Introduction to the special issue on genes, environment, and reading     

Richard K. Olson 《Reading and writing》2007,20(1-2):1-11

This introduction to the special issue on Genes, Environment, and Reading presents an overview of the background for behavior- and molecular-genetic research on dyslexia and individual differences across the normal range. The general methods, questions addressed, and selected results are summarized for each of the papers in the order of their presentation in the special issue. Concluding comments reflect on the influence of environmental range on estimates of genetic and environmental influences, and the future of behavior- and molecular-genetic research on reading.  相似文献   

Relating early childhood teachers’ working conditions and well-being to their turnover intentions     

Ashley A. Grant  Lieny Jeon  Cynthia K. Buettner 《教育心理学》2019,39(3):294-312

High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children’s development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n?=?1129) to examine associations between teachers’ working conditions, well-being, and motivation with professional commitment and turnover intentions to move, leave, or remain. Multiple regression analyses revealed that more intrinsically motivated teachers were more likely to report intentions to move over leave, emotionally exhausted teachers were more likely to report intentions to leave, and lower teacher-reported working conditions predicted intentions to move or leave the field over staying. The results suggest that teachers’ well-being and perceived working conditions relate with their intentions to remain at their job or within the field and to their commitment to the profession.  相似文献   

Child developmental impact of Pittsburgh’s Early Childhood Initiative (ECI) in high-risk communities: first-phase authentic evaluation research     

Stephen J. Bagnato  Hoi K. Suen  Dale Brickley  Janell Smith-Jones  Ernie Dettore 《Early childhood research quarterly》2002,17(4):117

The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model.  相似文献   

DIFFERENT MODELS IN DESCRIBING,EXPLORING, EXPLAINING AND NURTURING CREATIVITY IN SOCIETY     

Klaus K. Society 《High Ability Studies》1995,6(2):143-159

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Assessing sex and career biases in screening candidates for a deanship: An experimental study     

David R. Johnson  Max D. Larsen  Joan K. Wadlow 《Research in higher education》1982,17(4):363-374

To test how sex biases operate in the screening of candidates for administrative positions, an experimental study was conducted to evaluate the contribution of gender and career pattern effects on candidates' ratings. Faculty from seven universities were asked in a task that was judged to be realistic to evaluate vitae of six candidates for a deanship of a college of arts and sciences. Experimental design permitted alteration of the vitae to change gender and career patterns. No significant difference was found in the ratings assigned to male and female candidates. Career break did have a significant effect; candidates with career breaks received higher ratings on the average than those without career breaks. There was no significant interaction of gender and career break. Three different ratings systems were used, but none interacted with either gender or career break. However, closer examination of screeners' ratings did suggest that career experience was evaluated in different ways for male and female candidates.  相似文献   

Breakthrough is a pathway best not taken     

David K. Dickinson 《Journal of Educational Change》2007,8(3):279-282

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The human dimension of development in India     

Ajit K. Das  Sharon F. Kemp 《International journal for the advancement of counseling》1994,17(3):193-204

This paper provides an overview of the level of economic development in India, with a brief explanation of the factors that have impeded rapid growth of the economy. Against this background information, the paper focuses on some social programs undertaken by government and non-governmental agencies to help the most vulnerable segments of society to deal with the adverse effects of industrialization and urbanization and to share in the benefits of economic development.  相似文献   

An Examination of Text Complexity as Characterized by Readability and Cohesion     

Deborah K. Reed  Sarah Kershaw-Herrera 《Journal of Experimental Education》2016,84(1):75-97

To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.  相似文献   

Hypothesis Testing and Proof by Contradiction: An Analogy     

C. A. REEVES  J. K. BREWER 《Teaching Statistics》1980,2(2):57-59

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Making broadcast television participative: Eliciting mathematical behavior throughSquare One TV     

Shalom M. Fisch  Susan K. McCann 《Educational technology research and development : ETR & D》1993,41(3):103-109

The current reform movement in mathematics education has called for new ways of teaching that encourage children to become active participants in mathematical problem solving. In this article, the potential of educational television to elicit such behavior is investigated by reviewing research on theSquare One TV television series. A sizable body of evidence indicates that, through viewer participation,Square One TV can promote mathematical behavior directly among its target audience of 8- to 12-year-olds. Described in the article are the types of viewer participation that have been observed, threeSquare One TV formats that have consistently been found to elicit participative behavior, and several characteristics of these formats that may have been responsible for increased viewer participation. If these characteristics are incorporated into future television-based materials, they may increase the potential of the materials to elicit active participation among viewers. The production ofSquare One TV and the research described here were supported by the National Science Foundation, the Corporation for Public Broadcasting, the Carnegie Corporation, and the U.S. Department of Education. Production of the first season was also supported by the Andrew W. Mellon Foundation and by the IBM Corporation. Additional funding for the fourth and fifth seasons was provided by the Intel Corporation. This article is based on a paper presented at the 1993 meeting of the American Educational Research Association in Atlanta, Georgia.  相似文献