Comparing teacher salaries: Insights from the U.S. census     

Lori L. Taylor 《Economics of Education Review》2008

Teachers are more likely to be found in rural communities and low-wage metropolitan areas than are college-educated workers in other occupations. This analysis explores the extent to which the geographic distribution of teachers explains the relatively low average wage found in other studies. The analysis suggests that excluding geographic indicators from the analysis downwardly biases estimates of relative teacher wages. One important implication of these findings is that researchers should pay attention to geographic wage variations when making earnings comparisons between teaching and other occupations.  相似文献   

How students conceptualize grade‐based acceleration in inclusive settings     

Lynn Dare  Elizabeth A. Nowicki  Lori L. Murray 《Psychology in the schools》2021,58(1):33-50

Despite extensive research supporting educational acceleration for students with high academic ability, some psychologists, counselors, and educators express concerns about accelerative interventions. Such concerns often hinge on uncertainty about social acceptance, even in inclusive education settings. Research on acceleration has consistently shown benefits for students with high ability; however, there is a lack of research about grade‐based acceleration in inclusive schools. This study engaged two groups of students in group concept mapping processes to examine how they conceptualized beliefs about grade‐based acceleration in inclusive schools. First, 26 students in inclusive classes generated beliefs about grade‐based acceleration. Then they, and a group of 14 students with high ability, structured the data by sorting and rating a synthesized list of the generated beliefs. We analyzed the sorted data using multidimensional scaling and hierarchical cluster analysis. The resultant cluster maps revealed some differences and some similarities in the ways that the two groups of students conceptualized beliefs about educational acceleration. Practical implications are discussed.  相似文献   

Ties that Bond and Bridge: Exploring Social Capital Among College Students with Foster Care Histories Using a Novel Social Network Instrument (FC-Connects)     

Okpych  Nathanael J.  Gray  Lori A. 《Innovative Higher Education》2021,46(6):683-705

Innovative Higher Education - College students with foster care backgrounds have demonstrably lower graduation rates than peers, and resources obtained through their social networks are vital to...  相似文献   

Rethinking healthy families: a continuous responsibility     

Oshana D  Harding K  Friedman L  Holton JK 《Child abuse & neglect》2005,29(3):219-28; author reply 241-9

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The process of designing for learning: understanding university teachers’ design work     

Sue?BennettEmail authorView author&#;s OrcID profile  Shirley?Agostinho  Lori?Lockyer 《Educational technology research and development : ETR & D》2017,65(1):125-145

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Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms     

Brian Hand  Lori A. Norton-Meier  Murat Gunel  Recai Akkus 《International Journal of Science and Mathematics Education》2016,14(5):847-863

How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in cooperation with 2 universities, area education agencies, 6 school districts, 32 elementary teachers, and over 700 students each year. The participating teachers engaged in a yearly summer institute, planned units, implemented this curriculum in the classroom, and contributed to ongoing data collection and analysis. Findings demonstrate that critical embedded language opportunities contribute to an increase in student Iowa Tests of Basic Skills (ITBS) scores in science and language based on level of implementation particularly for elementary students who receive free and reduced lunch (an indicator of living at the poverty level).  相似文献   

Advancing Research in the National Science Foundation’s Advanced Technological Education Program     

Lori A. Wingate 《Community College Journal of Research & Practice》2017,41(6):370-373

ABSTRACT

Advanced Technological Education is distinct from typical National Science Foundation programs in that it is essentially a training—not research—program, and most grantees are located at technical and two-year colleges. This article presents empirical data on the status of research in the program, discusses the program’s role in supporting NSF’s values of intellectual merit and broader impacts, and offers strategies for enhancing research within the program.  相似文献   

Preparing preservice teachers to use technology: Survey results     

Lori Whetstone  Alison A. Carr-Chellman 《TechTrends》2001,45(4):11-17

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Comparing motor development of deaf children of deaf parents and deaf children of hearing parents     

Lieberman LJ  Volding L  Winnick JP 《American annals of the deaf》2004,149(3):281-289

Deaf children of Deaf parents perform better academically (Ritter-Brinton & Stewart, 1992), linguistically (Courtin, 2000; M. Harris, 2001; Vaccari & Marschark, 1997), and socially (Hadadian & Rose, 1991; M. Harris, 2001) than Deaf children of hearing parents. Twenty-nine Deaf children in residential schools were assessed to determine if a significant difference also exists in motor development between Deaf children with Deaf parents and Deaf children with hearing parents. In the locomotor area, 78.6% of Deaf children of Deaf parents and 73.3% of Deaf children of hearing parents reached or surpassed average performance levels. In regard to object control, 92.9% of Deaf children of Deaf parents and 93.3% of Deaf children of hearing parents reached or surpassed average performance levels. The study results show no significant difference between the motor development of Deaf children of Deaf parents and Deaf children of hearing parents.  相似文献   

Human Relations: The Cornerstone of a Roeper Education     

Lori A. Lutz  Susannah Nichols 《Roeper Review》2016,38(4):261-266

This article traces the evolution of a moral philosophy curriculum originally taught by George A. Roeper in the earliest years of The Roeper School. The first author, a student at The Roeper School in the 1960s and 1970s, describes the impact of the class George Roeper called “Human Relations” on her life. Returning to the School as a parent and trustee, she had the opportunity to re-create for current students the experience of the Human Relations class in a workshop, liberally borrowing material from a philosophy class taught by Harvard political philosopher Michael Sandel. In the second part of the article, a current English teacher at The Roeper School and attendee at that workshop discusses how she was inspired to revise her literature courses to incorporate the moral philosophy approach of George Roeper and Michael Sandel.  相似文献