Comparative Effectiveness of Initial Teaching Alphabet vs. Traditional Orthography in First Grade in the Pittsburgh Public Schools

Abstract

This study compares the effectiveness in reading instruction of the i.t.a. Scott Foresman series and the traditional Scott Foresman series on 562 first-grade students as measured by three subtests of the Metropolitan Achievement Test (taken in the traditional alphabet) and four subtests of the Stanford Achievement Test (taken in the alphabet in which they were trained). Two readiness measures were used as pretests. An analysis of covariance clearly indicates a statistically significant difference in achievement favoring the i.t.a.     

美国"钢都"匹兹堡兴衰初探

18世纪中叶,匹兹堡作为一个军事堡垒被建立。19世纪70年代后,大工业在美国兴起,匹兹堡崛起为美国著名的制造业城市,并以其钢铁业在全国的绝对垄断地位被称为"钢都"。1910年后,匹兹堡进入停滞期,在经过战后短暂的复兴后,匹兹堡进入严重的衰退期,成为"冰雪带"的代表城市之一。     

After-school tutoring in the context of no Child Left Behind: Effectiveness of two programs in the Pittsburgh Public Schools

The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students’ proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many districts, including the Pittsburgh Public Schools (PPS), have also adopted additional tutoring programs designed to help students reach proficiency goals. This paper examines student participation and achievement in two PPS tutoring programs—the NCLB-mandated SES program and a state-developed tutoring program. We examine the characteristics of students participating in each program, the effects of participation on student achievement, and the program features that are associated with improved achievement.     

美国“钢都”匹兹堡转型战略及政策初探

面对严重的工业萧条,匹兹堡制定了全面转型道路。在转型过程中,公私各界共同努力贯彻全面转型的战略。本文主要考察以下几个重点领域：基础设施建设;人力资本的培育;休闲和娱乐设施的改善;高技术经济的发展。     

Matters of Form: Questions of Race,Identity, Design,and the U.S. Census

This case examines how functionalist approaches manifest culturally based on users’ contexts. The authors conduct a critical visual semiotic analysis of the race and Hispanic origin questions on the 2010 U.S. Census form, demonstrating how incongruities in design potentially harm people. This demonstrates a need for adding critical analyses to design and research and it refocuses the Society for Technical Communication’s value of promoting the public good on to design and documentation in order to fight injustice.     

Winch,Christopher, and Gingell,John. 1999. Key Concepts in the Philosophy of Education. London: Routledge.

International Review of Education -     

第56届分析化学和应用光谱学匹兹堡会议综述

第56届分析化学和应用光谱学匹兹堡会议(56th Pittsburgh Conference on Analytical Chemistry andApplied Spectroscopy 2005,简称PITTCON2005)于2005年2月27日———3月4日在美国奥兰多OrangeCountry Convention Center举行.此次大会主席是Charles Perry博士,并由Daniel A.Wilson博士任会长,Kurt S.Rothenberger博士担任会议技术节目编排主席,Edward P.Ladner为展览会负责人.此次会议约有3 000位共来自不同国家的学术界和工业界专家,其中包含168位学术界著名学者.会议收到1 000篇学术论文,其中100篇含27个不同主题的演讲报告(…     

Writing in the Health Professions. Barbara A. Heifferon. New York: Longman, 2005. 315 pp.: Health and the Rhetoric of Medicine. Judy Z. Segal. Carbondale,IL: Southern Illinois University Press, 2005. 217 pp

Technical writing instruction often operates in isolation from other components of students' communication education, partly as a consequence of assessment practices that lead to a narrow perspective. We argue for altering this isolation by moving writing instruction into a position of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Two models of technical writing instruction, centralized and diffused, are discussed, and we show how outcomes-based assessment provides for the change in perspective we seek.