Elementary Science: Left Behind?     

Dee Goldston 《Journal of Science Teacher Education》2005,16(3):185-187

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“You Look at Things Differently:” The Role of Documentation in the Professional Development of a Campus Child Care Center Staff     

Jeanne Goldhaber  Dee Smith 《Early Childhood Education Journal》1997,25(1):3-10

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PRESERVICE TEACHER APPLICATION OF DIFFERENTIATED INSTRUCTION     

Amy Lynn Dee 《The Teacher Educator》2013,48(1):53-70

Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers to meet the needs of all students by teaching the skills needed to make appropriate lesson adaptations, accommodations, and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers resulting in six distinct themes and recommendations for teacher education programs.  相似文献   

College/University Counseling Centers Supporting Study Away: Challenges and Opportunities     

Charles C. Morse  Janet Dee Spoltore  Paul Galvinhill 《Journal of College Student Psychotherapy》2017,31(4):325-335

Research points to significant numbers of students on college campuses experiencing mental health distress and an ever increasing number of college students who are choosing to make an off-campus educational experience a part of their college careers. When we consider both of these trends together, it is quite apparent that a significant number of students with mental health concerns will spend periods of time studying away from campus, with converging concerns among college mental health and study away professionals about how to best support these students. This article seeks to outline both challenges and opportunities inherent in the collaboration between campus professionals in supporting students with mental health issues before and during their study away experiences.  相似文献   

US higher education in a budgetary vortex��1992�C2007: tracing the positioning of academe in the context of growing inequality     

Miguel de Oliver  Felecia M. Briscoe 《Higher Education》2011,62(5):607-618

Through comparative statistical data of public investment trends in higher education, the institution of higher education in the US is contemporarily contextualized within the growing milieu of disparity. Specifically, this study focuses on the period from 1992 to 2007 to see if a mitigation of the growing economic disparity projected per the Kuznets curve was reflected in the prioritization of higher education support needed to preserve the social mobility of the workforce. Through the analysis of higher educational expenditure within the budgetary priorities of the 50 states from 1992 to roughly the present, this paper reveals that, in absolute terms or by disproportional emphasis, the institutional repositioning of higher education necessary for a Kuznets curve readjustment of disparity has not occurred.  相似文献   

Conditional cash penalties in education: Evidence from the Learnfare experiment     

Thomas S. Dee 《Economics of Education Review》2011,30(5):924-937

Wisconsin's influential Learnfare initiative is a conditional cash penalty program that sanctions a family's welfare grant when covered teens fail to meet school attendance targets. In the presence of reference-dependent preferences, Learnfare provides uniquely powerful financial incentives for student performance. However, a 10-county random-assignment evaluation suggested that Learnfare had no sustained effects on school enrollment and attendance. This study evaluates the data from this randomized field experiment. In Milwaukee County, the Learnfare procedures were poorly implemented and the random-assignment process failed to produce balanced baseline traits. However, in the nine remaining counties, Learnfare increased school enrollment by 3.5 percent (effect size = 0.08) and attendance by 4.5 percent (effect size = 0.10). These results suggest that well-designed financial incentives may be an effective mechanism for improving the school persistence of at-risk students at scale.  相似文献   

Double happiness: A phoenix (crown) rises again in Canada     

Dee Stubbs-Lee 《文物保护研究》2014,59(5):S266-S267

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Using cognitive referents in making sense of teaching: A chemistry teacher's struggle to change assessment practices     

Carol Briscoe 《科学教学研究杂志》1993,30(8):971-987

This qualitative case study focused on the role of cognitive referents in the sense-making process of one teacher as he attempted to change his classroom science assessment. The interpretations identify cultural myths, conceptual metonymys, as well as personally constructed beliefs as referents that constrained change. The teacher's cognitive struggle to make sense of assessment and his role as assessor are linked to conflicting referents he used in varying contexts including day-to-day assessment and summative assessment settings. The results of the study suggest that cognitive referents are important influences in driving how a teacher thinks about assessment and may constrain an individual teacher's implementation of innovative practices. Accordingly, identification of referents such as myths, their associated beliefs, and metonymic conceptual models that teachers use to make sense of their actions is an important first step in developing an understanding of constraints to educational change.  相似文献   

Competition and the quality of public schools   总被引：1，自引：0，他引：1  

Thomas S. Dee 《Economics of Education Review》1998,17(4):419-427

A growing body of empirical research has provided provocative evidence that competition from private schools improves student achievement in neighboring public schools. However, this uniform conclusion has been based on fundamentally different empirical specifications. This study examines the importance of these different specifications by presenting new evidence on the relationship between public school quality and competition from private schools. This evidence is based on a unique data set that contains consistently defined high school graduation rates for the unified school districts in 18 states. The results indicate that empirical strategies which rely exclusively on ordinary least-squares (OLS) can lead to misleading inferences because of omitted variables bias and the simultaneous determination of the demand for private schools and public school quality. Nonetheless, two-stage least-squares (2SLS) estimates indicate that competition from private schools does have a positive and statistically significant impact on the high school graduation rates of neighboring public schools.  相似文献   

‘Too Semitic’ or ‘Thoroughly ‘Anglicised’? The Life and Career of Harold Abrahams     

David Dee 《国际体育史杂志》2013,30(6):868-886

Harold Maurice Abrahams (1899–1978) – the British-Jewish athlete made famous by the film Chariots of Fire – won gold for Britain in the 100 m sprint in the 1924 Paris Olympics. Far from being the ‘outsider’ depicted in Chariots of Fire, however, Abrahams’ ‘Anglicisation’ was extensive and played an important role in his life before, during and after his athletics career. Abrahams’ integration went hand-in-hand with his sporting success – something which was celebrated by British Jewry. Such was his assimilation, that by 1936 – a year when Abrahams courted controversy over his stance on the Berlin Olympics – he was criticised for having ‘lost’ all attachment to the community of his birth. In contrast to the film, where Abrahams is seen to be ‘too Semitic’, the Bedford athlete was actually ‘thoroughly Anglicised’. A desire to move into or support middle-to-upper class British society characterised Abrahams’ personal and sporting life much more so than his Jewishness. As time progressed, Abrahams’ Jewish origins meant less and less, both to Harold himself and to those around him.  相似文献