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21.
Abstract This article describes the findings of studies conducted on a large-scale, classroom-based performance assessment of literacy for the early grades designed to provide information that is useful for reporting, as well as teaching. Technical studies found the assessment to be a promising instrument that is reliable and valid. Follow-up studies of the assessment's use point to its positive impact on teachers' practice and on school and district policies. The studies' findings suggest that classroom-based performance assessment can be a viable accountability, as well as instructional, tool, capturing a range of students' abilities in a range of formats, and that use of such an assessment has the potential to enhance teachers' knowledge about literacy and their abilities to effectively support students' learning. 相似文献
22.
Beverly L. Welhan Ruth A. Benfield 《Community College Journal of Research & Practice》2013,37(11):897-898
Responding to an impending health crisis due to a national nursing shortage, Montgomery County Community College increased nursing admissions by 50% and graduates by 51% through implementing a Continuous Nursing Program (CNP). Through implementing three 14-week semesters per year, the CNP uses an accelerated timeframe while maintaining a nonaccelerated program design. 相似文献
23.
Beverly J. Wilson Siobhan Fernandes-Richards Cyrena Aarskog Teresa Osborn Darla Capetillo 《Early education and development》2007,18(2):201-222
Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate their emotions explained significant variance in their social problems after controlling for their developmental status. In addition, emotion regulation partially mediated the relationship between children's developmental status and their social problems. These results suggest that emotion regulation plays a significant role in the social problems of boys with developmental delays. Furthermore, increasing the emotional competence of these children may facilitate their peer relationships and, ultimately, their school adjustment. 相似文献
24.
Beverly Bell 《Research in Science Education》1987,17(1):244-252
Summary Science education in New Zealand continues to have a strong research base and now development work has begun that is modelled
on a view of how people learn and which is supported by the curriculum development of the wider Ministerial Review. 相似文献
25.
Tonika Duren Green Beverly Booker Ammah Nola Butler-Byrd Regina Brandon Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547
In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research. 相似文献
26.
Register refers to the variety of language that is appropriate for a particular situational context. This study examines young children’s development of register switching expertise as they become independent readers. Participants were 17 first graders identified by their classroom teachers as at-risk readers and admitted into an early literacy intervention program called Reading Recovery. At both the beginning and end of Reading Recovery, each child was asked to share a story about a personally relevant topic in a face-to-face, conversational context and then dictate that same oral tale as an autonomous/written text intended for a reader audience. The 68 texts (34 oral and 34 written) were analysed for their use of register-appropriate cohesive linguistic choices. It was found that as these at-risk children grew from emergent to independent, strategic readers, they were concurrently developing skills in constructing written register texts by recontextualising the cohesion language patterns in their oral register texts. It is suggested that developing expertise in register switching may compose part of the process of learning to read and write. This finding is discussed in the light of relevant literacy and educational research. 相似文献
27.
Frank C. Worrell Beverly J. Vandiver Marley W. Watkins 《Psychology in the schools》2001,38(3):207-215
In this study, the factor structure of the Learning Behavior Scale (LBS; McDermott, Green, Francis, & Stott, 1999) was examined in an independent sample of 257 elementary school students. The LBS is a 29‐item, four‐factor scale on which teachers rate students' positive and negative learning behaviors. The results indicated that the internal consistency of the total LBS scores and the scores on two subscales (Competence Motivation and Attitude Toward Learning) were high enough for individual decision making, whereas the reliability estimates of scores on the Attention/Persistence and Strategy/Flexibility subscales were appropriate only for research or screening purposes. Factor analyses extracted factors similar to three of the factors on the LBS (Competence Motivation, Attitude Toward Learning, and Strategy/Flexibility), and suggested that the fourth factor (Attention/Persistence) may benefit from additional study. In general, the results indicate that the LBS may be a useful tool for examining students' learning behaviors. © 2001 John Wiley & Sons, Inc. 相似文献
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29.
Zachary Hawes Michelle Cain Shelly Jones Nicole Thomson Cristol Bailey Jisoo Seo Beverly Caswell Joan Moss 《Mind, Brain, and Education》2020,14(1):71-80
The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice. 相似文献
30.
Tiberio Garza Margarita Huerta Tracy G. Spies Rafael Lara-Alecio Beverly J. Irby Fuhui Tong 《International Journal of Science and Mathematics Education》2018,16(8):1499-1519
Academic language is critical for English learners (ELs) to succeed in the science classroom. This study analyzed the instructional practices centered around academic language taking place in eight, fifth-grade classrooms during a grant-funded project. Observational data collected through a classroom observation instrument were analyzed to describe and compare the instructional practices occurring in treatment and control classrooms when teachers and students used academic language. Our findings show both treatment and control classrooms using academic language during the course of the intervention study, but the instruction looked markedly different in each setting. These differences provide valuable insight for practitioners and researchers concerned with the academic language development of ELs in science classrooms. 相似文献