Response to Intervention in Middle Schools: Practices and Outcomes     

Sara Prewett  Daryl F. Mellard  Donald D. Deshler  Justin Allen  Ryan Alexander  Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.  相似文献   

Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study     

Sara Scrimin  Gianmarco Alto  Ughetta Moscardino  Massimiliano Pastore  Lucia Mason 《Mind, Brain, and Education》2016,10(1):34-46

Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity–GPA link and to assess whether self‐esteem and psychological distress moderate this relationship. Eighty undergraduate students reported on their GPA, self‐esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self‐esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self‐esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self‐esteem in relation to academic success.  相似文献   

BOOK REVIEW     

Jane Robertson 《International Journal for Academic Development》2013,18(1):79-81

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From retrieval to robotics: The national science foundation's support of information research     

Ellen Altman  Sara Brown 《Government Information Quarterly》1991,8(4)

This article describes how the National Science Foundation's support of information research has evolved from NSF's original mission of improving the dissemination of scientific and technical information to its present interest in information robotics and intelligent systems. The pattern of grant support, since a major reorganization of the information science division in 1978, is analyzed in terms of the institutions, the investigators, and the disciplines that have been major grant recipients.  相似文献   

Education provision in the subsidised cultural sector     

Sara Selwood  Eileen Adams  Cary Bazalgette  Alison Coles  Pauline Tambling 《Cultural Trends》1998,8(32):61-103

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Introduction     

Sara Selwood 《Cultural Trends》1998,8(29)

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Editorial     

Sara Selwood 《Cultural Trends》2007,16(3):201-202

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Teacher–child relationship quality: The roles of child temperament and teacher–child interactions     

Kathleen Moritz Rudasill  Sara E. Rimm-Kaufman 《Early childhood research quarterly》2009,24(2):107-120

Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher–child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher–child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher–child interactions; (c) shyness related to teacher–child closeness indirectly through the frequency of child-initiated teacher–child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers.  相似文献   

Introduction     

Sara Selwood 《Cultural Trends》2000,10(37)

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All Together Now? Arts and Social Science Views of Research Assessment in Britain     

Sara Delamont 《Higher Education Quarterly》2004,58(2-3):198-209

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