Progression in children's understanding of the matter concept from elementary to high school   总被引：1，自引：0，他引：1  

Xiufeng Liu    Kathleen Lesniak 《科学教学研究杂志》2006,43(3):320-347

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VI. Personality Type as a Moderator of the Association of Head Start Participation to Developmental Outcome     

Daniel Hart  Robert Atkins  Suzanne G. Fegley 《Monographs of the Society for Research in Child Development》2003,68(1):74-85

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Association between schoolwide positive behavioural interventions and supports and academic achievement: a 9-year evaluation     

Kathleen Madigan  Richard W. Cross  Lisa A. Strycker 《Educational Research and Evaluation》2016,22(7-8):402-421

This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools’ PBIS model were matched with 28 control schools to assess academic gains. There were 5 years of baseline data (no intervention in treatment schools) and 4 years of intervention data, including 1 year of maintenance. Results indicate that implementation of the PBIS programme was significantly associated with increased student academic achievement (p = .001) and that the rate of change for students’ academic achievement in treatment schools was greater than for students in control schools. This study suggests that PBIS programmes, such as Safe & Civil Schools’ Foundations, may complement other efforts to improve academic outcomes.  相似文献   

Skills inventory for early childhood personnel     

Suzanne Kasper Getz 《Early Childhood Education Journal》1983,11(2):16-18

Why is it that today's better trained, more observant, professionally-minded early childhood personnel are still subject to an age old dilemma? In spite of increased awareness of professional training and skills, early childhood personnel still see themselves as holding low status positions. When casual acquaintances ask what they work at, it is not unusual to hear the reply, “Ijust work with kids.” Perhaps it would serve us well, in fulfilling our roles, to acknowledge to ourselves and to others the wide range of skills possessed and displayed by providers of early childhood services.  相似文献   

Ethics in classroom assessment practices: Issues and attitudes     

Susan K. Green  Robert L. Johnson  Do-Hong Kim  Nakia S. Pope 《Teaching and Teacher Education》2007

Student evaluations should “be ethical, fair, useful, feasible, and accurate” [JCSEE (2003). The student evaluation standards. Arlen Gullickson, Chair. Thousand Oaks, CA: Corwin]. This study focuses on defining ethical behavior and examining educators’ ethical judgments in relation to assessment. It describes the results from a web-based survey of educators in which they read a brief scenario and indicated whether the student evaluation practice in the depiction was ethical or unethical. Results showed strong agreement among the educators on fewer than half of the scenarios presented in this study. These findings suggest that assessment is currently an educational realm without professional consensus.  相似文献   

Validity issues in Meta‐Analysis: Suggestions for Research and Policy     

Randi L'Hommedieu  Robert J. Menges  Kathleen T. Brinko 《高等教育研究与发展》1988,7(2):119-130

The technique of meta‐analysis has been credited with resolving research issues in the areas of class size and the efficacy of psychotherapy, yet meta‐analyses have failed to form a consensus regarding the effects of student ratings feedback to college teachers. This failure can be traced to three types of problems: (a) methodological problems with the technique of meta‐analysis; (b) the quality of the research base; and (c) the social and professional context in which research is conducted. Meta‐analysis is an important addition to what may become a rigorous review methodology, but it is not a substitute for the qualitative review. Comprehensive meta‐analyses should include (a) a discursive review of each study, (b) a report of how each effect‐size was calculated, (c) the location of the statistics on which the calculation was based, and (d) a discussion of the factors that limit the validity of the statistic. Individual authors can contribute to the validity of future quantitative syntheses by reporting their results more thoroughly and clearly.  相似文献   

Presence+Experience: A Framework for the Purposeful Design of Presence in Online Courses     

Joanna C. Dunlap  Geeta Verma  Heather Lynn Johnson 《TechTrends》2016,60(2):145-151

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‘Queer’ Objects: The Art Practice as a Tool for Shared Sensory Understanding     

Suzanne Boulet 《The International Journal of Art & Design Education》2020,39(3):663-671

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Gender, adult structuring of activities, and social behavior in middle childhood     

A C Huston  C J Carpenter  J B Atwater  L M Johnson 《Child development》1986,57(5):1200-1209

The study was designed to test the relations among gender, adult-provided activity structure, and social behavior for children in middle childhood. Adult-provided structure was defined as verbally presented rules, guidelines, suggestions, and modeling. Children aged 7-11 years attended a 1-week summer day camp in which activities characterized by high or low adult structure were available. As predicted, girls spent more time in highly structured activities, whereas boys spent more time in low-structure activities. Once in high-structure activities, however, both genders displayed high rates of adult-directed bids for recognition, leadership attempts, and compliance and low rates of peer interaction. In low-structure activities, children directed high rates of leadership and other social behaviors to same-sex peers. Children who chose high-structure activities most often were also most likely to interact with adults in those activities. Those who chose low-structure activities showed the highest rates of interaction with male peers. Sex-typed personality attributes were not related to activity choice. The results are interpreted in a framework encompassing the interactions of "person" attributes, environmental variables, and behavior.  相似文献   

An urban school renewal program: A case analysis     

George Crawford  Cecil Miskell  Claradine Johnson 《The Urban Review》1980,12(4):175-199

Conclusion One of the most gratifying returns was a chance comment offered by a teacher as we walked across the lawn toward a local fast food restaurant. We were chatting about what he had experienced during the preceding two years. You know, he said, when we began this, I didn't see many hopeful signs, but I think that most of us (teachers) feel now that we work in the best high school in the city. The source may have been biased, and rigorous controls were obviously lacking, but that is the way one teacher perceived the changes. Many gained planning, leadership, problem solving, and other important behavioral and coping skills that contributed in interactively subtle, but nevertheless real ways.Can good things be made to happen in urban schools? The quantified data are equivocal, but we believe that the associations among interventions and perceived changes support cautious optimism.  相似文献