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881.
This study examines the relationships between the normative and resource dimensions of a high school counseling department and four-year college-going rates. Utilizing data from the High School Longitudinal Study of 2009 (HSLS: 09), we employ multiple regression and latent class analysis to identify salient factors related to the college-going culture of a high school and to classify schools according to their underlying counseling opportunity structure, respectively. Results demonstrate that both norms (i.e., average caseload and hours spent on college counseling) and resources (i.e., college fairs, college course offerings, and financial aid) are important predictors of a school’s four-year college-going rates. These results, in turn, produced a three-level typology of schools based on a divergent, emergent, and convergent classification system. The study concludes with a discussion of findings and implications for researchers and policymakers interested in improving and better understanding the counseling opportunity structure. 相似文献
882.
To what needs and purposes should the primary curriculum be chiefly directed in the coming decades? In a first step towards revising the primary curriculum, the National Council for Curriculum and Assessment (NCCA) invited responses to an open online call to ‘have your say’ on priorities for primary education. Respondents were asked to share their views in 100 words or less. Six priorities for primary education were identified across the 960 responses. These focused on developing children's life-skills; communication skills; well-being; literacy and numeracy skills; motivation and engagement; and their sense of identity and belonging. Across the priorities, there is recognition that skills learned in the primary years are related to one another and the extent to which children develop these is likely to have wide-ranging effects on their future experience as learners. Findings call for a revision of traditional, content-based curriculum subjects towards a better alignment with the needs of today's primary school children beginning with a more explicit focus on life-skills, and children's social and emotional development. Finally, we note the common ground across early childhood, primary and post-primary sectors and highlight the potential to align our values and vision for children and young people's education from the earliest years through adulthood. 相似文献
883.
Patrick T. Davies Melissa L. Sturge‐Apple Sonnette M. Bascoe E. Mark Cummings 《Child development》2014,85(1):338-354
This study tested whether the mediational pathway involving interparental conflict, adolescent emotional insecurity, and their psychological problems was altered by their earlier childhood histories of insecurity. Participants included 230 families, with the first of the five measurement occasions occurring when children were in first grade (Mage = 7 years). Results indicated that interparental conflict was associated with increases in adolescent emotional insecurity that, in turn, predicted subsequent increases in their psychological problems. Childhood insecurity predicted adolescent maladjustment 5 years later even after considering contemporaneous family experiences. Moderator findings revealed that adolescents with relatively higher levels of insecurity in childhood evidenced disproportionately greater and reduced levels of insecurity in the context of high and low levels of interparental conflict, respectively. 相似文献
884.
Dennis J. Simon Tracy K. Cruise Brenda J. Huber Mark E. Swerdlik Daniel S. Newman 《Psychology in the schools》2014,51(6):636-646
Effective supervision models guide the supervisory relationship and supervisory tasks leading to reflective and purposeful practice. The Developmental/Ecological/Problem‐Solving (DEP) Model provides a contemporary framework for supervision specific to school psychology. Designed for the school psychology internship, the DEP Model is also applicable to all pre‐service and advanced field‐based training, as well as career‐long continuing professional development. The Developmental domain initiates training at the functioning skill level of the supervisee and progresses toward independent competency. The Ecological domain addresses the multiple systemic contexts that influence school psychology practice and prepares the intern to intervene within both individual and systemic contexts. The Problem‐Solving domain focuses on the application of data‐based decision making and evidence‐based interventions to the full range of school psychology activities. It provides a systematic schema to address student, family, and school needs. 相似文献
885.
In Experiment 1, rats foraged for food in six successive phases with 8, 16, 24, 32, 40, and 48 arms attached in random locations to a large radial maze. The percentage of novel choices appeared to be determined more by spatial proximity than by number of arms. In Experiment 2, rats foraged for food in four successive phases with 8, 16, 24, and 48 arms attached to the maze in spread-out or tight configurations. Performance was poor in the tight configurations regardless of the number of arms. Performance was excellent in the 8-arm spread-out condition but declined as 16 and, then again, 24 arms were added. Thus, spatial separation, not number of locations, was the chief determinant of performance in the first two experiments. In Experiment 3, in successive phases, 8, 16, 24, 32, 40, 48, 16, and 8 food towers were set in a circle on the floor, with the spatial separation between adjacent towers held constant at 33 cm. The percentage of novel choices declined as 8 towers became 16 and did not change again with 24, 32, 40, or 48 towers in place but then increased again as 16 towers became 8. In Experiment 4, in successive phases, 8, 16, 24, and 32 food towers were set in a circle, with the spatial separation between adjacent towers held constant at 66 cm. The percentage of novel choices declined as 8 towers became 16 and again as 16 towers became 24 but did not decline further. These data were discussed in terms of the fundamental problems posed by variations in the number of food locations in the pursuit of the limit of spatial memory in rats. 相似文献
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Mark Plater 《British Journal of Religious Education》2007,29(2):169-177
The claim that Hallowe’en has been eliminated from English primary schools is tested through empirical research in south‐east England. The reasons given by teachers for their inclusion or non‐inclusion of the subject are then explored. Finally, questions are raised about the implications of the findings for children’s ongoing personal development, and proposals offered on how schools should respond. 相似文献
889.
890.
Mark Warschauer 《Learning Inquiry》2007,1(1):41-49
What constitutes learning in the 21st century will be contested terrain as our society strives toward post-industrial forms
of knowledge acquisition and production without having yet overcome the educational contradictions and failings of the industrial
age. Educational reformers suggest that the advent of new technologies will radically transform what people learn, how they learn, and where they learn, yet studies of diverse learners’ use of new media cast doubt on the speed and extent of change. Drawing on recent
empirical and theoretical work, this essay critically examines beliefs about the nature of digital learning and points to
the role of social, culture, and economic factors in shaping and constraining educational transformation in the digital era.
An erratum to this article can be found at 相似文献