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211.
Greg Jones Scott J. Warren Demetria Ennis-Cole Gerald Knezek Lin Lin Cathie Norris 《TechTrends》2014,58(4):19-26
This article discusses a systemic change that expanded the doctorate in Learning Technologies at the University of North Texas to include a distributed option, delivered primarily online. It provides an overview of the development process from concept to initial implementation. The article examines the specific differences that make the online version different from its residential counterpart. We share both the challenges that emerged as well as suggestions for improvement that have come from our experience. 相似文献
212.
Over half of the toddlers in the US experience routine nonparental care, but much less is known about early care than about preschool care. This study analyzed 2-year-old child care and child outcome data from the nationally representative ECLS-B sample of children born in 2001. At two-years of age, 51% of children experienced exclusive parental care, 18% relative care, 15% family child care, and 16% center care. More children in nonparental care were in medium quality care (61%) than in high quality (26%) or low quality (13%) care. Low-income children were more likely than non-low income children to be cared for by their parents and, when in care, were more often in lower quality care. The impact of toddler care quality on cognitive skills was estimated using propensity score adjustments to account for potential selection confounds due to family and child characteristics. Children's cognitive scores were higher in high or medium quality care than in low quality care, but no evidence emerged suggesting that poverty moderated the quality effects. Nevertheless, this suggests that increasing the proportion of low-income children in high quality care could reduce the achievement gap because low-income children are very unlikely to experience high quality care. 相似文献
213.
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. 相似文献
214.
Greg Goodale 《Quarterly Journal of Speech》2013,99(2):218-224
ORAL INTERPRETATION. By Charlotte Lee. New York: Houghton Mifflin Company, 1952; pp. xii+580. $3.50. EMBATTLED MAIDEN: THE LIFE OF ANNA DICKINSON. By Giraud Chester. New York: G. P. Putnam's Sons, 1951; pp. 307. 14.00. THE POLITICAL THEORY OF JOHN C. CALHOUN. By August O. Spain. New York: Bookman Associates, 1951; pp. 306. $3.50. JOHN C. CALHOUN, SECTIONALISM 1840–1850. By Charles M. Wiltse. Indianapolis: Bobbs‐Merrill Co., 1951; pp. 592. $6.00. DRED SCOTT'S CASE. By Vincent C. Hopkins. New York: Fordham University Press, 1951; pp. ix+204. $4.00. THE INSTITUTIO ORATORIA OF MARCUS FABIUS QUINTILIANUS WITH AN ENGLISH SUMMARY AND CONCORDANCE. By Charles Edgar Little. Nashville, Tennessee: George Peabody College for Teachers, 1951; 2 volumes; pp. 346; 286. $6.00. THE ART OF CLEAR THINKING. By Rudolph Flesch. New York: Harper &; Brothers, 1951; pp. ix+212. $2.75. THE ANATOMY OF PUBLIC OPINION. By Norman John Powell. New York: Prentice‐Hall, 1951; pp. 619. $5.00. DESIGNED FOR LISTENING. By Seth A. Fessenden. Dubuque, Iowa: Wm. C. Brown Co., 1951; pp. viii+98. $1.75. THE NEW WAY TO BETTER HEARING. By Victor L. Browd, M.D., with an Introduction by Robert West, Ph.D. New York: Crown Publishers, Inc., 1951; pp. 226. $3.00. MOTOR PHONETICS: A STUDY OF SPEECH MOVEMENTS IN ACTION. By R. H. Stetson. (Revised edition). Oberlin: Oberlin College, 1951; pp. xi+212. $3.50. PATHOLOGY OF SPEECH. By William R. Parker. New York: Prentice‐Hall, Inc., 1951; pp. xiv+321. $3.25. VOICE AND DICTION DRILLBOOK FOR STUDENTS IN SPEECH. By Lucia C. Morgan. Dubuque, Iowa: Wm. C. Brown Company, 1951; pp. 65. $1.50. A HISTORY OF THE AMERICAN THEATRE (1700–1950). By Glenn Hughes. New York: Samuel French, 1951; pp. xiv+562. $5.00. THE GOLDEN AGE OF THE NEW ORLEANS THEATER. By John S. Kendall. Baton Rouge: Louisiana State University Press, 1952; pp. 624. $8.00. APPLIED SEMANTICS. By Joseph G. Brin. Boston: Bruce Humphries Inc., 1951; pp. 189. 13.00. GUIDE TO REFERENCE BOOKS. By Constance M. Winchell. (Seventh Edition, based on the ... Sixth Edition, by Isadore Gilbert Mudge). Chicago: American Library Association, 1951; pp. 645. $10.00. HUMAN RELATIONS IN ADMINISTRATION (with Readings and Cases). By Robert Dubin. New York: Prentice‐Hall, Inc., 1951; pp. xvii+573. $5.50. AN INTRODUCTION TO PROJECTIVE TECHNIQUES. Edited by Harold H. Anderson and Gladys L. Anderson. New York: Prentice‐Hall, Inc., 1951; pp. xxiv+720. $6.75. 相似文献
215.
While numbers, data and statistics have been part of the bureaucracy since the emergence of the nation state, the paper argues that the governance turn has seen the enhancement of the significance of numbers in policy. The policy as numbers phenomenon is exemplified through two Australian cases in education policy, linked to the national schooling reform agenda. The first case deals with the category of students called Language Backgrounds Other than English (LBOTE) in Australian schooling policy – students with LBOTE. The second deals with the ‘closing the gap’ approach to Indigenous schooling. The LBOTE case demonstrates an attempt at recognition, but one that fails to create a category useful for policy-makers and teachers in relation to the language needs of Australian students. The Indigenous case of policy misrecognition confirms Gillborn’s analysis of gap talk and its effects; a focus on closing the gap, as with the new politics of recognition, elides structural inequalities and the historical effects of colonisation. With this case, there is a misrecognition that denies Indigenous knowledges, epistemologies and cultural rights. The contribution of the paper to policy sociology is twofold: first in showing how ostensive politics of recognition can work as misrecognition with the potential to deny redistribution and secondly that we need to be aware of the socially constructed nature of categories that underpin contemporary policy as numbers and evidence-based policy. 相似文献
216.
Teachers and administrators who participate in developing a philosophy statement for gifted education learn more about the field and are able to realistically apply what they have learned to their specific responsibilities. 相似文献
217.
This article presents the findings of the Birth to School Study (BTSS) a longitudinal evaluation of the Peers Early Education Partnership (PEEP); a family‐focused intervention aimed at promoting early literacy, numeracy and self‐esteem in a community at risk of educational underachievement. The main aim of the study was to investigate the effects of PEEP on the children and families from the community it served. Embedded within this aim were dual objectives: to determine if the intervention had an effect within the community as a whole, and simultaneously to determine whether it had an effect on the sub‐group of families who participated in the PEEP weekly sessions. Outcomes in favour of the intervention were found for parents and for children's progress in language and early literacy skills, both at community and sub‐group level. The study is located within a discussion of social exclusion, the potentially mediating influence of education and the accessibility of literacy skills to intervention and change. 相似文献
218.
The nature-based excursion has been a significant teaching strategy in environmental education for decades. This article draws upon empirical data from a collaborative research project where teachers were encouraged to visit natural areas to provide an understanding of their roles and experiences of planning and enacting excursions. The analysis indicates that teachers’ sensitisation towards place was aided by collaboration, advance planning visits and the very practice of making place-responsive excursions with pupils. The authors build on the analysis to propose a theory of place-responsive pedagogy. At its core, place-responsive pedagogy involves the explicit efforts to teach by means of an environment with the aim of understanding and improving human–environment relations. Some implications for teacher professional development are offered. 相似文献
219.
Sarah R. Powell Syeda Sharjina Akther Na Young Yoon Katherine A. Berry Carmen Nemcek Anna-Maria Fall Greg Roberts 《Learning disabilities research & practice》2023,38(3):182-198
This study examined the influence of addition and subtraction practice embedded within a word-problem intervention for Grade 3 students experiencing word-problem difficulty. Students (N = 448) were randomly assigned to one of two variants of a word-problem intervention or a business-as-usual comparison condition. Within the word-problem interventions, students participated in targeted addition and subtraction fact and computation practice for approximately 3 minutes of each 30-minute session across 47 intervention sessions, but also continually practiced addition and subtraction through word-problem solving. At posttest, students who participated in the intervention demonstrated improved single-digit addition and subtraction performance as well as improved double-digit addition and subtraction performance. At follow-up in Grade 4, persistence of effects was only identified for double-digit addition. Considering addition and subtraction are foundational to many other mathematics skills, addition and subtraction practice serves as an important component of mathematics intervention. 相似文献
220.