Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions

Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed.     

Casting the assessment net wide: Capturing all student learning

North Georgia College and State University has joined a national effort to move away from the isolated approach to measuring student learning. Educators from three divisions offer their perspectives.     

A Visual Culture Art Education Curriculum for Early Childhood Teacher Education: Re‐Constructing the Family Album

This article reflects on the reading and writing of an art education curriculum for teacher education centred on the biographical and social reconstruction of childhood. The foundations of this curriculum interconnect ideas from different fields like postmodern childhood studies, visual studies, and the performance of subjectivity and memory. This is an interpretative curriculum centred in narrating aesthetic encounters for imagining and producing alternative views of childhood. It stresses the relevance of biographic work in the formation of teaching identities, and constructs dialogues and connections between the private and public discourses of childhood. In this context the family album becomes a powerful resource for visual analysis, cultural critique, and subjective re‐construction.     

反季节冬春蔬菜种植农民收益的初步分析——保山市隆阳区潞江坝的实证研究

本文初步对保山市反季节蔬菜进行分析,纵向从蔬菜种子的来源、蔬菜的栽培、蔬菜的收集销售、贮藏和运输这一商品链出发,逐级分析菜农、蔬菜收集人、菜老板的收益分析,从而在整体上揭示菜农在这条商品链上的收益地位;横向同种植其他经济作物,如香烟和甘蔗的收益作对比分析。说明了西部民族山区的广大农户主要收入来源于种植业的现实,农户如何选择种植的经济作物对提高收入有直接的影响,决定农户种植收益除了市场的因素以外各级政府的行政行为则也起到一定的作用。     

论网络虚拟财产权的性质

随着互联网技术的应用和发展,一系列与网络有关的问题和纠纷也应运而生,尤其是与虚拟财产相关的纠纷层出不穷,引起了社会各界的广泛关注,并一度成为法律界讨论的热点.在理论界对虚拟财产的法律属性存在诸多争议,而在司法实践中由于相关法律的缺位,导致了虚拟财产纠纷难以得到很好的解决.本文的研究目的就在于澄清虚拟财产权的权利性质.     

有话，好好说

明明很爱孩子,可是孩子却总是不领情,这让做母亲的心里很不是滋味。和朋友聊天之后才恍然大悟,原来是在说话方式上出了小问题,还好,及时的改正换来了孩子的感恩。     

Middle School Student Knowledge of and Attitudes Toward Synthetic Biology

Journal of Science Education and Technology - Synthetic biology is a field that leverages design, biology, engineering, and computation to genetically engineer organisms to make usable products...     

Is Canada really an education superpower? The impact of non-participation on results from PISA 2015

Educational Assessment, Evaluation and Accountability - The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national...     

The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures

Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate "value-added" teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured.