Employment and basic skills: a program for low-achieving high school students     

M Maxwell  D Cleary  E Lubbers  A Ireland 《American annals of the deaf》1977,122(6):563-566

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The Literacy Skills and Motivation to Read of Children Enrolled in Title I: A Comparison of Electronic and Print Nonfiction Books     

Natalie Conrad Barnyak  Tracy A. McNelly 《Early Childhood Education Journal》2016,44(5):527-536

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Social coping and self-concept among young gifted students in Ireland and the United States: a cross-cultural study     

Jennifer Riedl Cross  Colm O’Reilly  Mihyeon Kim  Sakhavat Mammadov  Tracy L. Cross 《High Ability Studies》2015,26(1):39-61

Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers.  相似文献   

Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes     

Romy Lawson  Tracy Taylor  Erica French  Eveline Fallshaw  Cathy Hall  Shelley Kinash 《高等教育研究与发展》2015,34(3):581-595

Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes.  相似文献   

Effortful Control Predicts Adolescent Antisocial‐Aggressive Behaviors and Depressive Symptoms: Co‐Occurrence and Moderation by Impulsivity          下载免费PDF全文

Frances L. Wang  Laurie Chassin  Nancy Eisenberg  Tracy L. Spinrad 《Child development》2015,86(6):1812-1829

Effortful control is associated with fewer aggressive‐antisocial behaviors (AAB) and depressive symptoms (DEP), but impulsivity may moderate these relations. However, few researchers have considered the effects of AAB‐DEP co‐occurrence. A multi‐informant, multimethod approach assessed 5‐ to 10‐year‐olds’ effortful control and impulsivity and, 5–6 years later, their AAB and DEP (N = 474). Participants were non‐Hispanic Caucasian (59.2%) or Hispanic (27.9%) from a Southwestern U.S. metropolitan area. Low effortful control predicted pure AAB. Low effortful control and low impulsivity predicted pure DEP and co‐occurring AAB‐DEP. An effortful Control × Impulsivity × Age interaction predicted pure AAB and co‐occurring AAB‐DEP. For older adolescents, lower effortful control predicted more symptoms only at average and high impulsivity. Results highlight multiple pathways to pure DEP versus pure AAB or co‐occurring AAB‐DEP.  相似文献   

Terra Populus: Workflows for Integrating and Harmonizing Geospatial Population and Environmental Data     

Tracy A. Kugler  David C. Van Riper  Steven M. Manson  David A. Haynes II  Joshua Donato  Katie Stinebaugh 《Journal of Map & Geography Libraries》2015,11(2):180-206

The Terra Populus project (TerraPop) addresses a variety of data management, curation, and preservation challenges with respect to spatiotemporal population and environmental data. In this article, we describe our approaches to these challenges, with a particular focus on geospatial data workflows and associated provenance metadata. The goal of TerraPop is to enable research, learning, and policy analysis by providing integrated spatiotemporal data describing people and their environment. To do so, TerraPop is assembling a globe-spanning and temporally extensive collection of high-quality population and environmental data, ensuring good documentation, and developing a Web-based data access system that enables users to assemble customized integrated data sets drawing on a variety of data sources and formats. We describe TerraPop's collection strategies, detail the geospatial workflows involved in preparing data for ingest into the project database and those used to transform data across formats for dissemination, and discuss the system used to capture and manage provenance metadata throughout the project. A key aspect of the project is the development of global current and historical administrative unit boundaries that can be linked to census data. These boundaries serve as the linchpin of TerraPop's data integration strategy, and constitute an important data set in their own right.  相似文献   

The governor’s conclave     

Shawna Paskert  Tracy Young  Shawna Paskert  Tracy Young 《TechTrends》2001,45(3):35-37

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Reviews: Reshaping Technical Communication: New Directions and Challenges for the 21st Century     

Tracy Bridgeford 《Technical Communication Quarterly》2004,13(1):131-134

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What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature     

Michelle Bishop  Tracy L Durksen 《Educational research; a review for teachers and all concerned with progress in education》2020,62(2):181-198

ABSTRACT

Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.

Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’

Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.

Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.

Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.  相似文献   

Hegemony and the politics of education in Hong Kong: from the post-war era to the post-handover era     

Tracy Chui Shan Lau 《Journal of educational administration and history》2018,50(4):241-255

ABSTRACT

The process of Chinese nation-building in education reveals the hegemonic strategies of the colonial power and the adaptation of indigenous forces when Hong Kong was undergoing decolonisation and the transfer of sovereignty. The return of Hong Kong to Chinese sovereignty has been a crucial indicator for the potential re-unification of China, as it presents a model for the possible future reintegration of Taiwan. The idea of hegemony applies to different dominant groups in the two periods under review. In the first period, London attempted to influence the development of groups in Hong Kong and incorporate them into the colonial programme. In the second period, Beijing attempts to influence groups in Hong Kong facilitate the reintegration of Hong Kong into a larger Chinese identity. Yet, it is far too simple to picture a unilateral exercise of power by an identifiable centre and consider the periphery as mere objects of successful manipulation by the centre. Continued study of the evolution of nation-building in education, under the influence of a series of complex and shifting factors of the Hong Kong society, will be enlightening for the comprehension of the ever-changing and increasingly complicated political culture.  相似文献