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Many educators believe that the goal of equity is far from being achieved given the dilemmas faced by today's inner city public schools. The authors examine the potential of Temple University's Professional Development School Partnership, a collaborative project with the School District of Philadelphia, to facilitate educational equity within an urban center. Current understandings of the construct of equity are identified and used to explore the possibilities and challenges of striving for equity in the urban center. The development of this partnership documents growth into a more inclusive, expansive, and collaborative style of working together. A closer look into this process is provided by an in-depth discussion of two essential components of the partnership, namely, its culturally responsive process and its objective of transforming the teaching and learning conditions of schools. It is argued that school systems need to look critically at their own educational resources as well as policies and practices to guarantee that they genuinely promote participation and achievement of all students. In essence we contend that there cannot be equity without the assurance that students will achieve to their fullest potential. 相似文献
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Maureen J. Reed Deborah J. Kennett Tanya Lewis Eunice Lund‐Lucas Carolyn Stallberg Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400
Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills. 相似文献
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This small‐scale study explores a group of English parents' perceptions of their relationships with their child's nursery school and, after the transition to Reception class, their primary school. It references current research and literature on the issues of transition and the role of parents in their children's education. Findings from semi‐structured interviews with parents, and with the children's key workers, were analysed for emergent themes. Parents felt very positively about their relationship with their child's nursery, and that they were fully involved in, and informed about, their child's learning. However, the transition to school heralded a change in their relationships. Most parents felt that they had a more distant and less reciprocal relationship with their child's teacher than they had had with their key worker at nursery. The paper concludes with recommendations for further research. 相似文献
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Empathy Is Associated With Dynamic Change in Prefrontal Brain Electrical Activity During Positive Emotion in Children 总被引:1,自引:0,他引:1
Sharee N. Light James A. Coan Carolyn Zahn-Waxler Corrina Frye H. Hill Goldsmith Richard J. Davidson 《Child development》2009,80(4):1210-1231
Empathy is the combined ability to interpret the emotional states of others and experience resultant, related emotions. The relation between prefrontal electroencephalographic asymmetry and emotion in children is well known. The association between positive emotion (assessed via parent report), empathy (measured via observation), and second-by-second brain electrical activity (recorded during a pleasurable task) was investigated using a sample of one hundred twenty-eight 6- to 10-year-old children. Contentment related to increasing left frontopolar activation ( p < .05). Empathic concern and positive empathy related to increasing right frontopolar activation ( p s < .05). A second form of positive empathy related to increasing left dorsolateral activation ( p < .05). This suggests that positive affect and (negative and positive) empathy both relate to changes in prefrontal activity during a pleasurable task. 相似文献
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Carolyn Swain 《Literacy》2010,44(3):131-136
This article explores the discourses of power prevalent in classrooms through considering the nature of critical response and the role of reflective group talk in negotiating meaning in children's magazines. It shares the findings from a small‐scale research project, which explored the potential of guided reading to develop critically literate response to text and reports on a case study involving two groups of pupils from broadly similar primary schools. A critique of guided teaching is offered and it is argued that while on some levels the model seems an effective vehicle for fostering critical response, its inherent power structures bring into question the validity of its role in facilitating independent critical thought. 相似文献
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Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth 总被引:2,自引:0,他引:2
Bridget K. Hamre Laura M. Justice Robert C. Pianta Carolyn Kilday Beverly Sweeney Jason T. Downer Allison Leach 《Early childhood research quarterly》2010
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively. 相似文献
80.
Associations Between School Readiness and Obesity‐ and Inflammation‐Related Biomarkers in Low‐Income Preschoolers Within the Healthy Kids Study
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Carolyn Sutter Lenna L. Ontai Mical K. Shilts Louise Lanoue Lindsay H. Allen Marilyn S. Townsend 《Mind, Brain, and Education》2018,12(1):28-38
Previous research suggests obesity is negatively related to cognitive functioning and academic outcomes in addition to physical health. However, not much is known about this association in early childhood or potential physiological underpinnings. Biomarkers related to obesity have been associated with cognition, in particular the adipokine leptin, and pro‐inflammatory cytokines including interleukin‐6 (IL‐6), tumor necrosis factor‐alpha (TNF‐alpha) and C‐reactive protein (CRP). These associations may be further exacerbated for children who experience early life stress. With a sample of low‐income preschoolers, the current study examined associations between obesity‐related biomarkers and aspects of behavioral and cognitive school readiness. Partial correlations controlling for child age show hypothesized negative associations between pro‐inflammatory cytokines and school readiness, while leptin was positively associated with cognitive school readiness and body mass index (BMI) z‐score. Findings suggest connections between obesity, physiology, and school readiness need further examination, but may have implications for early childhood education and health interventions. 相似文献