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William D. Eiserman Lenore Shisler Terry Foust Jan Buhrmann Randi Winston Karl R. White 《Early childhood research quarterly》2007
This study assessed the feasibility of doing hearing screening in Migrant, American Indian and Early Head Start programs using otoacoustic emissions (OAE) technology. Staff members were trained to screen 0–3-year-old children for hearing loss using hand-held OAE equipment and a multi-step screening and referral protocol. Of the 3486 children screened as a part of the study, 77% passed an OAE screening at the first step, 18% more passed an OAE screening at the second step, and 5% were ultimately referred for medical or audiological follow-up. Eighty children were identified as having a hearing loss or disorder of the outer, middle or inner ear requiring treatment. Of these 80, six had permanent bilateral or unilateral hearing loss. Although the protocol suggested that the multi-step screening procedure should be completed within a 4-week time period or less, analysis of the data showed that for children requiring more than an initial OAE screening, the length of time over which the screening was completed ranged from 7 to 12 weeks. The median time required to complete a single OAE screening session was 4 minutes per child. The results demonstrate that OAE screening of young children using this protocol is practical and effective. The implications for conducting periodic hearing screening throughout early childhood are discussed. 相似文献
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In 1965 the authors conducted an experiment in a public elementary school, telling teachers that certain children could be
expected to be “growth spurters,” based on the students' results on the Harvard Test of Inflected Acquisition. In point of
fact, the test was nonexistent and those children designated as “spurters” were chosen at random. What Rosenthal and Jacobson
hoped to determine by this experiment was the degree (if any) to which changes in teacher expectation produce changes in student
achievement.
Robert Rosenthal is professor of social psychology at Harvard University.
Lenore Jacobson is an elementary school principal in the South San Francisco Unified School District. 相似文献
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Lenore Peachin Wineberg 《Journal of Early Childhood Teacher Education》2013,34(3):231-243
Abstract Teacher educators are often searching for methods and/or techniques to enhance and expand the content of their courses. As teacher educators, we do not want to introduce new methodology that detracts our students’ attention away from the course content. However, we need to keep our courses current and interesting for ourselves as well as for our students. Several teacher educators at one institution have begun including service‐learning projects into their preservice and inservice teachers’ courses as a way to augment the standard curriculum. The focus of this study is to illustrate how service‐learning was incorporated into the existing children's literature course and share the five cooperative projects that resulted from this integration. 相似文献
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Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this article situated examples of classroom assessment literacies are analysed using Bernstein’s (Pedagogy, symbolic control and identity: Theory, research and critique, Taylor and Francis, London, 1996; Br J Sociol Educ 20(2):157–173, 1999) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing on a sociocultural view of learning, the authors define teacher assessment literacies as dynamic social practices which are context dependent and which involve teachers in articulating and negotiating classroom and cultural knowledges with one another and with learners, in the initiation, development and practice of assessment to achieve the learning goals of students. This conceptualisation of assessment literacy aims to make explicit some underpinning theoretical constructs of assessment literacy to inform dialogue and decision making for policy and practice to benefit student learning and achievement. 相似文献
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Clifford L. Shisler Sonja A. Eveslage 《Community College Journal of Research & Practice》2013,37(4):309-318
A survey of all Illinois community and senior institutions was conducted to determine which noncollegiate learning experiences are awarded credit. The survey showed that most institutions credit some kinds of noncollegiate learning, although the extent varied by validation modes. Public community colleges appear to be most receptive to crediting noncollegiate experiences, but overall, the awarding of credit appears to be related to the ease of using the validation mode and the length of time the system has been in use. 相似文献
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Suzanne Carrington Beth Saggers Lenore Adie Nan Zhu Dingqian Gu Xiaoyi Hu 《International Journal of Disability, Development & Education》2015,62(6):556-570
Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified. 相似文献
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The National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia is a series of literacy and numeracy tests that are used for purposes of school comparison. This paper argues that a key question for this use lies in whether or not this is a reasonable, or valid, use of the test data. Using Kane’s argumentative approach to validity, this paper argues that the comparisons of the quality of student achievement made available on the My School Website have low validity due to the lack of regard to rates of participation in schools. In bringing together the literature that addresses the ‘new governance’ of education through testing and an approach to validity that addresses the technical aspects of test score interpretation, with the ethics of how test scores are used and applied, this study identifies validity as an important consideration in comparative analyses of student achievement data. The identification of the need to consider participation in such comparisons through the application of the argumentative approach to validity highlights the contribution of this article not only to the testing field but also to critical policy literature. 相似文献