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91.
The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools 总被引:1,自引:0,他引:1
Barbara R. Foorman Christopher Schatschneider Michelle N. Eakin Jack M. Fletcher Louisa C. Moats David J. Francis 《Contemporary educational psychology》2006
The objective of this investigation was to examine how instructional practices in 107 first- and second-grade classrooms in 17 high poverty schools moderate the impact on literacy outcomes of literacy-related skills students bring to the classroom. Ratings of teaching effectiveness and time allocation to literacy activities were obtained. Twenty time allocation variables were reduced into seven patterns of literacy activities that were examined as predictors of reading and spelling outcomes. Students’ initial reading ability and interactions of teaching effectiveness ratings by time allocation components predicted reading and spelling outcomes. Discussion centers on immutable versus flexible views of reading development and analytic approaches to examining instructional practices. 相似文献
92.
High achievement, and in particular, the role of the academically diligent and successful ‘boffin’ or ‘geek’, are notably under-researched areas in the sociology of education. Issues around gender and other aspects of identity in relation to such pupils are particularly under-researched. In this Viewpoint article we draw on evidence from our recent research projects including young people interpolated to, or identifying with, the subject position of ‘boffin/geek’ and media representations of such positions. We debate some tensions between our work, drawing out shared findings. The article considers issues around capital, experience, and the extent of exclusion/inclusion for boffins/geeks, discussing to what extent such young people can be considered marginalised and abjected or agentic and privileged. We argue that structural factors such as gender, social class, ‘race’, age, and institutional location impact on these constructions and outcomes. 相似文献
93.
This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20% of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done. 相似文献
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95.
Gender distinction has been shown to characterise both undergraduate experiences and outcomes. Yet research recounted in this article supports work that shows that young people are often unaware of such trends, subscribing instead to individualist perspectives that foreground equality of opportunity and agency. This article examines the gender continuities and divergences in 64 undergraduate students' accounts of their experiences, and constructions of peers and lecturers, in higher education. Concepts of heteroglossia and monoglossia are applied to gender to explain how students submerged ‘structure’ and inequality in their accounts, but how discourses that presented the genders as distinct (and in which the masculine is elevated over the feminine) nevertheless ‘bubbled up’ in their articulations. The students tended to reject the notion that gender and other structural differences impact their experiences and outcomes; yet their broader discussions frequently reflected (often stereotypical) monoglossic constructions of gender difference. The article concludes with a discussion of the implications of these findings for the sociology of education and for higher-education pedagogy. 相似文献
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97.
Terry Galanoy Gene Kievan John Gambling Mary Francis Rhymer Charles E. Lowman 《Communication Booknotes Quarterly》2013,44(5):7-8
TVPE (1826 Spaight St., Madison, Wisconsin 53704; to begin publication on a monthly basis in February 1973 at $6.00 per year) Television Quarterly Terry Galanoy's Tonight! (New York: Doubleday, 1972 -- $7.95) Gene Kievan, Turn That Damned Thing Off: An Irreverent look at TV's Impact on the American Scene (Indianapolis: Bobbs- Merrill, 1972 -- $6.95) John Gambling's Rambling with Gambling (Englewood Cliffs, N.J.: Prentice-Hall, 1972 -- $6.95) Mary Francis Rhymer (ed.) The Small House Halfway Up in the Next Block: Paul Rhymer's Vic and Sade (New York: McGraw-Hill, 1972 -- 9.50) Charles E. Lowman's Magnetic Recording (New York: McGraw-Hill, 1972 -- $14.50) 相似文献
98.
Francis Balle L. Solal P. Solal J.C. Gatineau Blaise Lempen Florian H. Fleck 《Communication Booknotes Quarterly》2013,44(10):106-110
TELECOMMUNICATIONS REGULATORY MONITOR by David A. Irwin (Bethesda, Md.: Phillips Publishing, 1984—$297.00 for loose -leaf binder and contents, plus one year's quarterly updates) COMMUNICATIONS FLOWS: A CENSUS IN THE UNITED STATES AND JAPAN by Ithiel de Sola Pool, et al. (Amsterdam: North-Holland/Tokyo: Tokyo University Press, 1984—$39.00) 相似文献
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Dermot Francis Donnelly Oliver McGarr John O'Reilly 《International Journal of Science Education》2013,35(12):2029-2054
Interest in inquiry-based science education (IBSE) often pays little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence, is outside the sphere of teachers' and students' experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher–student relationships. This study, which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE, explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews, student focus groups, video-recorded lessons, and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction, such as predominant teacher monitoring on task completion over task understanding, lack of student engagement in ownership of scientific ideas, and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts, highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers' IBSE implementation. 相似文献