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31.
This study examined the effectiveness of a comprehensive, school‐based intervention program, Creating A Safe School (CASS; The Ophelia Project) designed to reduce relational aggression (RA) and relational victimization (RV). Sixth‐grade students (N = 406) were surveyed before and after the intervention. Program effects were tested using a repeated‐measures design. Results revealed significant reductions in RA and RV among students who reported initially high levels of involvement. Findings also showed that decreasing approval of RA accounted for a significant amount of variance in changes in RA between pre‐ and posttest. These results provide initial evidence of the effectiveness of the CASS intervention model in reducing RA among early adolescents. © 2010 Wiley Periodicals, Inc. 相似文献
32.
In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These
students face many barriers to education, and appropriately educating this diverse student population presents many challenges
to schools and education departments. We argue that a whole of school approach that includes school structures, culture and
pedagogy is needed to provide equity for students with refugee experience. This approach to reform requires that the ‘structures
and programs [that] are designed for a dominant group’ (DETE, South Australian Curriculum Standards and Accountability Framework,
South Australia 2001), and which disadvantage minority groups, are challenged and changed. Implementing such change raises many practical difficulties,
and there are few documented examples of good practice. This prompted the authors’ ethnographic study of a South Australian
primary school, with a New Arrivals Program, which positions itself as taking a whole of school approach to educational reform
for refugees. This paper reports on the structural changes the school has implemented in its class organisation, staff roles
and curriculum. We consider the effects of government funding and neoliberal education policy on these reforms. 相似文献
33.
Kenneth R. Pugh W. Einar Mencl Annette R. Jenner Jun Ren Lee Leonard Katz Stephen J. Frost Sally E. Shaywitz Bennett A. Shaywitz 《Learning disabilities research & practice》2001,16(4):240-249
Converging evidence from a number of neuroimaging studies, including our own, suggest that fluent word identification in reading is related to the functional integrity of two left hemisphere posterior systems: a temporo-parietal system and a ventral occipito-temporal system. These posterior systems are functionally disrupted in developmental dyslexia. Reading disabled, relative to nonimpaired, readers demonstrate heightened reliance on both inferior frontal and right hemisphere posterior regions, presumably in compensation for the LH posterior difficulties. We propose a neurobiological account suggesting that for normally developing readers the temporo-parietal system predominates at first, and is associated with aspects of processing critical in learning to integrate orthography with phonological and lexical-semantic features of printed words. The occipito-temporal system, by contrast, constitutes a fast, late-developing, word-identification system that underlies fluent word recognition in skilled readers. 相似文献
34.
Johanna Ennser-Kananen Nicole Pettitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):583-604
This article contributes to scholarship on migrant women’s second language (L2) education in North America and Europe. Questioning reductionist understandings of the relationship between female migrants, their receiving communities and L2 education, the authors consider existing literature as well as their own qualitative work to investigate the challenges, opportunities and agency of migrant women. Weaving together and thematically presenting previous scholarship and qualitative data from interviews, participant observations and classroom recordings from a mixed-gender L2 adult migrant classroom in Austria and an all-women L2 migrant classroom in the United States, they trouble conceptualisations which position women primarily as passive recipients of education and in need of emancipation, while simultaneously elevating communities as agentic providers of these. Specifically, the authors emphasise that (1) L2 proficiency is not a guarantee for migrant women’s social inclusion or socioeconomic advancement; (2) migrant women’s complex challenges and agency need to be recognised and addressed; and (3) all involved in L2 education of migrant women do well to become learners of their own experiences of oppression, including their complicity in it. 相似文献
35.
R. Nicole Johnson-Ahorlu 《The Urban Review》2017,49(5):729-745
Critical Race Theory (CRT) scholars in Education, like activists, are intent on dismantling racism in education (and society at large), and often do so by engaging the problem of racial injustice through social science research. CRT research creates a wealth of awareness about how racism functions, and as a result, inspires social agency to create a more just society. This conceptual piece explores how CRT research, when joined with the efforts of activists, is even more potent with capacity to realize social justice. In the paper, the tenets of CRT in Education are outlined, and serve as the foundation of a model that reveal how each tenet can shape research designs, that inform decision making in social movement strategy development. The model is inspired by the author’s personal experiences with combining CRT research with social movement strategy development, and is intended to serve as an impetus for increased dialogue about how CRT social science research, particularly in Education, can support activists’ goals to dismantle racism. 相似文献
36.
SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT
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Charity Brown Griffin Shauna M. Cooper Isha W. Metzger Alexandrea R. Golden C. Nicole White 《Psychology in the schools》2017,54(7):673-688
This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed. 相似文献
37.
H. Alix Gallagher Nicole Arshan Katrina Woodworth 《Journal of research on educational effectiveness》2017,10(3):570-595
By 2013, all 50 states and the District of Columbia had adopted college- and career-ready standards in English language arts and mathematics, placing a greater emphasis on argument writing to prepare students for life after high school. Solving the specific problem of how to help teachers teach to new standards for argument writing as well as the broader problem of improving teaching and learning requires continued efforts to understand how to support teachers in making substantial changes in instruction. This paper reports on a district-randomized controlled trial of the National Writing Project's College-Ready Writers Program (CRWP), implemented in high-need rural districts in 10 states, testing one instance of professional development paired with supporting curricular resources and a formative assessment tool designed to shift instruction to align with the new college- and career-ready standards in English language arts classes in Grades 7–10. Researchers randomly assigned 44 rural districts either to receive two years of CRWP or to be in a business-as-usual control group and found positive impacts on teacher practice and student source-based argument writing. 相似文献
38.
McNeil NM Fyfe ER Petersen LA Dunwiddie AE Brletic-Shipley H 《Child development》2011,82(5):1620-1633
This study examined whether practice with arithmetic problems presented in a nontraditional problem format improves understanding of mathematical equivalence. Children (M age = 8;0; N = 90) were randomly assigned to practice addition in one of three conditions: (a) traditional, in which problems were presented in the traditional "operations on left side" format (e.g., 9 + 8 = 17); (b) nontraditional, in which problems were presented in a nontraditional format (e.g., 17 = 9 + 8); or (c) no extra practice. Children developed a better understanding of mathematical equivalence after receiving nontraditional practice than after receiving traditional practice or no extra practice. Results suggest that minor differences in early input can yield substantial differences in children's understanding of fundamental concepts. 相似文献
39.
Kathleen J. Roth Helen E. Garnier Catherine Chen Meike Lemmens Kathleen Schwille Nicole I.Z. Wickler 《科学教学研究杂志》2011,48(2):117-148
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011 相似文献
40.
This article estimates the effects of school expenditure on school performance at Key Stage 4 in England, over the period 2003–07 during which real per pupil expenditure increased rapidly. It adds to previous investigations by using dynamic panel analysis to: exploit time series data on individual schools that only recently has become available; adjust for the potential endogeneity not only of expenditure but also of other determinants of performance; and differentiate the short‐run and the (higher) long‐run attainment effects of spending changes. Consistent with other recent work, the article reports a generally significant but small effect of expenditure on school performance, but it also finds that the effect varies between specialist and non‐specialist schools, with the effect on the latter being larger. Further, the article identifies significant dynamics in the school improvement process, quantifies the long‐run effect of expenditure changes, suggests that spending effects increase with socio‐economic disadvantage, and quantifies absence effects. 相似文献