Why is there an increased need for quantitative indicators of student socioeconomic status at the school level? What alternative approaches have been used to measure SES? Can principals accurately estimate the SES distribution of their student populations? How do their estimates correlate with other indexes o f family SES? 相似文献
Gary Crosby Brasor, formerly assistant professor of French at Howard University, is the executive director of the Massachusetts
Association of Scholars. This article is excerpted from a November 1994 report prepared by Dr. Brasor for the Massachusetts
Association of Scholars titled “Turmoil and Tension at the University of Massachusetts at Amherst: History, Analysis, and
Recommended Solutions” 相似文献
Fresh demands are currently being made upon teachers of literacy. How do these fit with what we know about teachers who are effective at teaching literacy? The research reported here aimed to explore the characteristic features of teachers who were effective literacy teachers, in terms of their knowledge, beliefs and teaching practices. It was found that effective teachers were already teaching literacy in a manner sympathetic to that implied in the National Literacy Strategy. The article goes on to discuss some of the implications of these findings, especially in terms of the design and content of future in-service courses.相似文献
This article reports on a multiyear formative experiment of a summer enrichment program that served as literacy enrichment for middle-school students, a field experience for preservice teacher candidates, and a professional development and leadership opportunity for practicing teachers. The analysis focuses on how the design team conceptualized, implemented, and researched inquiry-based, literacy-infused curriculum within the program, which was embedded in a broader university–school partnership. Findings report curriculum-related decisions and adjustments made over two iterations of the program before detailing the data-driven adjustments planned for the program’s third iteration in 2017. Findings reveal that literacy supports were richer when the curriculum with which preservice teacher candidates worked was explicit about the content they must address and well sequenced. Such explicitness left more bandwidth for candidates to focus on literacy and reduced the chances it would get lost in candidates’ other concerns. Implications are discussed for others designing clinical experiences intended to interrupt the status quo in both literacy teacher education and K–12 schooling, with the goal of promoting more equitable outcomes for all. 相似文献
Mechanisms were examined to clarify relations between maternal depressive symptoms, dysfunctional cognitions, and infant night waking among 45 infants (1-24 months) and their mothers. A mother-driven mediational model was tested in which maternal depressive symptoms and dysfunctional cognitions about infant sleep predicted infant night waking via their impact on mothers' bedtime and nighttime behavior with infants (from video). Two infant-driven mediational models were also examined, in which infant night waking predicted maternal depressive symptoms, or dysfunctional cognitions, via their impact on nighttime maternal behavior. Stronger support for the mother-driven model was obtained, which was further supported by qualitative observations from video-recordings. This study provides important insights about maternal depression's effects on nighttime parenting, and how such parenting affects infant sleep. 相似文献
We assess the impact of the New Hope Project, an antipoverty program tested in a random assignment experimental design, on family functioning and developmental outcomes for preschool- and school-aged children (N = 913). New Hope offered wage supplements sufficient to raise family income above the poverty threshold and subsidies for child care and health insurance to adults who worked full-time. New Hope had strong positive effects on boys' academic achievement, classroom behavior skills, positive social behavior, and problem behaviors, as reported by teachers, and on boys' own expectations for advanced education and occupational aspirations. There were not corresponding program effects for girls. The child outcomes may have resulted from a combination of the following: Children in New Hope families spent more time in formal child care programs and other structured activities away from home than did children in control families. New Hope parents were employed more, had more material resources, reported more social support, and expressed less stress and more optimism about achieving their goals than did parents in the control sample. The results suggest that an anti-poverty program that provides support for combining work and family responsibilities can have beneficial effects on the development of school-age children. 相似文献
Young women living in urban contexts, particularly those with involvement in the foster care and juvenile justice systems, experience significant barriers to academic well-being as a result of childhood trauma. To date, little research has been done to evaluate evidence-based, trauma-informed educational interventions to improve outcomes among these students. This study used survey data from a multi-year trauma-informed teaching intervention to quantitatively measure the well-being of trauma-exposed girls in an urban, trauma-informed school setting. The study explored whether girls at a trauma-informed school demonstrated significant changes in trauma symptomatology and whether these changes varied by race/ethnicity. As hypothesized, participants experienced a statistically significant decrease in trauma symptoms over the observation period. However, there were no significant differences in trauma symptom change based on race/ethnicity. Policy and practice implications are discussed.