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The Urban Review - In this article, I draw on interviews with teachers and administrators at a secondary neighborhood public school in Washington, DC about their perceptions of how the school is... 相似文献
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Additional analyses of a previously published study addressed three questions about growth in word reading during early reading intervention: (1) How well do Verbal IQ, reading-related language abilities (phonological, rapid naming, and orthographic), and attention ratings predict reading growth? (2) How well do language deficits predict reading growth? and (3) How well does Verbal IQ-word reading discrepancy predict reading growth? Univariate analyses showed that Verbal IQ, phonological skills, orthographic skills, rapid automatized naming (RAN), and attention ratings predicted the response to early intervention, but multivariate analyses based on a combination of predictors for real-word reading and pseudoword reading showed that Verbal IQ was not the best unique predictor. Students with double or triple deficits in language skills (RAN, phonological, and orthographic processing) responded more slowly to early intervention than students without language deficits. Verbal IQ-word reading discrepancy did not predict the response to early intervention in reading. Overall results supported the use of reading-related language and attention measures rather than IQ-achievement discrepancy in identifying candidates for early reading intervention. 相似文献
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Compton DL Gilbert JK Jenkins JR Fuchs D Fuchs LS Cho E Barquero LA Bouton B 《Journal of learning disabilities》2012,45(3):204-216
Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and small-group intervention (Tier 2) before becoming eligible for the most intensive intervention (Tier 3). The purpose of this article was to determine how to predict accurately which at-risk children will be unresponsive to Tiers 1 and 2, thereby allowing unresponsive children to move directly from Tier 1 to Tier 3. As part of an efficacy study of a multitier RTI approach to prevention and identification of reading disabilities (RD), 129 first-grade children who were unresponsive to classroom reading instruction were randomly assigned to 14 weeks of small-group, Tier 2 intervention. Nonresponders to this instruction (n = 33) were identified using local norms on first-grade word identification fluency growth linked to a distal outcome of RD at the end of second grade. Logistic regression models were used to predict membership in responder and nonresponder groups. Predictors were entered as blocks of data from least to most difficult to obtain: universal screening data, Tier 1 response data, norm referenced tests, and Tier 2 response data. Tier 2 response data were not necessary to classify students as responders and nonresponders to Tier 2 instruction, suggesting that some children can be accurately identified as eligible for Tier 3 intervention using only Tier 1 data, thereby avoiding prolonged periods of failure to instruction. 相似文献
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Andrew Jenkins 《International Journal of Lifelong Education》2013,32(3):403-420
The objective of this research was to identify the effects of participation in learning on the subjective wellbeing of older adults. Data were from the English Longitudinal Study of Ageing (ELSA), a large-scale, nationally representative survey of those aged 50 and above. The survey contains several wellbeing measures and information on three types of learning: formal courses, music/arts/evening classes and gym/exercise classes. Multiple regression analyses were applied to the change in wellbeing outcomes between two survey waves. The key finding was that music, arts and evening classes were significantly associated with changes in each of the measures of subjective wellbeing. Formal courses and gym/exercise classes were not significantly associated with wellbeing, after controlling for other factors. 相似文献
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Marc Jambon Sheri Madigan André Plamondon Ella Daniel Jennifer M. Jenkins 《Child development》2019,90(5):1598-1613
This study utilized actor–partner interdependence modeling to examine the bidirectional effects of younger (Mage = 18 months) and older siblings (Mage = 48 months) on later empathy development in a large (n = 452 families), diverse (42% immigrant) Canadian sample. Controlling for parenting, demographic characteristics, sibling relationship quality, and within-child stability in empathic concern, both younger and older siblings’ observed empathic concern uniquely predicted relative increases in the other's empathy over a period of 18 months. The strength of the partner effects did not differ by birth order. Sex composition moderated the younger sibling partner effect, whereas age gap moderated the older sibling partner effect. This study highlights the important role that siblings play in enhancing the development of care and concern for others. 相似文献
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Sixten Marklund Franz Hilker Marjorie L. Jenkins Franklin Parker Gustav Jahoda M. J. Langeveld Karl Henrik Eriksson Nicholas Hans Gilbert de Landsheere Leslie D. Mclean J. Cambon A. St. Langeland S. Wiegersma Richard F. Goodings J. B. Biggs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(2):221-251