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71.
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73.
Patricia Martha Stringer 《Educational Research for Policy and Practice》2009,8(3):153-179
Capacity building is now mentioned synonymously with school improvement in much of the literature with an absence of debate
on the implications of political, social and economic trends. This article explores capacity building in one low decile, multicultural,
New Zealand primary school. The research, positioned within an interpretivist paradigm, utilises a case study and grounded
theory approach to explore four aspects: 1. processes that enhance improvement; 2. internal and external influences on capacity
building; 3. wider societal factors that influence the development of capacity; 4. links between capacity building and improvement.
This article suggests that capacity building for school improvement is time and context dependent and is unique to the setting.
It occurs in response to individual, collective and systemic need in ways that sustain equilibrium while moving towards improvement.
The paper explores key attributes of capacity building: vision; stakeholders as change agents; school culture; professional
development. Practices that are examined include knowledge production and utilisation; division of labour; roles and responsibilities;
a switching-on mentality. These groups of factors lend themselves to a discussion of four important themes in the capacity
building and school improvement process: situated activity; connectedness; leadership, governance and management; outcomes.
This article concludes that the confluence of these contributing factors enables tensions and needs of context to be managed
in ways that ensure equilibrium of people, school and system while moving in the direction of improvement. 相似文献
74.
This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties
associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery
of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants
whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected,
risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship
was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names
in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them
to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations
in processing resources such as working memory rather than in the availability of language structures may be at the root of
the reported poor performance by at-risk children on vocabulary and other linguistic measures.
相似文献
Megan Louise GilliverEmail: Email: |
75.
We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. 相似文献
76.
The role of high school racial composition and opportunities to learn in students' STEM college participation
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Martha Cecilia Bottia Roslyn Arlin Mickelson Jason Giersch Elizabeth Stearns Stephanie Moller 《科学教学研究杂志》2018,55(3):446-476
We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross‐classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college. 相似文献
77.
Paulo S. Roberto Amorim Andrew Hills Nuala Byrne 《Research quarterly for exercise and sport》2013,84(2):380-385
Abstract Eighty-two male college students were divided into three equal-size groups for the purpose of testing the transfer effects between motor skills judged similar in perceptual components but different in motor components. Criterion measures of gross movement ability and static balance were analyzed and practice tasks similar to these criterion measures in perceptual components but different in motor components were developed. All subjects were pretested on the criterion measures, after which groups 1 and 2 practiced 3 min. per day for 28 days on the practice tasks while group 3 performed unrelated isometric exercises. On the post-test, the experimental groups were found to be significantly superior to the control group on gross movement accuracy and static balance. It was implied that the transfer resulted from the similarity in perceptual components of the two motor skills, and that perceptual abilities were subject to improvement through practice. 相似文献
78.
Sean P. Cumming Rebecca A. Battista Martyn Standage Martha E. Ewing Robert M. Malina 《Journal of sports sciences》2013,31(10):1039-1046
Abstract In this study, we examined the relations between biological maturity status, body mass index, age, and perceptions of adult autonomy support in the context of youth soccer. A total of 70 female and 43 male soccer players, aged 9 – 15 years, completed three adult-specific versions (i.e. mother, father, coach) of the perceived autonomy support subscale from the Interpersonal Style Scale. The participants' percent predicted adult stature was used as an estimate of biological maturity status. Multiple linear regression analyses revealed that advanced maturity status in male players predicted lower perceptions of autonomy support from the coach. Maturity status was unrelated to perceptions of autonomy support from the coach in female soccer players, and paternal and maternal autonomy support in male and female players. Age and body mass index were unrelated to perceptions of adult (i.e. coach, mother, father) autonomy support in male and female players. 相似文献
79.
Martha C. Monroe Heidi L. Ballard Annie Oxarart Victoria E. Sturtevant Pamela J. Jakes Emily R. Evans 《Environmental Education Research》2016,22(8):1098-1114
We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects. 相似文献
80.
Rena Hallam Alison Hooper Kaitlin Bargreen Martha Buell Myae Han 《Early education and development》2017,28(6):669-683
ABSTRACTResearch Findings. The current study is a mixed-methods investigation of family child care provider participation in voluntary Quality Rating and Improvement Systems (QRIS) in 2 states. Study 1 is an analysis of matched QRIS and child care licensing administrative data extracted from both states in May, 2014. Poverty and population density variables were added to the dataset by aligning U.S. Census data and Rural Urban Commuting Area codes (RUCA) to the matched state child care data. Participation patterns differed in the 2 states relative to provider characteristics (subsidy receipt, years licensed, and location). Study 2 consists of focus groups with participating (n = 22) and non-participating (n = 19) providers. Professionalism and financial incentives emerged as significant in attracting family child care providers to QRIS. Although family child care providers identified several clear benefits to QRIS, many more challenges emerged that negatively impact their participation. Practice or Policy. As most states are employing a QRIS framework to integrate quality improvement efforts, perspectives from this sector of early care and education are often overlooked. Study findings suggest that QRIS can be more responsive and effective with family child care providers if more consideration of their unique features are considered in systems design and implementation. 相似文献