CONSTRUCT VALIDITY EVIDENCE FOR BRACKEN SCHOOL READINESS ASSESSMENT,THIRD EDITION,SPANISH FORM SCORES

Convergent and discriminant validity evidence was examined for scores on the Spanish Record Form of the Bracken School Readiness Assessment, Third Edition (BSRA‐3). Participants included a sample of 68 Hispanic, Spanish‐speaking children ages 4 to 5 years enrolled in preschool programs in Puerto Rico. Scores obtained from the BSRA‐3 Spanish Record Form were compared with scores from the Nonverbal Index of the Kaufman Assessment Battery for Children, Second Edition, and the Preschool and Kindergarten Behavior Scales, Second Edition. As expected, the correlation between school readiness scores and nonverbal intelligence was significant and moderate in the positive direction and the correlations between school readiness scores and behaviors were low. Discriminant validity evidence for BSRA‐3 scores was demonstrated using Steiger's Z test to compare correlations of similar and dissimilar constructs. As hypothesized, significant results emerged.     

DIMENSIONALITY AND MEASUREMENT INVARIANCE OF A SCHOOL READINESS SCREENER BY ETHNICITY AND HOME LANGUAGE

This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP) when used to rate the school readiness of children from different ethnic backgrounds (Latino or White, non‐Latino), as well as from households where a different language was predominant (Spanish or English). Teachers rated the readiness of 9,335 children during the first month of kindergarten in four ethnically diverse, medium‐sized school districts in central California. From the total sample, two overlapping subsamples (S1 and S2) were identified. First, a series of confirmatory factor analyses were conducted with S1 (n = 7,787) to examine the dimensionality and measurement invariance of the KSEP with children who identified as either Latino or White at the time of kindergarten enrollment. Next, the same set of analyses were replicated with S2 (n = 9, 234) to examine whether results held for students from households where the primary language spoken was Spanish or English. Results yielded evidence supporting a two‐factor structure encompassing social‐emotional and cognitive dimensions of children's readiness. In addition, results showed the KSEP exhibited measurement invariance across student ethnicities (Latino/White) and home languages (Spanish/English). The results of this study provide psychometric evidence that is particularly important for a universal school readiness screener.     

READINESS AND ATTITUDES AS INDICATORS FOR SUCCESS IN COLLEGE CALCULUS

This study examined student indicators for success in entry-level college calculus. An attitude toward mathematics inventory, course performance, readiness assessment, and student interviews were used to determine characteristics and behaviors of students who succeeded in the course. In addition to student indicators, difficult topics and suggestions for improvement in the course structure were identified. While the focus of this study was on student indicators, the analyses of instructor interviews were included in order to compare their views with those of the students. The quantitative analyses showed that high school grade point average and the Calculus Readiness Assessment had positive significant correlations with course performance. The strongest positive significant correlation, however, was between attitude (Attitudes Toward Mathematics Inventory overall and confidence subscale) and course performance.     

THE RELATIONSHIPS BETWEEN SCHOOL INSPECTIONS, SCHOOL CHARACTERISTICS AND SCHOOL IMPROVEMENT

ABSTRACT:  The effects of school inspections on school improvement have been investigated only to a limited degree. The investigation reported on in this article is meant to expand our knowledge base regarding the impact of school inspections on school improvement. The theoretical framework for this research is partly based on the policy theory behind the Dutch Educational School Supervision Act (the latter includes assumptions about how school inspections lead to school improvement). Interviews and a survey with school inspectors gave insight into how school inspectors implement the Supervision Act and how they assess schools, and stimulate schools to improve. The results of ten case studies showed that all schools started to improve after a school visit. The innovation capacity of the school and the school environment do not seem to contribute to school improvement after school inspections. No effects were found on school-improvement processes of the number of insufficient scores that schools received from inspectors, the extent of feedback and suggestions for improvement, and the number of agreements. The provision of feedback about weaknesses, the assessment of these weak points as unsatisfactory, and the agreements between an inspector and the school regarding improvement activities do appear to make a difference in promoting school improvement.     

"办人民满意的学校"-一个关于中小学校的民众满意度调查

本研究根据在上海、大连、成都、西安和深圳五个城市进行的近5000户居民的随机抽样调查,分析了我国城市居民对于教育服务的满意度及其影响因素。关于"办人民满意的学校",我国城市民众对于现实的评价总体来说是比较正面的,这表现在对于学校较高的家长满意率。这一研究也表明,学校收费和入学政策导致了公众较大的不满,同时公众意见的表达和投诉的制度不健全、不有效。在对于学校评价的各个方面,不同收入群体之间存在着差异,而这一研究的最重要发现是社会弱势群体在得到公共服务过程中有着多维度的"弱势"。他们得到的公共服务是质量较低的,同时他们还有严重的"信息弱势"和"表达弱势";富有人群掌握更多的教育服务信息,也更加有可能通过制度化的渠道进行意见表达。     

学校管理应当重视校风建设

校风是学校向社会敞开的大门，人们通过这道大门，可以评价学校管理水平的高低，教育教学质量的好坏，同时也可以鉴别一所学校的优劣。校风是一种无形的校纪、校规，对学校的师生员工有一种强大的约束力，对学校管理有积极的意义。因此，学校管理要重视校风建设。     

SCHOOL TIME

1.High schools in the USAFor most American teenagers life in an American high school is animportant and exciting experience.Most American teenagers start theirhigh school when they are fourteen and graduate at eighteen,when theycan go to work or continue studying at university.High school is not only a place to study and learn,it is also a place where students can takepart in many sports and enjoy a varied(多样的)social life.     

新学年章程

暑假结束,孩子又迎来了新学期、升入了新班级。这时,他会意识到自己又长大了,同时又很想知道自己应该怎么样。这就需要家长给孩子以帮助。 生活自理能力 随着升班,孩子们在生活自理方面,面临许多新的要求,家长应根据自己孩子的年龄,选择适合他们做的事,鼓励孩子自己动手。 小班的孩子,家长要让他学会自己吃饭,自己穿脱鞋子和衣服,自己如厕,自己睡觉等。     

双流中学 1940-2020

1940年,双流中学在抗战烽火中诞生。八十载栉风沐雨,学校秉持“规范?人本”的办学理念,追求“平民本色、精英气质、民族情怀、国际视野”的育人目标,弘扬“厚德励志、求真笃行”的校训,力倡“言则成文、动则成德”的校风,三雅文化引领品牌发展。建筑古朴、设施现代、人文厚重、质量一流的西部名校双流中学正阔步前进,续写新时代教育的壮丽篇章!近年高考,双流中学培养了2名省状元,41名市、区高考状元。     

SCHOOL AND READING

The purpose of this column is to keep religious educators abreast of the relevant significant research m the general field, of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 32, Number 1, February 1958.     

渊声巷小学

南京市渊声巷小学建于1948年,地处鼓楼中央地带。著名书法家武中奇考察学校后的题词"读书、明理、做人、成材",成为渊小海纳渊积、厚载博发的校训。学校以迎春花为象征物,开展系列的人文教育活动,在摄影活动、读书习惯、口语教学、篮球普及、游泳健身等领域摸索一条路途,让生活融入主题,用知识守护生命,取得了优异的成绩。     

承德市实验小学

承德市实验小学直接隶属于教育局，始建于1949年其前身是承德市师范附属小学。在长期的办学历程中学校孕育了优良的传统和丰厚的化底蕴。多年来学校的教育质量和办学水平享誉热河大地。学校占地面积15974m^2建筑面积12292m^2现有46个教学班，158名教职工，3000多名在校生。