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41.
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引:10,自引:0,他引:10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
42.
Julie P. Martin Nathan Hyungsok Choe Jared Halter Margaret Foster Jeffrey Froyd Maura Borrego Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464
Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended. 相似文献
43.
Margaret Henderson John W. Cyrus Erin R. B. Eldermire Jill T. Boruff Katherine G. Akers Beverly Murphy 《Journal of the Medical Library Association》2022,110(1):1
The Journal of the Medical Library Association (JMLA) selects new editorial board members every year. In the spring of 2021, JMLA used a new process for reviewing and selecting applicants for the limited number of open editorial board positions. This reevaluation of the selection process was spurred by a desire to create a more diverse and representative board. Changes to the procedures for selecting new editorial board members included having an open call for editorial board members, creating an application form, creating a selection committee to screen applicants, creating a form for the selection committee to extract data from applications, and creating a two-step process for screening and then selecting board members. As part of construction of this new process, areas for continued improvement were also identified, such as refining the application form to allow more specific answers to areas of interest to the selection committee. The newly created selection process for editorial board members constitutes a significant change in JMLA processes; however, more can be done to build on this work by further refining the selection process and ensuring that new members are selected in a transparent and streamlined manner. 相似文献
44.
45.
Margaret E. Uguroglu Diane P. Schiller Herbert J. Walberg 《Psychology in the schools》1981,18(3):279-285
Individual empirical studies of motivation show little divergent validity of various factors and call for better measures, especially multidimensional instruments. The same conclusions were reached from a meta analysis of 40 motivation studies by Uguroglu and Walberg (1979). After a study of approximately 50 instruments that measured motivation constructs of social, emotional, and physical self-concept; locus of control; and achievement motivation, among others, a 23-anchored-item questionnaire using a five-point scale was developed that included these factors. The instrument was administered in May of the first and second year to 115 students in grades three through eight. The purpose of the research was to operationalize and field test a motivation instrument using multidimensional measures; also to consider whether any change would occur in the correlation of a multidimensional instrument to various achievement measures over unidimensional ones. Results of the study show the correlations of motivation to academic achievement, test-retest reliability, and the predictive validity of a multidimensional instrument. 相似文献
46.
Youth on the street: Abuse and neglect in the eighties 总被引:2,自引:0,他引:2
This paper discusses the findings of a study of runaways and homeless youth who were interviewed on the street the last week of every month on five week nights from late afternoon until 2 a.m. over a period of one year. The data derived from 489 interviews provided some interesting insights. Two distinct groups emerged from the analysis, generating a tentative hypothesis that the true "runners" tend to leave their homes with the intention of not returning and thus their runs are extended; the second group, designated "in and outers," use the run as a temporary coping mechanism. Their runs tend to be impulsive and of short duration. The study found that runaways (in particular the runners) are at great risk of being drawn into illegal activities. Major factors affecting this risk are distance from home and length of time on the run. A significant proportion of the youth interviewed had run from substitute care arrangements, and a disturbing implication emerging from the research is that adolescents in our society suffer from systemic abuse and neglect. One outcome of this piece of research was the opening of a safe house for early runners in January 1987. The operation of the house includes careful compilation of data to further advance understanding of the runaway population and its needs. 相似文献
47.
This project was designed to provide a retrospective analysis of the parent training literature during the last decade. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were selected for review. Data related to the number of articles published in each journal, year of article publication, referral problem, and contributing institution were collected. Results indicate that behavioral journals published the most empirically based parent training articles (66%), followed by clinical/counseling psychology (26%), special education (6%), and school psychology (3%) journals. Parents with noncompliant, handicapped, or abused/neglected children comprised the majority (58%) of research participants. Suggestions for involving school psychologists in parent training research and broadening the focus of parent training to include preventive, as well as remedial, efforts are presented. 相似文献
48.
Made in America: Immigrant Students in Our Public Schools. Laurie Olsen, New York: The New Press, 1997, 276 pages, $25.00 (hardcover), ISBN 1–5658–4400–9, and $14.95 (softcover), ISBN 1–5658–4471–8. The Power of Their Ideas: Lessons for America From a Small School in Harlem. Deborah Meier, Boston: Beacon Press, 1995, 190 pages, $12.00 (softcover). ISBN 0–8070–3111–9. Yesterday, Today & Tomorrow: Meeting the Challenge of Our Multicultural America & Beyond. Paul D. Christiansen and Michelle Young, San Francisco: Gaddo Gap Press, 1996, 376 pages, $29.95 (softcover). ISBN 1–8801–9218–7. 相似文献
49.
The Woodcock-Johnson Psycho-Educational Battery has become a popular instrument for assessing students with learning problems. Previous research has indicated a possible discrepancy between overall scores on the WISC-R and the congnitive portion of the Woodcock-Johnson with samples of learning disabled (LD) students. The current study, conducted with samples of students not designated as LD, also found significant differences in the mean scores between the two measures. The hypothesis that the difference between measures is a function of grade level was not supported. Other findings of the current study, coupled with previous research, suggest that the congnitive portion of the Woodcock-Johnson may be loaded with verbal factors. 相似文献
50.