulary Test-Revised (PPVT-R) than on the Perceptual Performance Scale of the McCarthy Scales of Children's Abilities. On both measures, the bilingual group obtained significantly higher scores than did the monolingual group. The results support prior recommendations that the PPVT-R not be used to estimate the intelligence level of Hispanic children.  相似文献   

Do we really wanna?: Producing a training program     

Linda McFall-Irwin 《Performance Improvement》1984,23(10):4-17

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The mediating effect of task presentation on collaboration and children’s acquisition of scientific reasoning     

Dorothy Faulkner  Richard Joiner  Karen Littleton  Dorothy Miell  Linda Thompson 《European Journal of Psychology of Education - EJPE》2000,15(4):417-430

There has been considerable research concerning peer interaction and the acquisition of children’s scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children’s scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget’s (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children’s learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning.  相似文献   

SUCCESS IN COLLEGE MATHEMATICS: Comparisons Between Remedial and Nonremedial First-Year College Students     

Hagedorn  Linda Serra  Siadat  M. Vali  Fogel  Shereen F.  Nora  Amaury  Pascarella  Ernest T. 《Research in higher education》1999,40(3):261-284

Recent international comparisons show that themathematics achievement of American students is belowthe international average. In response to thissituation, the present study compared first-year college students enrolled in remedial-type mathematicscourses with their counterparts enrolled in nonremedialcoursework. Findings include that students enrolled innonremedial mathematics courses enter the institution with many advantages over students enrolled inremedial mathematics. Tests of a path analytic modelconfirmed that background variables play a major role indetermining success in college mathematics.  相似文献   

Patterns of word and nonword processing in skilled and less-skilled readers     

Gottardo  Alexandra  Chiappe  Penny  Siegel  Linda S.  Stanovich  Keith E. 《Reading and writing》1999,11(5-6):465-487

Sixty-eight third graders who were less-skilled readers performed more poorly than younger reading-level control children on tests of pseudoword reading and phonological sensitivity. These findings add to the growing consensus that the proximal cause of reading difficulties are spelling-sound coding problems that result from deficient underlying phonological processes and structures. Analyses of their word and pseudoword reading performance provided some suggestive evidence that less-skilled readers are less sensitive than their younger reading-level matched counterparts to all subword-size orthographic units, perhaps especially to grapheme-sized units.  相似文献   

试论中间试验的规模选择与投资决策条件     

何林大 《科研管理》1999,20(1):56-59

科技成果的风险性随中试规模大小呈现一定的变化规律。中试临界规模就是成果的风险性由高速向低速转变时所对应的中试规模。根据中试规模贡献曲线的特性,给出了中试临界规模点的数学表达式：ｄＲｄＳ｜ｓ＜＝ＳｏｄＲｄＳ｜ｓ＞Ｓｏ和Ｓｏ＝Ｒ－１（Ｒｏ）。选择中试最佳规模必须同时考虑中试规模贡献和中试成本。结合中试规模贡献曲线Ｒ（Ｓ）和中试成本曲线Ｃ（Ｓ）,中试最佳规模点便是Ｔ（Ｓ）＝Ｃ（Ｓ）＋Ｒ（Ｓ）中总成本达到最小时所对应的点,其导数表达式为ｄＴｄＳ｜ｓ＝Ｓ′＝０。“是否中试”还要比较最佳规模点时中试成本与中试规模贡献之间的大小,从而得到中间试验的投资决策条件为Ｒｃ－Ｒ（Ｓ′）＞＝Ｃ（Ｓ′）。  相似文献   

浙江的一切让我折服     

琳达·道沃森  童年 《文化交流》2011,(6):48-50

我来自美国中部印第安那州的安德森市,一个人与人之间相处非常友善的城市。为商谈我的家乡安德森市和浙江杭州市余杭区建立姐妹城市,我已经两次访问余杭。今年10月,我将第三次访问浙江省。访问浙江的经历给我留下了难忘的记忆。  相似文献