Getting Them There,Keeping Them There: Benefits of an Extended School Day Program for High School Students

Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the existing literature by examining school attendance, credit attainment, and standardized reading and math scores in a group of students at risk of academic failure who participated in extended school day programming. The study compared their outcomes to those of a group of demographically similar students who did not participate in the program. The extended school day program is provided within a full-service Schools Uniting Neighborhoods (SUN) Community School (CS) in the Portland, Oregon metropolitan area. Results suggest an advantage for SUN students in terms of better school attendance and earning credits toward graduation, but not in terms of standardized test scores. Implications for future research and extended school day policy are discussed.     

The impact of peer support schemes on pupils' perceptions of bullying,aggression and safety at school

The research was carried out in four secondary schools, two with a peer support system and two without, and involved a total of 931 pupils (49.5% males and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aims were: to compare the perceptions of safety on the part of older and younger pupils in secondary schools with and without a system of peer support in place; to find out if there are differences in perceptions of safety within peer support schools on the part of those who are aware of the existence of a peer support service in their school and those who are not aware; and to find out if pupils in peer support schools are more likely to tell someone about school violence and bullying than those in schools without peer support. The results indicate very little difference between pupil perceptions of safety in schools with and schools without a peer support system in place. In fact, older pupils in the schools without peer support responded that they felt safer than pupils in schools with a peer support system in toilets and lessons. However, within the peer support schools there were significant differences in perceptions of safety between the substantial minority of pupils who were unaware that their school had a peer support system and those who were aware of it. The pupils who were aware felt safer in lessons, perceived school as a friendlier place to be, and worried significantly less about being bullied in comparison with those who were unaware. They were also much more likely to tell someone when bad things happened at school. The results are discussed in the light of previous research in the field and some recommendations are made for the practice of peer support.     

Tweens' conceptions of privacy online: implications for educators

There is considerable debate about young people's concern for privacy today, given their frequent use of social media to share information and other content about themselves and others. While researchers have investigated the online privacy practices of teens and emerging adults, relatively little is known about the attitudes and behaviors of younger youth. Drawing on interviews with 42 middle school students, or ‘tweens’, we explore how youth in this age group think about and manage privacy issues online, as well as the messages they report hearing from educators about online privacy. Our findings suggest that most tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online. Further, tweens' online privacy concerns are considerably broader than the ‘stranger danger’ messages they report hearing from teachers. We discuss the educational implications of these findings.     

Cooperative e-Book Cataloging in the OhioLINK Library Consortium

Since 2004, members of OhioLINK's Database Management and Standards Committee have worked together to produce and distribute bibliographic records for over 44,000 electronic books. Using historical evidence, as well as the personal experience of key personnel, this article examines the ways in which division of labor, cataloging standards, and procedures are negotiated within the consortium. Two case studies illustrate the ways in which cooperative e-book cataloging projects are created, developed, and adapted in response to changing circumstances. Challenges to current practices are discussed, and recommendations are offered to other libraries and consortia preparing to embark on cooperative cataloging projects.     

科技期刊加快信息传递速度的尝试

缩短刊期、加快科技信息的传递速度,是目前许多科技期刊的强烈愿望.在可行性分析的基础上,实事求是地介绍缩短刊期(将月刊改为半月刊)以后所取得的效果以及所带来的弊端和面临的挑战.     

凯莉·诺克斯：新生代独臂“维纳斯”

娱乐圈和时尚界最不缺的就是新面孔,问题的关键在于这些新人能否在人们心中留下深刻印记,从此一步步走出自己的天空。回首2008,有那么一个与众不同的身影,让人忍不住想起米罗的断臂维纳斯,缺不能为美?看看以下这个让人有所触动的故事吧——     

The preparation of school psychologists for crisis intervention

School psychologists (N = 276, 81% return rate) were surveyed regarding the following aspects of crisis intervention: (a) university preparation, (b) continuing professional development, and (c) current involvement with school crisis plans and crisis teams. Of those receiving university training, 58% believed they were minimally prepared or not at all prepared to deal with school crises. Only 2% reported being well prepared or very well prepared. Data analyses indicated increased university training in recent years, particularly with practicum/internship experiences related to crisis intervention. Approximately 81% of school psychologists participated in local training for crisis intervention as part of continuing professional development. Although 91% of school psychologists worked in districts with crisis plans in place, only 53% participated on crisis teams. Suicide, violence, and school district crisis plans were recommended as high priority topics for future academic training. © 2002 Wiley Periodicals, Inc.     

Exploring How to Model Formative Assessment Trajectories of Posing‐Pausing‐Probing Practices: Toward a Teacher Learning Progressions Framework for the Study of Novice Teachers

A robust body of evidence supports the finding that particular teaching and assessment strategies in the K‐12 classroom can improve student achievement. While experts have identified many effective teaching and learning practices in the assessment for learning literature, teachers’ knowledge and use of “high leverage” formative assessment (FA) practices are difficult to model in novice populations. By employing advances in construct modeling, the theoretical underpinnings of learning progressions research, and four principles of evidence‐centered design, teacher educators along with psychometricians can test hypotheses about teacher learning progressions. Utilizing an FA moves‐based framework, the article examines how beginning teachers’ posing, pausing, and probing practices align with five key strategies of FA. Examples of construct maps, instructional tasks, and turns of talk analysis using scoring guides are provided from an empirical study of novice science preservice teachers in a high‐needs school district.     

《金枝欲孽》红过《大长今》

早前《金枝欲孽》在香港播映时,收视屡创高峰,平均收视达 32点,收看人数超过260万人, 剧中角色成为大家谈论的话题, 两位主角黎姿和林保怡更凭此剧在TVB台庆颁奖典礼中勇夺“年度我最喜爱的男女主角”大奖。《金枝欲孽》除了在香港好评