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1.
《Early education and development》2013,24(1):107-127
The purpose of this exploratory study was to examine the various ways in which families become involved in state-funded rural prekindergarten programs for children identified as being at-risk for later school failure. Participants were 21 teachers/classrooms in prekindergarten programs located in nine rural Illinois communities. Data were collected over an 18-week period on the various parental involvement and family-school partnership strategies implemented by school personnel, and the patterns of parental participation that occurred in response to the different types of initiatives. Findings indicate that wide variations existed in the parent involvement and family-school partnership initiatives implemented across the nine programs. Results are discussed in terms of future research and program development efforts aimed at helping rural early childhood programs establish effective family-school partnerships. 相似文献
2.
《Journal of Education for Students Placed at Risk》2013,18(4):349-372
The purpose of this study was to examine the relationships among the attitudes and perceptions of parents, teachers, and family support staff toward parental involvement in prekindergarten programs for children identified as being at risk for later school failure. Focus group interview data identified, from multiple perspectives, factors that encourage or discourage parents from assuming an active role in their young children's education. Results are discussed in terms of future research and program development efforts aimed at helping family support professionals and early childhood educators better meet the needs of the diverse groups of children and families represented in prekindergarten programs. 相似文献
3.
家校合作自在我国实行以来,有效地促进了中小学教育质量的提高,对我国整体教育的发展起到了很好的助推作用。但在具体的实践中还存在诸如家校责任不明、活动组织随意、沟通单向、合作程度不深的问题,本文从法律制度和组织机构的建立、学校以及家庭三个方面对以上问题进行原因分析,进而提出了完善我国家校合作的两大建议:完善家校合作相关法律制度和组织机构;促进学校、家庭的有效互动,形成教育合力。 相似文献
4.
Christina Weiland Rebecca Unterman Anna Shapiro Sara Staszak Shana Rochester Eleanor Martin 《Child development》2020,91(5):1401-1422
This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third-grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control-group children attended center-based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery-based studies. 相似文献
5.
家长是学校德育的支持性力量,家校合作是学校德育取得成效的重要保障。对284名农村教师的问卷调查发现,当前农村学校德育中家校合作存在农村家长对学校德育支持作用发挥不足的问题,具体表现在:家校合作观念比较淡薄,家校合作素养有待提升,多样化家校合作途径存在时空障碍,家校合作效果不够理想等。对此要充分发挥学校在家校合作中的主导作用,多措并举地提升农村家长对学校德育的支持性力量,包括转变农村家长的教育观念、提升农村家长的沟通能力、健全农村学校家委会组织以及加强农村学校和乡村社会的联系。 相似文献
6.
Oscar A. Barbarin Terry McCandies Diane Early Richard M. Clifford Donna Bryant Margaret Burchinal Carollee Howes Robert Pianta 《Early education and development》2006,17(4):619-642
This study describes the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs. Educators often conceptualized quality in terms of structural or process indicators; parents most often cited teacher experience and relationship to children. Families, like educators, emphasized enhancing readiness as central to program quality. In addition, families identified 3 classes of indicators not usually included in educational research or professional discussions of program quality: comprehensive service provision, convenient location, and home-school collaboration. In the decision to enroll children in a program, Whites more often relied on indicators of the classroom emotional climate, Latinos more often examined the provision of comprehensive services, and African Americans more often weighed the quality of home-school partnerships than their ethnic counterparts. For Latinos living in poverty, the concern about dual language development was salient. African Americans emphasized the importance of a close relationship with staff. 相似文献
7.
《Early education and development》2013,24(4):619-642
This study describes the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs. Educators often conceptualized quality in terms of structural or process indicators; parents most often cited teacher experience and relationship to children. Families, like educators, emphasized enhancing readiness as central to program quality. In addition, families identified 3 classes of indicators not usually included in educational research or professional discussions of program quality: comprehensive service provision, convenient location, and home–school collaboration. In the decision to enroll children in a program, Whites more often relied on indicators of the classroom emotional climate, Latinos more often examined the provision of comprehensive services, and African Americans more often weighed the quality of home–school partnerships than their ethnic counterparts. For Latinos living in poverty, the concern about dual language development was salient. African Americans emphasized the importance of a close relationship with staff. 相似文献
8.
Martin N. Davidson 《Performance Improvement Quarterly》1999,12(1):164-180
ABSTRACT : In recent decades, many organizations have undertaken initiatives aimed at managing a more diverse workforce. Many of these initiatives have been limited in effectiveness because they focused solely on managing or preventing human-resource-related crises, rather than reconceptualizing how the work of the business is accomplished. More effective diversity change initiatives can be implemented if change agents take an overarching perspective of the business and the workforce that considers the importance of engaging both the oppressed and priviledged members of the organization. Such a perspective necessarily requires considering the impact of oppression and privilege in the organization. Common diversity change interventions are discussed and critiqued, and suggestions for formulating optimally effective diversity change initiatives are suggested. 相似文献
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JAMIE S. CARNEY DEBRA C. COBIA DAVID M. SHANNON 《Counselor Education & Supervision》1998,37(3):154-165
This article reports the findings of a national study examining methods used for final evaluation in master's level counseling programs. 相似文献
11.
Data‐Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District 下载免费PDF全文
Dale C. Farran Deanna Meador Caroline Christopher Kimberly T. Nesbitt Laura E. Bilbrey 《Child development》2017,88(5):1466-1479
In 2014–2015 and 2015–2016, a metropolitan school system in the southern United States embarked on a unique mission to improve the quality of its public prekindergarten programs through a partnership with a group of developmental researchers in an iterative, data‐based venture. Data on 407 children in Year 1 and 433 in Year 2 (who were enrolled in 26 classrooms and extensively observed) are presented from the first 2 years of the ongoing partnership. All children were 4 years of age. Variability in classroom practices, measured empirically, and variability in child outcomes provided the means to examine the relations between children's gains in academic and social‐emotional areas and major areas of classroom practices. Lessons learned, the eight identified significant practices, implications, and next steps in the partnership are addressed. 相似文献
12.
Greg Robison William Sugar Brian Miller 《Community College Journal of Research & Practice》2013,37(8):605-623
The study reported in this paper identifies leadership development practices within community colleges by surveying North Carolina community college presidents and evaluating an individual North Carolina community college's leadership institute. The results of the study indicate these community colleges indeed have an interest in leadership development activities for its employees, and the examined leadership institutes are quite effective and beneficial for its participants. Based upon these findings, two sets of recommendations are offered for fostering leadership initiatives within community colleges, namely, a focus on more significant topics for community college employees and developing a leadership learning community within a community college. 相似文献
13.
Erin L. Woodhead Preston Brown Susan Snycerski Sean Laraway Nicholas Bathurst Greg Feist Ronald F. Rogers 《Innovative Higher Education》2017,42(5-6):463-476
In an examination of a brief and innovative partnership, we compared outcomes for two disciplines, Elementary Statistics and General Psychology, across three formats: online as part of the San José State University-Udacity partnership (termed SJSU Plus), face-to-face (FTF), and online in a redesigned course offering. We also examine predictors of student performance in the SJSU Plus courses. The first offerings of the SJSU Plus courses showed poorer performance compared to their FTF and redesigned online equivalents. Redesigned online courses and FTF courses had similar pass rates. SJSU Plus course performance was significantly improved in the second offering of the Elementary Statistics course. More completed assignments in the SJSU Plus courses were associated with higher exam scores and final grades. We conclude that mode of delivery did not contribute significantly to variations in pass rates. 相似文献
14.
A Survey of State Teacher-Competency Examination Programs 总被引:1,自引:0,他引:1
As compared to the 1987 "wall chart" issued by U.S. Secretary of Education William J. Bennett and to other recent reports on teacher testing, this article by Lehmann and Phillips provides considerably more detail on the nature of teacher testing. On the basis of a survey of all the states, the authors provide an analysis of what areas are covered in teacher tests, exactly which tests are used, and how the tests are used in both current and planned state teacher testing programs. 相似文献
15.
教师和家长的有效沟通与合作可以提高教育效果,促进学生更加全面健康发展。家校沟通的途径多种多样且各具特点与优势,其中,家访的作用受到教师和家长的重视,但实际实施频率较低。因此,必须大力宣传家校合作观念,学校和家长应当做好各自的工作,教师应当采取各种策略加强与家长的沟通,提高家校合作效率。 相似文献
16.
Otero-Mayer Andrea González-Benito Ana Gutiérrez-de-Rozas Belén Vélaz-de-Medrano Consuelo 《Early Childhood Education Journal》2021,49(5):977-985
Early Childhood Education Journal - Given the closure of schools due to the global confinement resulting from the COVID-19 crisis, family-school cooperation has become a priority in most... 相似文献
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Using network analysis we investigated faculty hiring at 21 U. S. News top-ranked programs in higher education administration. Our research questions were as follows. Do top programs hire from each other? Are faculty from the “outside” finding positions at top programs? Mixed results hint at implications for the “health” of the hiring network. Closed systems in higher education may produce unintended consequences as graduate programs look to expand into new global markets. 相似文献
19.
SARAH E. PETERSON ROBERT L. BOWMAN RICK A. MYER CHRISTINE M. MAIDL 《Counselor Education & Supervision》1992,32(2):116-129
Doctoral programs in counseling were surveyed concerning their comprehensive examination practices. Most programs require examinations, but practices vary widely regarding degree of structure and procedures. 相似文献
20.
马娥 《成都教育学院学报》2013,27(10)
中国农村学前教育的发展引起了前所未有的重视,但是农村学前教师队伍却面临着数量短缺、质量低下的困境.面对同样的问题,美国农村教师培训计划通过加大资金投入、生源向农村倾斜、将农村社会学纳入培训课程等措施,突破了农村教育发展的“瓶颈”.中国农村学前教育发展要通过优化课程设置提高职前培养质量、建立县级培训中心强化在职培训、建立高校和农村幼儿园长期合作的机制、提高待遇来缓解农村学前教师的流动等措施来满足农村学前师资的有效供给. 相似文献