Empire’s Tracks: Indigenous Nations,Chinese Workers,and the Transcontinental Railroad     

Lindsay Schakenbach Regele 《Journal of Cultural Economy》2020,13(2):250-252

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Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.  相似文献   

Technical Skills Required: How Technological Efficacy Influences Online Political Behavior     

Lindsay H. Hoffman  Amanda L. Schechter 《广播与电子媒介杂志》2016,60(3):484-502

Rapid advances in technology have provided the potential to connect citizens to their surroundings in unprecedented ways. While many scholars examine different types of efficacy as a predictor of behavior (e.g., internal, external, and political), it is essential to examine how confident citizens feel in their ability to use the technology before understanding how they will use it politically. Research shows that perceived competence increases motivation, which is correlated with behavior. This study examined how traditional measures of efficacy and a new measure affect online political behaviors, concluding that technological efficacy is a reliable construct predicting online news use and expression.  相似文献   

Using Google Forms to track library space usage     

Beth Daniel Lindsay 《Journal Of Access Services》2016,13(3):159-165

This article is a response to the excellent “Using Mobile Technology to Observe Student Study Behaviors and Track Library Space Usage” by Susan Thompson. Thompson reviews the literature regarding user counts on mobile devices and describes the California State University San Marcos (CSUSM) Library's evaluation of SUMA, Counter+, and CloudOn. After trialing these mobile technologies, CSUSM selected CloudOn. At New York University Abu Dhabi, we use Google Forms to conduct user counts on an iPad and Google Sheets to evaluate these data. We find that Google Forms are easy to set up, modify as necessary, and present the data in easy-to-manipulate spreadsheets.  相似文献   

Different Disciplines Require Different Motivations for Student Success     

Rosanna Breen  Roger Lindsay 《Research in higher education》2002,43(6):693-725

This article reports an investigation of undergraduate motivation to learn. A Likert-type rating scale measure of motivation incorporated the general motivational dimensions identified by previous investigators, as well as a systematic theoretical framework that is more novel, and attempts to acknowledge the role of discipline-specific factors in motivation to learn. The motivation questionnaire was evaluated by measuring its success in explaining the academic achievement of biology, history, computing, planning, anthropology, geology, food science and nutrition, and education students (n = 380) in standard university assessments. The findings reveal that student performance is better explained by within- than across-discipline indexes of motivation, probably because some types of motivation lead to success in some disciplines but failure in others. Furthermore, items based on the theoretical framework developed to underpin the questionnaire (which distinguishes outcome from process incentives) were also found to explain more variation in student performance than general motivation items. Some practical implications of the findings are considered.  相似文献   

Text-based writing in elementary classrooms: teachers’ conceptions and practice     

Wang  Elaine Lin  Matsumura  Lindsay Clare 《Reading and writing》2019,32(2):405-438

Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,...  相似文献   

Bounding,An Accessible Method for Estimating Principal Causal Effects,Examined and Explained     

Luke Miratrix  Jane Furey  Avi Feller  Todd Grindal  Lindsay C. Page 《Journal of research on educational effectiveness》2018,11(1):133-162

Estimating treatment effects for subgroups defined by posttreatment behavior (i.e., estimating causal effects in a principal stratification framework) can be technically challenging and heavily reliant on strong assumptions. We investigate an alternative path: using bounds to identify ranges of possible effects that are consistent with the data. This simple approach relies on fewer assumptions and yet can result in policy-relevant findings. As we show, even moderately predictive covariates can be used to substantially tighten bounds in a straightforward manner. Via simulation, we demonstrate which types of covariates are maximally beneficial. We conclude with an analysis of a multisite experimental study of Early College High Schools. When examining the program's impact on students completing the ninth grade “on-track” for college, we find little impact for ECHS students who would otherwise attend a high-quality high school, but substantial effects for those who would not. This suggests a potential benefit in expanding these programs in areas primarily served by lower quality schools.  相似文献   

Investigation of potential gender bias in the peer review system at Reproduction     

Marie Biolková  Tom Moore  Karen Schindler  Karl Swann  Andy Vail  Lindsay Flook  Helen Dick  Greg Fitzharris  Christopher A. Price  Norah Spears 《Learned Publishing》2023,36(1):25-30

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An Experimental Investigation of Antisocial Lie-Telling Among Children With Disruptive Behavior Disorders and Typically Developing Children     

Allison P. Mugno  Lindsay C. Malloy  Daniel A. Waschbusch  William E. Pelham Jr.  Victoria Talwar 《Child development》2019,90(3):774-789

Children's lie-telling is surprisingly understudied among children with significant behavioral problems. In the present study, experimental paradigms were used to examine antisocial lie-telling among ethnically diverse 5- to 10-year-old children with disruptive behavior disorders (DBD; n = 71) and a typically developing (TD) comparison sample (n = 50) recruited from a southeastern state from 2013 to 2014. Children completed two games that measured the prevalence and skill of their lies: (a) for personal gain and (b) to conceal wrongdoing. Children with DBD were more likely to lie for personal gain than TD children. With age, children were more likely to lie to conceal wrongdoing, but the reverse was true regarding lies for personal gain. Results advance knowledge concerning individual differences in children's lie-telling.  相似文献   

Meeting the needs of children with specific speech and language difficulties     

Julie Dockrell  Geoff Lindsay 《欧洲特需教育杂志》2013,28(1):24-41

Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies.  相似文献