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151.
Rebecca Wolf Jennifer Morrison Amanda Inns Robert Slavin Kelsey Risman 《Journal of research on educational effectiveness》2020,13(2):428-447
AbstractRigorous evidence of program effectiveness has become increasingly important with the 2015 passage of the Every Student Succeeds Act (ESSA). One question that has not yet been fully explored is whether program evaluations carried out or commissioned by developers produce larger effect sizes than evaluations conducted by independent third parties. Using study data from the What Works Clearinghouse, we find evidence of a “developer effect,” where program evaluations carried out or commissioned by developers produced average effect sizes that were substantially larger than those identified in evaluations conducted by independent parties. We explore potential reasons for the existence of a “developer effect” and provide evidence that interventions evaluated by developers were not simply more effective than those evaluated by independent parties. We conclude by discussing plausible explanations for this phenomenon as well as providing suggestions for researchers to mitigate potential bias in evaluations moving forward. 相似文献
152.
Meagan D. OMalley Leora Wolf‐Prusan Cecilia Lima Rodriguez Randy Xiong Mary Rose Swarts 《Psychology in the schools》2019,56(2):255-275
Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided. 相似文献
153.
Cirino PT Rashid FL Sevcik RA Lovett MW Frijters JC Wolf M Morris RD 《Journal of learning disabilities》2002,35(6):525-538
Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated. This study examined the test-retest reliability, practice effects, and relations among a number of nationally normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing tests in young children with significant RD. Reliability was adequate for most tests, although lower than might be ideal on a few measures when there was a lengthy test-retest interval or with the reduced behavioral variability that can be seen in groups of beginning readers. Practice effects were minimal. There were strong relations between nationally normed measures of decoding and spelling and their experimental counterparts and with most measures of reading-related cognitive processes. The implications for the use of such tests in treatment studies that focus on beginning readers are discussed. 相似文献
154.
Maria C. Bodin Sandra H. South Maria Ingemarson 《Scandinavian Journal of Educational Research》2016,60(4):449-476
Prevention in School (PS) is a comprehensive program which aims to improve the learning climate and reduce problem behavior in elementary schools. Core components are teaching of school rules, praise and rewards to support prosocial behavior, and a forum involving parents. This trial investigated the effects of PS on its intended outcomes, and includes 23 schools, 3,207 students, and 188 teachers. Multilevel regression analyses indicated no program effects two years after the start of the program. Problems with program components, implementation and study limitations may have contributed to the null findings. The lessons learned may be used to guide program revisions, and are important to consider in future attempts to implement and evaluate similar school interventions in a Swedish context. 相似文献
155.
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157.
Aline D. Wolf 《Early Childhood Education Journal》1986,14(1):18-19
Is art appreciation included in your curriculum? Are the youngsters in your class exposed to Renoir, Degas, and Monet? Children are never too young to be introduced to culture and the arts, and once that appreciation is acquired it is a gift of knowledge that will last a lifetime. 相似文献
158.
基于有向签名的加密与签名混合型方案 总被引:2,自引:0,他引:2
提出了许多称作有向签名的新方案,即只有特定的收方才能验证签名的正确性。在ElGamal型签名方案和相应的具有报文还原功能的签名方案(称作MR型签名方案)上构造了5个有向签名方案。其中MR型有向签名方案不但可以用于数字签名,而且可以用于数据加密,是一种新的加密与签名混合型方案 相似文献
159.
校长课程领导:角色、困境与展望 总被引:2,自引:0,他引:2
余进利 《课程.教材.教法》2004,(6)
我国基础教育课程改革实行国家、地方和学校三级课程、三级管理,让学校自主开发一部分课程。校长是校务的最高领导人,学校层课程改革进行得如何与校长密切相关。为此,教育行政部门应多为校长领导课程创造条件,校长要善于“顺势、造势、导势”,要发挥每位教师参与课程改革的积极性、主动性和创造性。 相似文献
160.