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51.
In June 2006, the U.S. Supreme Court agreed to review two related cases originating from school districts in Louisville, Kentucky
and Seattle, Washington that involved voluntarily adopted racial integration plans. Concerned about the outcome of these cases,
553 social scientists submitted a social science statement to the Supreme Court summarizing the large body of social science
research supporting the school districts’ policies relevant to the Court’s determination. The statement, reprinted here, supports
three interrelated conclusions: (1) racially integrated schools provide significant benefits to students and communities;
(2) racially isolated schools have harmful educational implications for students; and (3) race-conscious policies are necessary
to maintain racial integration in schools. Because of the overwhelming amount of scholarly data, social scientists argued,
as the lower courts had found, that the schools boards have a compelling interest to promote racial integration and prevent
racial isolation through choice-based school assignment policies that consider race as a factor. On June 28, 2007, the U.S.
Supreme Court struck down the school assignment plans on the grounds that the plans were not narrowly tailored to the interests
that the school districts had asserted. In addition to affecting the ability of school districts to maintain racially diverse
schools, the decision has broad implications for researchers who seek to help school districts in these efforts.
相似文献
Erica FrankenbergEmail: |
52.
Jennifer E. Lansford W. Andrew Rothenberg Jillian Riley Liliana Maria Uribe Tirado Saengduean Yotanyamaneewong Liane Peña Alampay Suha M. Al-Hassan Dario Bacchini Marc H. Bornstein Lei Chang Kirby Deater-Deckard Laura Di Giunta Kenneth A. Dodge Sevtap Gurdal Qin Liu Qian Long Patrick S. Malone Paul Oburu Concetta Pastorelli Ann T. Skinner Emma Sorbring Sombat Tapanya Laurence Steinberg 《Child development》2021,92(4):e493-e512
Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (Mage child = 8–16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children’s age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed. 相似文献
53.
Cross-linguistic analysis of vocabulary in young children: spanish, dutch, French, hebrew, italian, korean, and american english 总被引:2,自引:0,他引:2
Bornstein MH Cote LR Maital S Painter K Park SY Pascual L Pêcheux MG Ruel J Venuti P Vyt A 《Child development》2004,75(4):1115-1139
The composition of young children's vocabularies in 7 contrasting linguistic communities was investigated. Mothers of 269 twenty-month-olds in Argentina, Belgium, France, Israel, Italy, the Republic of Korea, and the United States completed comparable vocabulary checklists for their children. In each language and vocabulary size grouping (except for children just learning to talk), children's vocabularies contained relatively greater proportions of nouns than other word classes. Each word class was consistently positively correlated with every other class in each language and for children with smaller and larger vocabularies. Noun prevalence in the vocabularies of young children and the merits of several theories that may account for this pattern are discussed. 相似文献
54.
Liliana Rodríguez-Campos Rigoberto Rincones-Gómez Jianping Shen 《Frontiers of Education in China》2008,3(3):360-385
Structural Equation Modeling (SEM) was used in this study to determine the extent to which teachers, principals, and superintendents
perceive the leadership construct in the same way. The researchers found that the two-factor model fits the principal group
and particularly the superintendent group better than does the four-factor model. The principals and particularly the superintendents
appear to have a more tightly focused mental model of leadership than teachers. The test of structural invariance across the
three groups indicated that there was configural and weak invariance, but not strong or strict invariance. It appears that
the item-loading patterns and item loadings are invariant, but the intercepts are different, which suggests that the groups
put different emphases on the importance of the factors. The study affirms the importance of determining and reporting the
extent to which comparison groups share the same mental model for leadership.
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55.
Our aim was to assess the impact of an invented spelling programme conducted in small groups on children’s written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an experimental and a control group. Their age, cognitive ability, knowledge of letters and phonological abilities were controlled. Children’s spelling and reading were evaluated in a pre- and a post-test. In-between, experimental group participated in an invented spelling programme in small groups and the control group in story readings. The experimental group showed better results in spelling and reading in the post-test than the control one. Different dynamics occurred in the small groups which had different impacts on children’s acquisitions. These results provide empirical support for the proposal that invented spelling should be incorporated into early literacy instruction. 相似文献
56.
Bruce Wainman Giancarlo Pukas Liliana Wolak Sylvia Mohanraj Jason Lamb Geoffrey R. Norman 《Anatomical sciences education》2020,13(3):401-412
Anatomy education has been revolutionized through digital media, resulting in major advances in realism, portability, scalability, and user satisfaction. However, while such approaches may well be more portable, realistic, or satisfying than traditional photographic presentations, it is less clear that they have any superiority in terms of student learning. In this study, it was hypothesized that virtual and mixed reality presentations of pelvic anatomy will have an advantage over two-dimensional (2D) presentations and perform approximately equal to physical models and that this advantage over 2D presentations will be reduced when stereopsis is decreased by covering the non-dominant eye. Groups of 20 undergraduate students learned pelvic anatomy under seven conditions: physical model with and without stereo vision, mixed reality with and without stereo vision, virtual reality with and without stereo vision, and key views on a computer monitor. All were tested with a cadaveric pelvis and a 15-item, short-answer recognition test. Compared to the key views, the physical model had a 70% increase in accuracy in structure identification; the virtual reality a 25% increase, and the mixed reality a non-significant 2.5% change. Blocking stereopsis reduced performance on the physical model by 15%, on virtual reality by 60%, but by only 2.5% on the mixed reality technology. The data show that virtual and mixed reality technologies tested are inferior to physical models and that true stereopsis is critical in learning anatomy. 相似文献
57.
ABSTRACTCourses: Introduction to Communication, Introduction to Interpersonal Communication, Family Communication, Small Group Communication, Communication and ListeningObjectives: By this end of this activity, students will be able to identify and practice supportive and defensive communication; understand a dialogic approach to conflict; and reflexively imagine and perform dialogic interpersonal conflict communication as constitutive and transformative. 相似文献
58.
Teaching history, compared to other school subjects is characterised from country to country by widely varying content. This has been commented on by both historians (Ferro and Ahonen) and psychologists ( J of Narrative and Life History 4 (1994) 295). In this paper, some of the events that occurred in 1492 and their representation in history textbooks have been selected in order to analyse the content of Mexican and Spanish textbooks. These two countries have been selected because it is anticipated that they will offer very different views about these controversial historical topics and some of the characters involved, such as Columbus. The analysis of textbook content indeed showed two different views of the same event by Mexico and Spain. This paper discusses the influence of these views in the formation of different national identities. 相似文献
59.
Robert J. Mislevy Geneva Haertel Britte H. Cheng Liliana Ructtinger Angela DeBarger Elizabeth Murray 《Educational Research and Evaluation》2013,19(2-3):121-140
Standardizing aspects of assessments has long been recognized as a tactic to help make evaluations of examinees fair. It reduces variation in irrelevant aspects of testing procedures that could advantage some examinees and disadvantage others. However, recent attention to making assessment accessible to a more diverse population of students highlights situations in which making tests identical for all examinees can make a testing procedure less fair: Equivalent surface conditions may not provide equivalent evidence about examinees. Although testing accommodations are by now standard practice in most large-scale testing programmes, for the most part these practices lie outside formal educational measurement theory. This article builds on recent research in universal design for learning (UDL), assessment design, and psychometrics to lay out the rationale for inference that is conditional on matching examinees with principled variations of an assessment so as to reduce construct-irrelevant demands. The present focus is assessment for special populations, but it is argued that the principles apply more broadly. 相似文献
60.
Jorge Cuartas David G. Weissman Margaret A. Sheridan Liliana Lengua Katie A. McLaughlin 《Child development》2021,92(3):821-832
Spanking remains common around the world, despite evidence linking corporal punishment to detrimental child outcomes. This study tested whether children (Mage = 11.60) who were spanked (N = 40) exhibited altered neural function in response to stimuli that suggest the presence of an environmental threat compared to children who were not spanked (N = 107). Children who were spanked exhibited greater activation in multiple regions of the medial and lateral prefrontal cortex (PFC), including dorsal anterior cingulate cortex, dorsomedial PFC, bilateral frontal pole, and left middle frontal gyrus in response to fearful relative to neutral faces compared to children who were not spanked. These findings suggest that spanking may alter neural responses to environmental threats in a manner similar to more severe forms of maltreatment. 相似文献