Summer school effects in a randomized field trial     

Keith Zvoch  Joseph J. Stevens 《Early childhood research quarterly》2013

This field-based randomized trial examined the effect of assignment to and participation in summer school for two moderately at-risk samples of struggling readers. Application of multiple regression models to difference scores capturing the change in summer reading fluency revealed that kindergarten students randomly assigned to summer school outperformed their control group peers by .60 of a standard deviation in an intent-to-treat analysis. For the first grade sample, the intent-to-treat estimate was over three quarters of a standard deviation. The contrast in performance was greater when the comparison was focused more specifically on the change in literacy between treatment participants (i.e., randomly assigned students who actually attended summer school) and students randomly assigned to the control group and in analyses that explicitly adjusted for non-compliance with treatment assignment. These results support the experiential intuition of school district personnel regarding the benefits of summer school and suggest that targeted summer instruction can be a useful strategy to support student learning over the summer months.  相似文献   

Midnight Maunderings of a Schoolteacher in a Tavern     

Walter W. Stevens 《The Educational forum》2013,77(1)

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Student Team Reading and Writing: A Cooperative Learning Approach to Middle School Literacy Instruction   总被引：1，自引：0，他引：1  

Robert J. Stevens 《Educational Research and Evaluation》2013,19(2):137-160

The goal of this project was to create a middle school literacy program that was more responsive to the needs and abilities of early adolescents in urban middle schools. The program components included: (a) cooperative learning classroom processes; (b) a literature anthology for high interest reading material; (c) explicit instruction in reading comprehension; (e) integrated reading, writing, and language arts instruction; and (f) a writing process approach to language arts. The study was conducted in 5 schools in a large urban school district, 2 implementing Student Team Reading and Writing (STRW) and 3 comparison schools. The results indicated that the students in STRW had significantly higher achievement in reading vocabulary, reading comprehension, and language expression. The results suggest that a multifaceted approach to restructuring can effectively improve the achievement of students in urban middle schools.  相似文献   

School ethnic composition and aspirations of immigrant students in Belgium     

Mieke Van Houtte  Peter A. J. Stevens 《British Educational Research Journal》2010,36(2):209-237

This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20% immigrant students) were twice as likely to plan to finish high school and to plan for higher education than those attending high concentration schools (more than 50% immigrant students). These associations were due to students’ socio‐economic status (SES) and there was no difference in aspirations between high and low concentration schools after controlling for students’ SES and the SES context of the school. All else being equal, immigrant students in high concentration schools tended to aspire to finish high school and move on to higher education slightly more than those attending medium concentration schools (20–50% immigrant students). The analyses further show that these differences between high and medium concentration schools can be explained by the more optimistic culture in high concentration schools. The main conclusion is that high concentration schools are not necessarily detrimental for students’ educational aspirations.  相似文献   

ETHNORELIGIOUS IDENTITY AS LOCUS FOR DIALOGUE BETWEEN PUERTO RICAN CATHOLICS AND AMERICAN JEWS     

Ana María Díaz‐Stevens 《Religious education (Chicago, Ill.)》2013,108(4):473-479

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Agenda     

Walter W. Stevens 《Communication quarterly》2013,61(3)

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Practices and problems in educating deaf retarded children in residential schools     

R M Anderson  G D Stevens 《Exceptional children》1969,35(9):687-694

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Book reviews     

Robert O. Berdahl  Kevin Batt  Allan O. Pfnister  Robert Stevens  Diana Woodward 《Higher Education》1977,6(1):121-130

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Reading and Integrated Literacy Strategies (RAILS): An Integrated Approach to Early Reading     

Robert J. Stevens  Peggy N. Van Meter  Joanna Garner  Nicholas Warcholak  Cindy Bochna  Tracey Hall 《Journal of Education for Students Placed at Risk》2013,18(4):357-380

The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed.  相似文献   

Difficult Conversations     

Debra Miretzky  Sharon Stevens 《About Campus》2013,17(6):22-29

It takes more than diversity of campus populations for individuals to interact in meaningful ways with others of different backgrounds. Debra Miretzky and Sharon Stevens share their experience launching a series of campus conversations focused on raising personal awareness and building relationships across difference.  相似文献