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71.
Lori E. Skibbe Laura M. Justice Tricia A. Zucker Anita S. McGinty 《Early education and development》2008,19(1):68-88
Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers filled out 2 questionnaires asking about their literacy beliefs and practices while children's print-related knowledge was assessed directly. Results indicated that mothers of children with SLI held somewhat less positive beliefs about literacy and reported engaging in fewer literacy practices compared to mothers of children with TL. For the entire sample, maternal literacy practices and beliefs predicted children's print-related knowledge, although much of this association was accounted for by maternal education. Subgroup analyses focused specifically on children with SLI showed there to be no relation between maternal literacy beliefs and practices and children's print-related knowledge. The present findings suggest that the home literacy experiences of children with SLI, and the way that these experiences impact print-related knowledge, may differ in important ways from typical peers. 相似文献
72.
The Career-related Programme (CP) is an innovative education programme by the International Baccalaureate (IB). Designed to promote college and career readiness equally in the last two years of high school, the CP combines rigorous university preparatory coursework with targeted career-related studies. This study examines the patterns of higher education enrolment, destination and persistence of all CP graduates from high schools in the US between 2013 and 2015. The results indicate that CP graduates enrol in higher education at higher rates than do all high school graduates nationally and career and technical education concentrators specifically: 81% versus 68% versus 70%, respectively. They persist for 1 year at higher rates than do all high school graduates: 89% versus 72%, respectively. Results of logistic regression show that the number of IB exams and the completion of the CP certificate are significant predictors of postsecondary enrolment and that higher mean IB exam scores predict higher odds of a student attending a 4-year institution over a 2-year institution. The results suggest that students who engage in career and technical education alongside rigorous university preparatory coursework within the CP are well-prepared to succeed in higher education. 相似文献
73.
Animal-Assisted programs with children are becoming increasingly popular in school and therapeutic settings. This article
provides an overview of the benefits accrued by children as well as the concerns with programs which involve animals, and
therapy dogs in particular, in these environments. Research over the past 30 years indicates that therapy dogs may offer physiological,
emotional, social, and physical support for children. The distinguishing features of Animal-Assisted Therapy (AAT) are characterized
by the supplemental inclusion of a trained therapy dog in reaching an intervention goal in therapeutic environments, and as
a supplement to an educational objective in school contexts. The general assumptions underlying AAT with children are that
although therapy dogs are interactive, children seem to perceive them as non-judgemental participants who are outside of the
complications and expectations of human relationships. This unique interaction may offer children a valuable form of social
and emotional support in educational and therapeutic settings. 相似文献
74.
Michelle A. Hendricks Elizabeth W. Sale Carol J. Evans Lori McKinley Sherri DeLozier Carter 《Psychology in the schools》2010,47(2):173-183
The effectiveness of a school‐based truancy court intervention in four middle schools in a mid‐sized school district was evaluated. Cumulative data from 185 youth attending a truancy court from 2004 through 2008 were included in the analyses. Results indicated a differential impact of the truancy court intervention depending on truancy severity at baseline. The intervention was most successful in increasing attendance for students with severe truancy, but had limited impact on students with moderate truancy, and no impact on mild truancy. The intervention did not result in improved school attachment or grade point averages, nor did it significantly reduce discipline offenses. Furthermore, the aftercare intervention, consisting of regular meetings with an authority figure (e.g., a juvenile officer), was only effective at maintaining truancy court attendance gains for students with severe truancy at baseline, although it was associated with a substantial decrease in discipline offenses for all groups. These results suggest that truancy courts similar to the one described here may have an impact on truancy for severely truant students, but may have a limited effect on students with mild or moderate truancy. © 2009 Wiley Periodicals, Inc. 相似文献
75.
David A. Klingbeil Jennifer J. McComas Matthew K. Burns Lori Helman 《Psychology in the schools》2015,52(5):500-514
Assessment data must be valid for the purpose for which educators use them. Establishing evidence of validity is an ongoing process that must be shared by test developers and test users. This study examined the predictive validity and the diagnostic accuracy of universal screening measures in reading. Scores on three different universal screening tools were compared for nearly 500 second‐ and third‐grade students attending four public schools in a large urban district. Hierarchical regression and receiver operating characteristic curves were used to examine the criterion‐related validity and diagnostic accuracy of students’ oral reading fluency (ORF), Fountas and Pinnell Benchmark Assessment System (BAS) scores, and fall scores from the Measures of Academic Progress for reading (MAP). Results indicated that a combination of all three measures accounted for 65% of the variance in spring MAP scores, whereas a reduced model of ORF and MAP scores predicted 60%. ORF and BAS scores did not meet standards for diagnostic accuracy. Combining the measures improved diagnostic accuracy, depending on how criterion scores were calculated. Implications for practice and future research are discussed. 相似文献
76.
Lori E. Amy 《The Internet and Higher Education》1998,1(4):291-303
Many universities are still struggling to put a technology infrastructure in place. This article is particularly concerned with the means by which English teachers in institutions with technology infrastructures in their infancy can help students develop literacy skills for a digital culture. While our universities are building technology infrastructures, we can and should forge cross-departmental collaborations which allow us to incorporate low-end technology uses during the interim phase of technology development. Our interim technology initiatives should in turn become part of a long-term technology planning that builds upon a collaborative exchange between faculty and administration. 相似文献
77.
78.
ABSTRACTAs academic institutions continue to renovate and remodel existing libraries to include colocated services, it is important to understand how this new environment requires the redefining of traditional library roles and responsibilities. This case study examines how Delaware County Community College redefined reference and research service by transitioning to a triage reference model. This includes how information desk staff and student workers at a single service point determine when to refer users to librarians and how this model has evolved based on specific situations and experiences. 相似文献
79.
80.
Lori D. Patton 《About Campus》2006,11(2):2-8
Are support and resource centers that serve students from single cultures still relevant after thirty years and in light of widespread interest in multiculturalism? Lori Patton argues that, at least in the case of black culture centers, these spaces continue to matter a great deal to students. 相似文献