Responsiveness-to-intervention: a decade later     

Fuchs LS  Vaughn S 《Journal of learning disabilities》2012,45(3):195-203

In this introduction to this special issue, "A Decade Later," we provide an overview of the accomplishments as well as the persistent questions surrounding RTI. We organize this discussion within 3 categories: assessment, instruction, and policy. Within each of these sections, we also highlight how the articles in the present special issue expand upon the key issues. Developed initially for the early grades (kindergarten through third grade) and primarily in the area of reading, many-although not all-of these issues speak to the expansion of RTI to address a broader set of academic content areas and the full range of grade levels.  相似文献   

A retrospective view of a study of middle school science curriculum materials: Implementation,scale‐up,and sustainability in a changing policy environment     

Sharon Jo Lynch  Curtis Pyke  Bonnie Hansen Grafton 《科学教学研究杂志》2012,49(3):305-332

This article provides an extended, comprehensive example of how teachers, schools, districts, and external factors (e.g., parental pressure and policy mandates) shape curriculum research in the U.S. It retrospectively examines how three different middle school curriculum units were implemented and scaled‐up in a large, diverse school system. The curriculum materials were cognitively based, hands‐on, guided inquiry units; each focused on a different “big idea” in science. The units met some criteria for instructional strategies rated by the Project 2061 Curriculum Analysis. Using evidence‐based decisions, two of the units were found to be effective and equitable, and went to scale, but one was not effective. However, the course of scale‐up was also affected by a changing policy climate, and proceeded in unpredictable ways, with small scale effects not found at large scale, and experienced teachers less effective than inexperienced teachers. Four years after funding ended, none of the units were sustained within the school district. The interactions between the demands of the units and of the school district's policy environment suggests reasons why this occurred, despite evidence that two of the units were successful with diverse learners. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 305–332, 2012  相似文献   

Transnational public sector knowledge networks: Knowledge and information sharing in a multi-dimensional context     

Sharon S. Dawes  Mohammed A. Gharawi  G. Brian Burke 《Government Information Quarterly》2012

Sharing of knowledge, information, and practices across cultural and national boundaries has become a means to address critical global problems. As government agencies increasingly collaborate with international counterparts on these issues, transnational knowledge and information sharing networks grow in importance as mechanisms for collaboration. This paper explores the nature of transnational public sector knowledge networks (TPSKNs) and identifies critical contextual factors that shape their performance. In these networks, each participating organization operates within complex national, organizational, and information contexts. The contextual differences between participants produce distances in culture, politics, intentions, organizational factors, relationships, knowledge, resources, geography, and technology. These distances influence their ability to engage in the processes and interactions that are essential to network performance. The paper concludes with a conceptual dynamic model that accounts for the relationships among these factors that can guide further research in understanding knowledge and information sharing across national and cultural boundaries.  相似文献   

Judgments and Reasoning About Parental Discipline Involving Induction and Psychological Control in China and Canada     

Charles C. Helwig  Sharon To  Qian Wang  Chunqiong Liu  Shaogang Yang 《Child development》2014,85(3):1150-1167

This study examined judgments and reasoning about four parental discipline practices (induction or reasoning and three practices involving “psychological control”; Barber, 1996; two forms of shaming and love withdrawal) among children (7–14 years of age) from urban and rural China and Canada (N = 288) in response to a moral transgression. Children from all settings critically evaluated love withdrawal and preferred induction. Despite being perceived as more common in China than in Canada, with age, parental discipline based on shaming or love withdrawal was increasingly negatively evaluated and believed to have detrimental effects on children's feelings of self‐worth and psychological well‐being. Some cultural variations were found in evaluations of practices, perceptions of psychological harm, and attribution of parental goals.  相似文献   

Trajectories of Indonesian Adolescents' Religiosity,Problem Behavior,and Friends' Religiosity: Covariation and Sequences     

Doran C. French  Sharon Christ  Ting Lu  Urip Purwono 《Child development》2014,85(4):1634-1646

Changes in religiosity, problem behavior, and their friends' religiosity over a 2‐year period were assessed in a sample of five hundred and fifty‐nine 15‐year‐old Indonesian Muslim adolescents. Adolescents self‐reported their religiosity, problem behavior, and friendships; the religiosity of mutual friends came from friends' self‐reports. A parallel process analysis of growth curves showed that adolescents' religiosity trajectories covaried with both problem behavior and friends' religiosity. Using a cross‐lagged model in which prior levels were controlled, religiosity at 10th and 11th grades predicted friends' religiosity 1 year later, suggesting that adolescents select friends of similar religiosity. This study provides evidence that religion is intertwined with other aspects of adolescent development and illustrates the importance of contextualizing adolescent religiosity within an ecological framework.  相似文献   

JOINT CONFIRMATORY FACTOR ANALYSIS OF THE WOODCOCK‐JOHNSON TESTS OF COGNITIVE ABILITIES,THIRD EDITION,AND THE STANFORD‐BINET INTELLIGENCE SCALES,FIFTH EDITION,WITH A PRESCHOOL POPULATION     

Mei Chang  Sharon E. Paulson  W. Holmes Finch  David E. Mcintosh  Barbara A. Rothlisberg 《Psychology in the schools》2014,51(1):32-57

This study examined the underlying constructs measured by the Woodcock‐Johnson Tests of Cognitive Abilities, Third Edition (WJ‐III COG) and the Stanford‐Binet Intelligence Scales, Fifth Edition (SB5), based on the Cattell‐Horn‐Carrol (CHC) theory of cognitive abilities. This study reports the results of the first joint confirmatory factor analysis of the WJ‐III COG and SB5 with an independently collected preschool‐aged sample. The WJ‐III COG and SB5 were administered to 200 preschool‐aged children of 4 to 5 with no known disorders or disabilities. Confirmatory factor analyses using maximum likelihood estimation were conducted to evaluate three models of increasing complexity and two alternative models to determine which model best describe the underlying constructs measured by the WJ‐III COG and the SB5. Though none of the models displayed a good fit to the data, results showed that the underlying construct of the two tests was best represented by a Three‐Stratum alternative CHC model in which the Gf factor and subtests were omitted. Exploratory factor analysis was conducted to provide further insights into the actual latent structure underlying the data. Implications of findings to guide school‐based practitioners in using cross‐battery assessment with preschool children were addressed.  相似文献   

The Roles and Responsibilities of Kinesiology Regarding Sport     

Sharon Kay Stoll 《Quest (Human Kinetics)》2014,66(3):302-312

This article is a response to the 2013 NAKHE meeting in San Diego, California. The assigned strand was the roles and responsibilities of kinesiology regarding sport. The article is a response of the strand leader, comments from the participants in the strand, and possible solutions to the strand direction.  相似文献   

Head Start and child care providers’ motivators,barriers and facilitators to practicing family-style meal service     

Dipti A. Dev  Katherine E. Speirs  Brent A. McBride  Sharon M. Donovan  Karen Chapman-Novakofski 《Early childhood research quarterly》2014

This paper presents a qualitative investigation of the motivators, barriers, and facilitators for practicing family-style meal service (FSMS) from the perspective of 18 child care providers serving preschool children in Head Start (HS), Child and Adult Care Food Program (CACFP) funded, and non-CACFP child-care centers. Providers were selected based on maximum variation purposive sampling and semi-structured interviews were conducted until saturation was reached. Provider responses were systematically coded using thematic analysis. HS and CACFP providers reported being motivated to practice FSMS because it created pleasant mealtimes, opportunities to role model healthy eating, and healthful child development. CACFP and non-CACFP providers reported not using FSMS because it was resource intensive, messy, and seemed to violate CACFP policy. HS and CACFP providers offered suggestions to overcome these barriers. They suggested that FSMS eventually becomes easier with practice, children can self-regulate their energy intake, and teaching children self-help skills during play time can avoid messes during mealtimes. Findings from this study have implications for programming, policy, and research.  相似文献   

Apolitical politics: GOP efforts to foster identification from Latinos, 1984–2000     

Stacey L. Connaughton  Sharon E. Jarvis 《Communication Studies》2013,64(3):464-480

The growth and youth of the U.S. Latino population at the close of the 20^th century makes them a desired constituency for both major political parties. Intriguingly, the party organization which has long resisted the recognition of internal voting blocs—the GOP—allocated unprecedented resources between 1980 and 2000 to inspire identification from Latinos. This study investigates the nature of these invitations. Specifically, it reveals how a party, whose organizational identity opposes acknowledging individuals as ethnic group members, appeals to an ethnic group. By examining (a) English and Spanish language television advertisements and (b) elite interview data with Republican Latino strategists, we argue that these ads depict satisfied Latino citizens, emphasize Latino family connections, and eschew traditional political issues. These identification strategies are notable for they may have considerable effects on the American polity at the dawn of, and well into, the 21^st century.  相似文献   

High-Impact Educational Practices: An Exploration of the Role of Information Literacy     

Catherine Fraser Riehle  Sharon A. Weiner 《College & Undergraduate Libraries》2013,20(2):127-143

There is an expectation that college students graduate with competency in information literacy. Ideally, institutions of higher education integrate these competencies throughout their curricula in a progressive manner. High-impact educational practices contribute to student success. The purpose of this article is to examine recent literature about five of the high-impact educational practices (capstone experiences, learning communities, service learning and community-based learning, undergraduate research, and writing-intensive courses) to understand the extent to which they include the integration of information literacy competencies. The article includes recommendations for practice and research in the areas of assessment, pedagogy, and program planning.  相似文献