Reducing the Matthew Effect: Lessons from the ExCELL Head Start Intervention     

Annemarie H. Hindman  Amber C. Erhart  Barbara A. Wasik 《Early education and development》2013,24(5):781-806

Evidence shows that the Matthew effect is a persistent problem among early education interventions. The current study examined the degree to which the ExCELL (Exceptional Coaching for Early Language and Literacy) language and literacy professional development intervention for Head Start preschool teachers, shown in prior research to improve teacher quality and increase preschoolers’ vocabulary skills, narrowed the vocabulary disparities between children with higher and lower knowledge at preschool entry. Research Findings: Results of a randomized control trial showed that the ExCELL program was more effective than a business-as-usual Head Start model at increasing the skills of children with the most limited vocabulary and reducing the Matthew effect, closing the gap between children with the lowest and highest initial vocabulary skills over the preschool year. Moreover, classroom instructional process quality in ExCELL settings was a key factor in this achievement. Practice or Policy: When teachers are trained to expose young children in poverty to high-quality classroom instruction (especially regarding process quality), preschoolers can learn substantial amounts of new vocabulary, and those with the lowest initial skills can begin to catch up to their more knowledgeable peers.  相似文献   

United in Protest: From ‘Living and Dying with Our Colours’ to ‘Let All the Colours of the World Unite’     

Itir Erhart 《国际体育史杂志》2014,31(14):1724-1738

Istanbul's ‘Big Three’ football clubs, Be?ikta?, Fenerbahçe and Galatasaray, dominate the Turkish Super League. The matches between these fiercely rival teams, also known as ‘derbies’, are often intense and culminate in the eruption of violence, which has even been fatal on occasion. To many people's surprise, the anti-government protests which were sparked by outrage over police action against environmental protestors in May 2013 brought these eternal rivals together. Thousands of Be?ikta?, Fenerbahçe and Galatasaray supporters marched arm-in-arm to Taksim Square and demanded justice and freedom. Out of this solidarity is born Istanbul United, a seemingly new fan group with a new logo that combines the three rival logos. Çar??, the legendary fan group of Be?ikta?, also played an important role in the protests and received the support of all football fans as well. This paper will focus on the politicisation of football in Turkey during the second half of 2013. By looking at both the political role of football fans of the ‘Big Three’ during and after the Gezi protests, and the ways in which mutual respect and solidarity is born among diverse protesters, this paper discusses the possibilities of translating this positive genre to a peaceful spectatorship in Turkish football.  相似文献   

Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections     

Annemarie H. Hindman  Barbara A. Wasik  Amber C. Erhart 《Early education and development》2013,24(4):451-474

This study examined the ways in which the language that Head Start teachers used during book reading, as well as the extent to which they made explicit connections between book reading and other instructional activities, were linked to preschoolers' vocabulary development. Participants included 10 Head Start teachers and 153 children in their classrooms. Research Findings: Analyses revealed that teachers varied substantially in the frequency and nature of their book-related remarks, and connections between books and the broader curriculum were relatively few in number and constrained in nature. On average, children learned more words over the course of the year when teachers used more contextualized and decontextualized talk during book readings. Contextualized book-related talk was most positively associated with learning among children with relatively low initial vocabulary knowledge. Too few connections between book reading and the curriculum were observed to afford analysis of their contributions to children's vocabulary skills. Practice or Policy: The findings show the nuanced ways in which shared book reading, a critical part of the preschool day, is linked to vocabulary growth among the nation's most vulnerable learners. The results also highlight potential avenues through which readings could be strategically individualized to optimize early vocabulary development.  相似文献