Modern Language Association: The MLA Handbook, 8th edition     

Gretchen Webster 《Publishing Research Quarterly》2018,34(1):152-153

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Technical services: Serving the customer     

Keith Webster 《New Review of Academic Librarianship》2013,19(1):123-132

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The Abuses of the University     

David S. Webster 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):317-321

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Does maternal employment influence poor children’s social development?     

Bruce Fuller  Gretchen Caspary  Sharon Lynn Kagan  Christiane Gauthier  Danny Shih-Cheng Huang  Judith Carroll  Jan McCarthy 《Early childhood research quarterly》2002,17(4):240

Various initiatives over the past 40 years have aimed to strengthen children’s early learning and social development. One policy theory—manifest in recent welfare reforms—postulates that requiring single mothers to work more outside the home will advance children’s well-being. We first examine whether young children’s social development is related to maternal employment among 405 women who entered welfare-to-work programs in 1998. For girls, age 24–42 months, we found that their mother’s recent employment duration was significantly associated with a lower incidence of aggressive behavior and inattentiveness, measured by two scales from the Child Behavior Checklist (CBCL 2/3). Yet these relationships with employment were weaker than more robust associations observed for proximal child-rearing practices, including the frequency of reading with the child, enforcing a regular bedtime, the propensity to spank the child, as well as levels of maternal depression. We then assess whether broader measures of the mother’s economic security help to predict these proximal determinants of development. We observed that food security and indicators of job quality consistently predicted the proximal factors. Structural equation models (SEM) provided additional evidence that these broader indicators of economic security, but not recent employment per se, operated through parenting practices and maternal depression to influence girls’ and boys’ social development. These results are consistent with recent findings from random-assignment experiments, showing that employment gains rarely affect child outcomes unless mothers’ income and broader economic security also improve.  相似文献   

Science in Silence: How Educators of the Deaf and Hard-of-Hearing Teach Science     

Raven  Sara  Whitman  Gretchen M. 《Research in Science Education》2019,49(4):1001-1012

Science learning is inextricably tied to two aspects of students’ lives: literacy and culture. While English Learners (ELs) who speak a non-English native language are typically the focus in this line of scholarly inquiry, deaf and hard-of-hearing (DHH) students occupy a distinct space in this conversation. For DHH learners, literacy levels can be hindered by an early dependence on a more survival-based language learning model that postpones basic scientific inquiry. The vocabulary for curiosity is limited, which in turn affects the educational culture. DHH learners have a unique culture that demands an appropriate science curriculum, which thus far has not been explored or attempted for either DHH learners or their educators. Data collected consisted of interviews with teachers of DHH students, as well as observational data collected from a high-minority urban K-8 school for DHH students. The analysis revealed that, first, many of the teachers had limited preparation to teach science content. Second, DHH teachers used inconsistent instructional strategies ranging from drawing pictures to building models. Third, the modifications provided to DHH science learners were mostly limited to visual support and repetition. Implications for teacher education programs include instruction focused on specific supports for DHH students and co-teaching methods, and deeper investigation of inquiry-based science practices. Implications for classroom practices include providing hands-on, inquiry-based instruction, working closely with parents, and developing students’ and teachers’ understanding of scientific inquiry.

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Teaching assistants: their role in the inclusion,education and achievement of pupils with special educational needs     

Rob Webster 《欧洲特需教育杂志》2019,34(3):404-407

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Curriculum bias and reading achievement test performance     

Raymond E. Webster  Louise A. Braswell 《Psychology in the schools》1991,28(3):193-199

The overlap of words specifically taught in reading textbooks with the contents of standardized reading achievement tests may be a source of bias that is frequently overlooked in psychoeducational assessments. This study compares the standardized achievement test performance of 62 second graders receiving instruction in two different reading curricula (Open Court and Houghton-Mifflin) to determine whether either curriculum generates different quantitative estimates of reading achievement. Reading subtest scores derived from the Kaufman Test of Educational Achievement-Brief Form (K-TEA), the Wide Range Achievement Test-Revised (WRAT-R), and the Reading Recognition and Reading Comprehension subtests from the Peabody Individual Achievement Test (PIAT) were examined. Grade level equivalents and scaled scores from the California Achievement Test (CAT) were also examined. Three Curriculum × Test repeated measures ANOVAs were conducted using grade level scores (2×7), standard scores (2×4), and CAT scaled scores (2 × 5) as dependent measures. A significant Curriculum × Test interaction was identified, suggesting differences among tests in estimates of reading ability as a function of the reading program.  相似文献   

Concurrent and predictive validity of the LET-II for average children     

Jeffrey D. Hoffman  Raymond E. Webster  Larry M. Bolen  Cathy W. Hall 《Psychology in the schools》1996,33(3):239-244

Memory tests, such as the Learning Efficiency Test-II (LET-II), have frequently been used to describe the memory characteristics of special populations such as persons with learning disabilities, brain damage, or Alzheimer's disease. Yet, few research studies have examined the memory characteristics of normally functioning children and compared these characteristics to their performance on ability tests or real-life achievement criteria. This study investigates the predictive and concurrent validities of the LET-II for performance on the Kuhlmann-Anderson Tests (K-A), class grades, and actual grade level functioning in reading and mathematics for third and fourth grade children of average intelligence. The LET-II memory factor scores correlated significantly with the K-A scores, class grades and actual grade level functioning in reading. The relevance of these findings for norm-referenced psychological tests, and in particular memory tests, in real-life settings is examined. © 1996 John Wiley & Sons, Inc.  相似文献   

Transforming,storing and consuming athletic experiences: a coach’s narrative of using a video application     

C. Cronin  A.E. Whitehead  S. Webster  T. Huntley 《Sport, Education and Society》2019,24(3):311-323

The analysis of sport performance in competitive contexts has become synonymous with the use of a range of software applications and hardware e.g. heart rate monitors and gps systems. With the prevalence of technology in mind, a small but growing corpus of literature has begun to consider this phenomenon and its influence upon the coaching process. This study adds to this literature by detailing the autoethnographic experiences of a case study coach; Derek. A contextualised and richly described narrative account of Derek’s experience of using coaching applications is provided. Analysis of Derek’s narrative suggests that technology can be a useful means by which individuals make sense of their experience. Specifically, (1) technology can be a ‘ready-to-hand’ instrument that enhances the coaching process. Unfortunately, (2) technology may become the only and ‘calculative’ means by which individuals come to understand their performance. In such instances, it is important to note that (3) the videos we use to understand our performance are transformed and incomplete representations of lived athletic experiences. Thus, Derek’s story illustrates how technology can be both an enabler and barrier to athletes who wish to holistically understand their own lived experiences and engage in coach-athlete relationships. The accompanying analysis draws upon concepts from Heideggerian philosophy to add insight into the use of technology within the coaching process. In so doing, the study prompts coaches to critically view their coach-athlete relationships as situated in a wider world which contains, and can be mediated by, technology. In addition, Derek’s story (re)directs researchers and coaching practitioners interested in technology to a useful literature (philosophy of technology) which may further inform their understanding of coach-athlete relationships.  相似文献   

Statistical and individual temporal stability of the WISC-R for cognitively disabled adolescents     

Raymond E. Webster 《Psychology in the schools》1988,25(4):365-372

This study examines the temporal stability of the WISC-R for 155 13-and 14-year-old adolescents identified as either EMR or LD who were involved in special education during the preceding three-year time period. The three major scales of the WISC-R were found to be more stable over a three-year period for the LD than for the EMR group, while the subtest scales for the EMR group, showed greater stability over the three-year interval. Test-retest coefficients for the EMR group were substantially lower than those presented in the WISC-R test manual. A large proportion of individuals within both groups showed statistically significant differences on one or more of the IQ score scales between testings based on standard errors of measurement. These findings are examined in relation to individual placement of students, reporting confidence intervals in reports, and calculation of the best unbiased estimate of intellectual functioning.  相似文献