Increased Implementation of Emergent Literacy Screening in Pre-Kindergarten     

Marcia Invernizzi  Timothy J. Landrum  Avery Teichman  Monika Townsend 《Early Childhood Education Journal》2010,37(6):437-446

The recent emphasis on universal prekindergarten programs, coupled with ongoing concern about children’s’ early literacy development in the first years of school, carry significant implications for how preschool educators program for literacy and assess literacy growth. We discuss the evolving role of literacy development in expanded preschool, examine key features of literacy assessments with particular attention to the content that might be assessed in preschool, and provide as an example one preschool literacy assessment tool that is in widespread use in the United States. We discuss the policy and practice implications of the growing emphasis on literacy assessment in preschoolers.  相似文献   

Referral,enrollment, and completion in developmental education sequences in community colleges   总被引：5，自引：0，他引：5  

Thomas Bailey  Dong Wook JeongSung-Woo Cho 《Economics of Education Review》2010

After being assessed, many students entering community colleges are referred to one or more levels of developmental education. While the need to assist students with weak academic skills is well known, little research has examined student progression through multiple levels of developmental education and into entry-level college courses. The purpose of this paper is to analyze the patterns and determinants of student progression through sequences of developmental education starting from initial referral. Our results indicate that fewer than one half of the students who are referred to remediation actually complete the entire sequence to which they are referred. About 30 percent of students referred to developmental education do not enroll in any remedial course, and only about 60 percent of referred students actually enroll in the remedial course to which they were referred. The results also show that more students exit their developmental sequences because they did not enroll in the first or a subsequent course than because they failed or withdrew from a course in which they were enrolled. We also show that men, older students, African American students, part-time students, and students in vocational programs are less likely to progress through their full remedial sequences.  相似文献   

An investigation of teacher impact on student inquiry science performance using a hierarchical linear model     

Ou Lydia Liu  Hee‐Sun Lee  Marcia C. Linn 《科学教学研究杂志》2010,47(7):807-819

Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two‐level hierarchical linear model, we analyze year‐end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807–819, 2010  相似文献   

A comparison of the agreement,internal consistency,and 2-day test stability of the InBody 720, GE iDXA,and BOD POD® gold standard for assessing body composition     

Bruce W Bailey  Gabrielle LeCheminant  Timothy Hope  Mathew Bell  Larry A Tucker 《Measurement in physical education and exercise science》2018,22(3):231-238

The study compared the agreement, internal consistency, and measurement stability of the GE iDXA, BOD POD, and InBody 720. Body composition of 43 men and 37 women (31.4 ± 10.7 years; 90% Caucasian and 10% other) was assessed in triplicate using each method over two different days. Mean percent body fat (% BF) of the participants was different for all three machines (27.6 ± 10.0% [GE iDXA)] 25.6 ± 10.4% [BOD POD], and 21.3 ± 10.6% [InBody 720]; p < .05). The coefficient of variation for same day repeated measures was 1.06% (GE iDXA), 3.29% (BOD POD), and 2.97% (InBody 720). The coefficient of variation for 2-day repeated measures was 1.81% (GE iDXA), 4.61% (BOD POD), and 4.24% (InBody 720). The difference between the GE iDXA and BOD POD was within acceptable variability, while the InBody 720 significantly underestimated % BF. The internal consistency was highest for the GE iDXA, followed by the InBody 720, and then the BOD POD.  相似文献   

Risk Communication and Miscommunication: Case Studies in Science,Technology, Engineering,Government, and Community Organizations. C. R. Boiarsky.     

Bailey S. Cundiff 《Technical Communication Quarterly》2018,27(3):283-285

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Ethics and paediatric exercise science: Issues and making a submission to a local ethics and research committee     

Russell Jago  Richard Bailey 《Journal of sports sciences》2013,31(7):527-535

Research with children presents issues beyond those normally encountered in adult exercise science research. This paper explores the specific ethical issues that are encountered when conducting paediatric research in the exercise sciences. We identify the historical, moral and philosophical underpinnings of ethical conduct. The issue of consent and children's ability to provide informed consent is discussed, as is the nature of therapeutic and non-therapeutic research. Finally, we examine the information that is required by a local ethics and research committee and provide guidance material to help in the formulation of an application to such a committee.  相似文献   

An ethic of care and educational practice     

Marcia McKenzie  Sean Blenkinsop 《Journal of Adventure Education & Outdoor Learning》2006,6(2):91-105

This article explicates the theoretical framework of an ethic of care and outlines recommendations for applying the framework to practice in adventure education, offering possibilities for re-imagining organizations as centrally concerned with compassion and care. Focusing on the work of Gilligan and Noddings, we suggest an understanding of an ethic of care that is contextual, ungendered, and inclusive of both the private and public spheres of life, and draw parallels between this ethic and the philosophies underlying Outward Bound specifically, and adventure education more generally. Finally, we outline possibilities for organizing educational curricula around centres of care for self, others, and the natural world, using Noddings' suggested curricular components of modeling, dialogue, practice, and confirmation.  相似文献   

The Correspondence Principle and the 1988 Education Reform Act     

Lucy Bailey 《British Journal of Sociology of Education》1995,16(4):479-494

This article applies the correspondence thesis devised by Bowles and Gintis (1976) to the 1988 Education Reform Act. Theoretical shortcomings of the thesis are identified, and a reformulated version is suggested which incorporates resistances into the analysis of the education system. More limited claims for the thesis are posited. The Education Reform Act is then explored with reference to the revised correspondence principle. Building on the work of previous theorists, it is argued that we may be seeing shifts to post-Fordist education, although contradictions and tensions in this movement are identified. It is suggested that the quasi-market in education is to some extent a change in the legitimating processes of reproduction, rather than a change in what is being reproduced.  相似文献   

Models of Learning Support in Victorian Universities: Issues and Implications     

Patricia McLean  Feroza Surtie  Leonie Elphinstone  Marcia Devlin 《高等教育研究与发展》1995,14(1):75-86

In recent years changes in policy, the spate of amalgamations of tertiary institutions, changes in secondary education and the move in institutions toward intemationalisation, have led to a diversification of student populations in Australian universities. One response to these changes has been the expansion of the provision of student learning support within universities. This study examined the models of such support in Victorian universities. The location of support units, sources of funding, communication between different units at the same institution and staff conditions were identified as core issues in how learning support is delivered. A suggested model for delivery of learning support is proposed.  相似文献   

Measuring Graph Comprehension,Critique, and Construction in Science     

Kevin Lai  Julio Cabrera  Jonathan M. Vitale  Jacquie Madhok  Robert Tinker  Marcia C. Linn 《Journal of Science Education and Technology》2016,25(4):665-681

Interpreting and creating graphs plays a critical role in scientific practice. The K-12 Next Generation Science Standards call for students to use graphs for scientific modeling, reasoning, and communication. To measure progress on this dimension, we need valid and reliable measures of graph understanding in science. In this research, we designed items to measure graph comprehension, critique, and construction and developed scoring rubrics based on the knowledge integration (KI) framework. We administered the items to over 460 middle school students. We found that the items formed a coherent scale and had good reliability using both item response theory and classical test theory. The KI scoring rubric showed that most students had difficulty linking graphs features to science concepts, especially when asked to critique or construct graphs. In addition, students with limited access to computers as well as those who speak a language other than English at home have less integrated understanding than others. These findings point to the need to increase the integration of graphing into science instruction. The results suggest directions for further research leading to comprehensive assessments of graph understanding.  相似文献