Family and classroom correlates of head start children's developmental outcomes

Program quality is an important theme for Head Start. Even staunch supporters of Head Start are concerned that too few Head Start classes are of the quality that is needed to best promote children's growth and development. This study examined relationships between classroom quality and child outcomes among 145 Head Start children from poor quality to more stimulating home environments. Results indicated that children in higher quality Head Start classrooms performed better on measures of achievement and preacademic skills, regardless of the quality of their home environment. Children from better home environments seemed to benefit more from classroom quality in the area of problem solving and reasoning than did children from less stimulating homes. Teacher characteristics such as education, experience, and attitudes were not associated with classroom quality in this group of 32 Head Start classrooms. On the Early Childhood Environment Rating Scale, no classroom received a rating of inadequate, but only 9% met or exceeded the score that would be considered developmentally appropriate.     

The determinants of random choice

The purpose of the present experiment was to describe a pattern of reinforcement sufficient to produce an unpredictable pattern of choice response by rats. On each trial two levers were inserted into an experimental chamber. If the reinforcement was always contingent upon single alternation (a simple pattern), Ss learned to alternate at significantly better than chance level; if reinforcement was contingent upon alternation on 50% of the trials (an insoluble pattern), Ss developed a position preference. To produce apparently random responding, the less preferred response (an alternation) was differentially reinforced on 75% of the trials. A simple stochastic model adequately described the results.     

Assessing the progress and the underlying nature of the flows of doctoral and master degree candidates using absorbing Markov chains

In this paper, absorbing markov chains are used to analyse the flows of higher degree by research candidates (doctoral and master) within an Australian faculty of business. The candidates are analysed according to whether they are full time or part time. The need for such analysis stemmed from what appeared to be a rather poor completion rate (as reported by the University concerned). However, this reported completion rate was a ‘macro’ figure that aggregated PhD and Master (by full time and part time) completions together. If there really was a problem, then the Faculty needed to know where in the system it was and what potentially might then be done to remedy the problem. The assembling of data into an appropriate database was difficult and required considerable care, but an adequate database was developed. The application of the absorbing markov chains to the problem resulted in an increase in the level of understanding associated with the long term underlying probabilities of completion and also expected durations of candidature. This information highlighted one area of concern. With the information gained from this study, appropriate strategies can subsequently be put in place for the rectification of some of the areas of concern discovered in the analysis. Areas for further research are also highlighted in this paper. Based on an earlier version of a paper delivered at the Western Decisions Sciences Institute 34th Meeting, Vancouver, Canada, 2005.     

Dyslexia as a limitation in the ability to process information

In an earlier paper (Miles and Wheeler 1975) it was reported that dyslexic subjects, aged over 13, were less able than suitably matched non-dyslexic subjects to respond correctly to arrays of tachistoscopically presented digits. A further experiment is now reported involving a younger age-group: 15 dyslexic subjects, average age twelve and one-half, were matched for spelling age with 15 non-dyslexic subjects, average age eight and one-half; and since the dyslexic subjects were appreciably less successful it is argued that “maturational lag” does not, on its own, fully account for the difference in performance between the two groups. A similar procedure was repeated with 41 dyslexic and 41 non-dyslexic subjects, all aged between 10.4 and 14.4, both with and without the introduction of a visual masking stimulus immediately after the test stimulus. Twenty undergraduate “fast-readers,” 20 undergraduate “slow-readers,” and four undergraduate dyslexic subjects were also compared both on their responses to tachistoscopically presented digits and on their performance in a visual search task. The results, taken in conjunction, suggest that dyslexia can be regarded as some kind of limitation in the ability to process information, perhaps affecting in particular the “visual code store” postulated by Posner et al. (1969). This paper was prepared for deliveryin absentia at the 27th Annual Conference of The Orton Society, in New York City, November 1976.     

Deepening kindergarteners' science vocabulary: A design study

Early, effective instruction to introduce both science vocabulary and general academic language may help children build a strong conceptual and linguistic foundation for later instruction. In this study, a design research intervention was employed to expose children to a variety of interrelated science content words to increase both the breadth and the depth of their vocabularies. This 8-week intervention targeted specific science content vocabulary development through adapting teachers' practices to include use of three instructional techniques: Teachers interactively read aloud information books, engaged students in conversation, and provided hands-on science activity centers. Results demonstrated that children deepened their understanding of the targeted vocabulary words.     

Understanding teacher entrepreneurial behavior in schools: Conceptualization and empirical investigation

Journal of Educational Change - The quasi-market condition of education intensified the need to seek ongoing school improvements, manage uncertainty, and innovate school-wide pedagogy and...     

Characteristic behaviors of students with LD who have teacher-identified math weaknesses

Mathematics learning disabilities (LD) have gained increased attention over the last decade from both researchers and practitioners. A large percentage of students receiving learning disability services experience difficulties with mathematics, but little research has examined the specific mathematics behaviors of students with LD who have teacher-identified math weaknesses. This study examines the literature on mathematics LD and identifies specific behaviors from that body of research for the purpose of determining the extent to which those behaviors are observed in students with LD. Data are presented from observations of 391 special education professionals on 1724 students with LD, 870 of whom had identified math weaknesses and 854 of whom did not. Our results validate the existing literature and provide implications for teachers, researchers, and others interested in studying mathematics LD.     

Rorschach responses of dyslexic children

Fifteen dyslexic children between the ages of 8 and 16 were given the Rorschach ink blot test and their responses were compared with those of 12 suitably matched controls. It was found that they made very considerable use of the shape of the cards, but much less use of the other determinants (color, texture, etc.). Unlike the controls they seldom turned the cards around so as to obtain some fresh “view,” and the overall number of responses per person was considerably less, with many of them giving only one response per card. It is suggested that the educational and social pressures on a dyslexic child often make him reluctant to commit himself in a context where “playing safe” is socially acceptable.     

Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students' science identities

To examine how school characteristics are tied to science and engineering views and aspirations of students who are underrepresented in science and engineering fields, this mixed‐methods study explores relationships between aspects of students' science identities, and the representation of women among high school science teachers. Quantitative analyses tested the hypothesis that percent female faculty would have a positive effect on girls' science interests, and perceptions in particular, given the potentially greater availability of women role models. Findings indicate that percent female science faculty does not have an effect on a range of science measures for both male and female students, including the ways in which they understand scientific practice, their science self‐concept, and their interest in science‐related college majors. As qualitative data demonstrate, this could reflect practical constraints at schools where female faculty are concentrated and narrow perceptions of science teachers and “real” science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 980–1009, 2007