Lessons Learned from the First Year of an Urban Charter School

This prospective, longitudinal study showed that an intense educational program significantly improved academic performance in underserved students who were selected solely for their desire to participate in the program and their parents' willingness to support them. Mean performance in six representative components of the Woodcock-Johnson Tests of Achievement–Revised improved at a rate that substantially exceeded one year for each year in the program. During three years of attendance, performance levels increased from below to more than two years above grade level.     

First Things First: Developing Academic Competence in the First Year of College*

Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2 years of college (Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco: Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it to their second year at the institution where they began. This study, part of a national effort to transform how colleges and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students’ development of academic competence in their first year of college. *Paper presented at the meeting of the Association for Institutional Research, June 6, 2005 San Diego, CA. This study was supported by grants from the Atlantic Philanthropies and the Lumina Foundation for Education to the Policy Center for the First Year of College, Brevard, NC. The opinions expressed herein do not necessarily reflect the opinions or policies of those foundations or the Policy Center, and no official endorsement should be inferred.     

Action Research Experiences for Scholarly Practitioners in an Online Education Doctorate Program: Design,Reality, and Lessons Learned

The purpose of this paper is to present the design and techniques used by the Educational Technology program at the University of South Carolina to prepare scholarly practitioners with action research methods in an online doctoral program. With an emphasis on students’ local contexts, we will describe the design of experiences and our lessons learned. This paper could aid higher education faculty, administrators, and educators that train scholarly practitioners who engage in scholarship to improve practice.     

Providing Intellectual Resources Through Technology to Transnational Virtual Universities: Good Practice and Lessons Learned from World-class Examples

A new class of post-secondary education has emerged in recent years—the virtual university—in which educational opportunities are delivered worldwide without regard to time constraints or location. Supporters of virtual and transnational learning environments abound as do those who question asynchronous on-line learning for its alleged impersonal nature. They note the limitations of its enabling technologies, and contend that such traditional instructional supports as access to physical libraries are shortchanged or non-existent. This article explores some of the issues surrounding library and information technology support for virtual learning environments through a focus on four models, each illustrated by a world-class example, that demonstrates good practice. The article concludes with observations on the mutual need that virtual and physical libraries have, one for the other.     

美国教师入职教育项目的差异性、核心要素和启示

美国50个州政府教育部都有面向刚取得教师执照并开始在学校任教的新任教师提供的入职教育项目,但这一项目的具体内容和实施程度在各州之间差异颇大。高质量的教师入职教育需要有充足的资金保障,保证项目的长度及强度,有统一的项目标准,保证导师质量以及积极推动导师与新教师的交流合作,同时应建立项目评估系统以求及时观察新教师教学能力的进展和评判项目有效性及影响力。     

Undermatching and Noncognitive Development during the First Year of College: A Longitudinal Study of College Students in the Netherlands

Research in Higher Education - The study focuses on the phenomenon of “undermatching” in relation to the development of noncognitive attributes during the first year of college....     

生命的第一年——斯皮茨的自我心理学理论与实践

斯皮茨是精神分析自我心理学的重要发展者.他的理论主要针对生命头两年,尤其是第一年的婴儿,将其间发生的微笑反应、陌生人焦虑和摇头说"不"作为心理发展的三个指征,以此来描述自我与客体关系的发展过程.在此基础上探讨了婴儿两种心理病理学,并提出依恋性治疗方法.尤为可贵的是,他将精神分析的临床观察法和实验法相结合,同时积极采用测验法和电影方法,进一步推动了精神分析向正常心理学发展.     

Parent and Student Voices on the First Year of the DC Opportunity Scholarship Program

In January 2004 President Bush authorized the DC School Choice Incentive Act, an initiative funded at $14 million that created a scholarship program providing 1,700 low-income Washington, DC, children the opportunity to attend participating K–12 nonpublic schools in the district. In addition to offering opportunities to participating children, the DC Opportunity Scholarship Program opens a door for examining the implications when more families are given the opportunity to select private schools for their children. This article reviews the results of a qualitative assessment aimed at understanding how families experienced their first year in the program. Referencing direct quotes from families that took part in focus groups, we address the following areas of participants' experience: reaction to the choice opportunity, motivation for participation, what was valued in schools, how information was received, selection of final school, reaction to new school environment, parent responses to new challenges, student–school responses to new challenges, financial policies, and overall satisfaction. Each section contains family responses juxtaposed with popular literature on school choice. This report is the first in a series that will monitor the experiences of families during the first 5 years of this program.     

Building Full-Service Schools: Lessons Learned in the Development of Interagency Collaboratives

Although the history of clinical–school–community collaboration can be traced back to the end of the 19th century, the full-service school movement represents a new era in the quest for more effective ways to deliver human services to children. Building on the personal experience of the authors and the literature concerning the development of integrated service delivery systems, this article outlines conceptual, administrative, fiscal, legal–ethical, and practical issues that can hinder local efforts to develop full-service schools. The systematic analysis of potentially negative influences is presented as something that must be pursued by educational and psychological consultants so that, as the next millennium begins, they will be in a position to help local working groups develop interagency collaboratives that more effectively integrate school and human service systems, increase service use, and promote positive developmental outcomes for children living in high-risk situations.     

Implementation and Evaluation of a Condom Availability Program on a College Campus: Lessons From the Field

The U.S. Centers for Disease Control and Prevention advocate access to condoms as a critical sexual health prevention strategy. The purpose of this article is to discuss the implementation and evaluation of a condom availability program using dispensing machines in residence halls at a Midwestern U.S. university. Undergraduate students (N = 337) living in on-campus housing participated in a survey about their utilization of condom dispensers at the beginning and end of three academic years (2008–2009, 2009–2010, and 2010–2011). Questions also addressed students' attitudes toward the condom dispensers and related sexual behavior. Results indicated that the presence of condom machines did not increase rates of sexual activity (a concern of university administrators), but there was also no improvement in rates of unprotected sex. Overall, students reported high levels of satisfaction with the condom availability program. Implementation challenges are discussed and recommendations for universities and colleges wishing to execute similar programs are provided.     

Implementation Quality: Lessons Learned in the Context of the Head Start REDI Trial

This study uses data collected in the intervention classrooms (N = 22) of Head Start REDI (Research-based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children's social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support. Multiple dimensions of implementation (Dosage, Fidelity, Generalization, and Child Engagement) were assessed across curriculum components. Results indicated that REDI Trainers perceived significant growth in teacher implementation quality over time but that patterns differed by implementation dimension. Dosage and Fidelity of all intervention components were high at the beginning of the year and remained so over time while Generalization was low at baseline but increased significantly across the year. Variation in implementation was associated with variation on several child outcome measures in the social-emotional domain but not in the language and literacy domains.     

高校课堂研究性教学程序的设计与实践

积极推进高校研究性教学改革,不断提升大学生的实践能力和创新能力,已成为高校教师的共识。但是,其实施过程仍然缺乏具体的程序指导或实践模式。课题组开展的“高校研究性教学理论与实践模式的研究”,对于解决这一问题具有重要意义。研究表明：确立教学目标,分解学习内容,建立研究性小组,组织成果展现,引导学习深入,实施学习评价,组织教学反思应成为研究,挂教学实践程序的主要内容。     

Rethinking Home-School Partnerships: Lessons Learned from Latinx Parents of Young Children During the COVID-19 Era

Early Childhood Education Journal - The COVID-19 pandemic has greatly impacted families from low-income backgrounds. The shift to remote learning has required parents with preschool-age children to...     

The Benefits of Intergenerational Learning in Higher Education: Lessons Learned from Two Age Friendly University Programs

This article focuses on the role of universities in the promotion of intergenerational learning and the facilitation of reciprocal sharing of expertise among learners of all ages. The principles of the Age Friendly University are used as a particular lens for interpreting two university programs, one in the United States and one in Ireland. Though different in operational implementation, core commonalities emerged within the nature of benefits to younger learners, older learners, the university, and the community. A review of these benefits illustrates how universities can provide opportunities for older and younger learners to co-create experiences and mutually enrich each other’s lives.     

高职院校教师说课竞赛方案设计与实践

以高职院校教师说课竞赛活动为背景,依据课程标准,按照基于工作过程的课程观设计教师说课方案,目的是更新教师教育理念,转变教育思想,检验教师及团队的教学能力、学习能力、教育教学研究能力、指导学生实际工作的实践技能及社会联系与沟通的能力,从而进一步提升高职教师课程开发能力、专业教学能力和专业实践能力。     

新时期大学新生思想道德状况探究

通过对柳州师范高等专科学校新生思想道德状况的调查分析,认为大学新生的思想道德是健康向上的,但也存在一些值得引起重视的问题,必须进一步加强高校的思想政治教育以及德育建设.     

“经世致用,和而不同”：当代大学文化精神

“经世致用,和而不同”作为大学校训,蕴含着丰富的教育哲学思想,体现了当代大学应具有的文化底蕴。深刻理解这种精神的育人功能,努力培育这种文化精神,着力提升当代大学的文化品位,增强大学教育的生机和活力,是时代赋予大学教育工作者的历史责任。     

儿童早期发展入户项目和公共政策:巴西经验

在整个生命周期中,生命系统的早期奠定了生物有机体各方面内外功能的基础,是大脑可塑性最强的时期。相较于后期的投资,生命早期的投资具有最高的社会回报。世界各国已经意识到制定儿童早期发展政策的重要性。处于中等收入水平的巴西政府作为大力推动儿童早期发展项目的先行者之一,发起了一个具有开拓性的儿童早期发展项目——PIM (Primeira Infancia Melhor或Better Early Childhood)项目,之后在该项目的基础上又启动了一项全国性的儿童早期发展项目,即"快乐儿童项目"(Programme Crianca Feliz),并承诺为该项目提供大量资金的保证,成立专门的政府部门来资助和推广这个项目。巴西政府在早期儿童发展项目上,有着长达15年的项目经验及与之相关的公共政策经验,特别是其入户模式的项目经验以及全国各州政府部门的跨部门协作方式和经验值得关注。具体来说,可以概括为以下三点:第一,国家和地方政府的联盟。这种联盟是基于地方的具体特点和需要,由国家长期提供技术和财政资助,然后通过行动的协调来取得项目预期的结果。同时,与多边机构加强合作,促进成功经验在特定领域内的交流和传播,从而强化干预方案。第二,社区参与的关键性。社区参与能够促进家庭的参与,促进人们对儿童早期发展的认识,并且建立一个共同努力的网络。第三,家庭的核心性。家庭是儿童早期发展项目实施成功的核心要素,充分重视以家庭为核心的项目实施导向。