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51.
Dominic F. Gullo 《Early education and development》1991,2(1):32-39
While there has been a number of studies examining the effects of preschool as intervention for children of economic poverty and special needs children, there has not been research examining the effects of preschool education for the general population of children. The purpose of this study was to determine the effects of years of preschool, gender, and at-risk status on children's readiness for first grade. 4539 children participated in the study. 104 children started public school at three-years-old (K3), 1234started school at age four (K4) and 3201 started at age five. At-risk status was determined using the Cooperative Preschool Inventory (Caldwell, 1974) and first grade readiness was determined using the Metropolitan Readiness Test (MRT; Nurss & McGauvran, 1974). Results of the analyses indicated that children who entered the public school preschool program at K3 or K4 scored significantly higher on the MRT than children who entered at K5. Additionally, the findings indicated that if children started at K3, by the end of kindergarten there was no difference between the at-risk and not-at-risk children's scores on the MRT. This was not true for the K4 or K5 groups. The discussion focuses on two issues. First, the relationship between the benefits of preschool and continuity of programs, and second, that “regular” preschool education may serve as intervention for those children who require it, if attended long enough. 相似文献
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An important part of test development is ensuring alignment between test forms and content standards. One common way of measuring alignment is the Webb (1997, 2007) alignment procedure. This article investigates (a) how well item writers understand components of the definition of Depth of Knowledge (DOK) from the Webb alignment procedure and (b) how consistent their DOK ratings are with ratings provided by other committees of educators across grade levels, content areas, and alternate assessment levels in a Midwestern state alternate assessment system. Results indicate that many item writers understand key features of DOK. However, some item writers struggled to articulate what DOK means and had some misconceptions. Additional analyses suggested some lack of consistency between the item writer DOK ratings and the committee DOK ratings. Some notable differences were found across alternate assessment levels and content areas. Implications for future item writing training and alignment studies are provided. 相似文献
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Claire F. Smith;Danya Stone;Ross Munro;Aiden Jayanth;Catherine M. Hennessy;Dominic O'Brien;Camilla Ingram;Geetika Ail;Michael Koenig;Laura Arnold;Matthew Bemment;Malcolm Johnston; 《Anatomical sciences education》2024,17(4):749-762
Recently, there has been an emphasis on keeping the study of anatomy using donor material confined to the domain of medical and allied healthcare professionals. Given the abundance of both accurate and inaccurate information online, coupled with a heightened focus on health following the COVID-19 pandemic, one may question whether it is time to review who can access learning anatomy using donors. In 2019, Brighton and Sussex Medical School (BSMS) obtained a Human Tissue Authority Public Display license with the aim of broadening the reach of who could be taught using donor material. In 2020, BSMS received its first full-body donor with consent for public display. Twelve workshops were delivered to student groups who do not normally have the opportunity to learn in the anatomy laboratory. Survey responses (10.9% response rate) highlighted that despite being anxious about seeing inside a deceased body, 95% felt more informed about the body. A documentary “My Dead Body” was filmed, focusing on the rare cancer of the donor Toni Crews. Viewing figures of 1.5 million, and a considerable number of social media comments highlighted the public's interest in the documentary. Thematic analysis of digital and social media content highlighted admiration and gratitude for Toni, the value of education, and that while the documentary was uncomfortable to watch, it had value in reminding viewers of life, their bodies, and their purpose. Fully consented public display can create opportunities to promote health-conscious life choices and improve understanding of the human body. 相似文献
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Michael Simpson Dominic A. Carone William J. Burns Traci Seidman Doil Montgomery Alfred Sellers 《Psychology in the schools》2002,39(5):515-524
The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc. 相似文献
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NHS knowledge and library staff are a highly specialist workforce delivering an economic benefit of £77 million per annum to the health service in England. To achieve their full potential and meet the changing needs of the NHS, it is vital that the workforce remains up to date through the continuing development of their skills, knowledge, and behaviours. This article outlines the work of Health Education England to gain Chartered Institute of Library and Information Professionals (CILIP—The Library and Information Association) quality accreditation for the short course offers delivered through the NHS Knowledge for Healthcare Learning Academy. It summarises the benefits of this accreditation for Health Education England, for employers, and for knowledge and library staff participating in the short courses. Learning points from the experience of the accreditation process are described and shared. 相似文献
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The Sterkfontein Caves UNESCO World Heritage site represents one of South Africa’s most valuable cultural heritage resources and is one of the world’s most prolific palaeoanthropological sites with its fossiliferous deposits spanning the last 3.5 million years. One of the most famous fossil-bearing deposits at Sterkfontein is the 2.5 million-year-old Member 4. This is the world’s richest Australopithecus-bearing deposit and has yielded iconic fossils like StS 5 – Mrs Ples, StW 53, two partial skeletons, and two species of Australopithecus. After 80 years of research, Member 4 continues to provide crucial evidence for human origins research. Over the last 35 years, since excavation of the Member 4 started exposing the walls of the deposit, their deterioration has been accelerating. The implications of this deterioration and impending collapse are severe, not only from a palaeoanthropological perspective but also a heritage management point of view. This article focuses on our efforts to conserve the deteriorating areas of the Member 4 excavation site. The project required the development of a comprehensive set of strategies that had to be adapted to the specific requirements of the national and local heritage management agencies and remain sensitive to ongoing research programmes. The strategy developed included: multiscale integrative documentation of the exposed deposits; comprehensive, independent but cohesive stabilization of the different components of the deposit while maintaining visibility for ongoing and future research; and installation of stabilization infrastructure that could be adapted to the long-term conservation excavation plan while maintaining deposit integrity and site safety. 相似文献
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