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In this three-state study, the authors estimate the magnitudes of achievement gaps between English learner (EL) students and their non-EL peers, while avoiding typical caveats in cross-sectional studies. The authors further compare the observed achievement gaps across three distinct dimensions (content areas, grades, and states) and report patterns of EL–non-EL achievement gaps within and across states. The study findings suggest that linguistic barriers and long-term EL designation may contribute to the observed achievement gaps. The findings further suggest that the differences in the stringency of state reclassification criteria may influence the reported size of the EL and non-EL achievement gaps between states. 相似文献
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Mark D. Reckase Raven McCrory Robert E. Floden Joan Ferrini-Mundy Sharon L. Senk 《Educational Assessment》2013,18(4):249-267
Numerous researchers have suggested that there are multiple mathematical knowledge and skill areas needed by teachers in order for them to be effective teachers of mathematics: knowledge of the mathematics that are the goals of instruction, advanced mathematics beyond the instructional material, and mathematical knowledge that is specific to what is needed to teach students. The research reported here is about the development of a test of teachers’ knowledge in these three areas related to the teaching of algebra. The test development process is described and the results of several analyses are reported that had the goal of checking whether valid inferences can be made about the hypothesized components of teacher knowledge. 相似文献
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This article proposes a comprehensive approach based on structural equation modeling for assessing the amount of trait-level change derived from faking-motivating situations. The model is intended for a mixed 2-wave 2-group design, and assesses change at both the group and the individual level. Theoretically the model adopts an integrative approach that relates the 2 main current conceptualizations of faking, and models the amount of trait change as an individual-differences variable. The model and procedures are used in an empirical study based on 512 participants. Some of the results are interesting and warrant further research. Overall, the methodology that is proposed provides new resources for the theoretical and applied assessment of faking. In particular, it provides the practitioner with new tools for clearly assessing faking at the individual level. 相似文献
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Justin C. Wise Rose A. Sevcik Robin D. Morris Maureen W. Lovett Maryanne Wolf 《Scientific Studies of Reading》2013,17(2):151-164
According to the Lexical Restructuring Model (Metsala & Walley, 1998), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a reading intervention. Hierarchical Linear Modeling techniques were used to model individual growth curves of word-blending skills. Overall, findings support the psycholinguistic grain size theory of reading and suggest that instruction in the relationship between orthographic patterns and their corresponding sounds is necessary for the development of phonological awareness. 相似文献
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Performance-based assessments require teacher candidates to demonstrate proficiency on specific teaching tasks and apply knowledge in authentic settings. This article describes the development and use of performance-based assessments (PBAs) for advancing the learning and evaluation of teacher candidates in an early childhood special education teacher preparation program. Teacher candidates completed PBAs under supervision during culminating practica experiences at three age levels (infant/toddler, preschool, and primary practicum). Methods for determining proficiency on national (Council for Exceptional Children) and state (Colorado teacher licensure) standards are described, along with the challenges and opportunities presented by the use of PBAs. Performance-based assessment data over a 5-year period indicate teacher candidate performance meeting and exceeding national standards and state licensure requirements. 相似文献
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Mary Roach Yae Bin Kim Cailin O'Connor Joan Laurion 《Early education and development》2013,24(5):865-879
Research Findings: Research suggests that early care and education programs are most effective when they include strong components of family involvement. The Center for the Study of Social Policy recommended that early care and education programs build family-centered practices to strengthen families and reduce the incidence of child abuse and neglect. This article summarizes a statewide effort to implement this strategy, called Strengthening Families through Early Care and Education. We analyzed program self-assessments submitted by 186 early care and education programs. Analyses revealed that Head Start programs had better support systems in place for families than did “mainstream” (non–Head Start, non-accredited) early care and education programs. Results also showed that a small amount of state and local funding provided enough incentive for programs to improve their family-strengthening practices. Commitment and collaboration at the state level led to a sustainable impact by infusing “strengthening families” concepts into the early care and education field statewide. 相似文献
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