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761.
Colette Gray James Ferguson Sarah Behan Carol Dunbar Jill Dunn Denise Mitchell 《International Journal of Early Years Education》2007,15(1):15-33
This paper reports findings from a large‐scale evaluation undertaken to explore the impact of the ‘linguistic phonics approach’ (LPA) on young children’s reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three‐stage test/retest matched‐samples evaluation (n = 745, Yr 2 and Yr 3 pupils) indicate that the LPA does significantly raise standards and that the gains made by pupils taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non‐systematic phonics approaches, the LPA positively affects the attainment levels of high‐, middle‐ and low‐ability readers. 相似文献
762.
Science as profession is generally defined narrowly as research. Science education as preparation for a profession in research is usually perceived as course work and laboratory training, even though the necessary knowledge and skills to pursue a research career are more extensive and diverse and are learned in one-on-one interaction with mentors. A complete education of science professionals includes the values, ethical standards and conventions of the discipline since they are fundamental to the profession. Mentoring and education in the responsible conduct and reporting of research and in the ethical dimensions of science are among the professional responsibilities of scientists and need to be discussed as part of science education. Moreover, science as an enterprise is much more than research and includes a number of other components, including science teaching, science journalism, and science policy. Each of these contributes to the nature of science and its role in society. 相似文献
763.
Stephanie Al Otaiba Young-Suk Kim Jeanne Wanzek Yaacov Petscher Richard K. Wagner 《Journal of research on educational effectiveness》2014,7(3):250-267
AbstractThe purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first-grade screeners as at risk or not at risk and then based on their RTI (no risk [NR], relative easy to remediate [ER], and requiring sustained remediation [SR]). Students in the dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the dynamic RTI condition had higher reading scores at the end of second grade than those in the typical RTI condition. Limitations and directions for future research are discussed. 相似文献
764.
765.
As the prevalence and negative effects of bullying become widely known, people around the world seem desperate to solve the bullying “problem”. A sizeable body of research about many aspects of bullying and a plethora of anti-bullying programmes and policies now exist. This critical policy analysis asks: how does Ontario, Canada’s bullying policy support and/or undermine critical democracy; and how does it reflect, support and further the interests of neoliberalism and/or neoconservatism? Findings indicate that the policy constructs the problem of bullying as a problem of individuals and a “behaviour for learning” problem. The policy also prescribes standardised responses to bullying incidents. We explore ways in which these constructions are undemocratic and unjust. The findings are particularly concerning because bullying policies are often viewed as innocuous by practitioners. This paper offers more than just critique by providing suggestions for how research and policies can become more just and equitable and how bullying policy may be enacted to support critical democracy. 相似文献
766.
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768.
Head Start (HS) is the largest federally funded preschool program for disadvantaged children. Research has shown relatively small impacts on cognitive and social skills; therefore, some have questioned its effectiveness. Using data from the Head Start Impact Study (3‐year‐old cohort; N = 2,449), latent class analysis was used to (a) identify subgroups of children defined by baseline characteristics of their home environment and caregiver and (b) test whether the effects of HS on cognitive, and behavioral and relationship skills over 2 years differed across subgroups. The results suggest that the effectiveness of HS varies quite substantially. For some children there appears to be a significant, and in some cases, long‐term, positive impact. For others there is little to no effect. 相似文献
769.
David Burkholder Stephanie F. Hall Jessica Burkholder 《Counselor Education & Supervision》2014,53(4):267-283
This article investigated 71 counselor educators' perspectives and pedagogical practices related to Ward v. Wilbanks (2009) and the American Counseling Association (ACA) response to the case. The authors used qualitative content analysis to identify 6 themes from survey data: (a) views on gatekeeping and student training; (b) perceptions of Julea Ward and Eastern Michigan University; (c) values, skills, and competency; (d) reactions to ACA policy on referral; (e) initiation of ethical responsibility to client; and (f) Ward v. Wilbanks: impact on the profession. 相似文献
770.
Stephanie Mackler 《Educational Studies A Journal of the American Educational Studies Association》2014,50(2):103-122
This article begins from the premise that foundations scholars occupy an awkward place in the education school, because our work is predominantly grounded in the liberal arts but the work of other education scholars is predominantly preprofessional. To create a more meaningful place for foundations in the education school will require better understanding of why the education school has such a strained relationship with the liberal arts. This article offers a brief review of this relationship as reflected in current practice and scholarship and offers a historical and sociological explanation for this situation. The article concludes with some suggestions for ways that foundations scholars can reconnect with the liberal arts. Doing so could enhance the position of foundations scholars by broadening our scholarly community and extending the possibilities for the work we do. 相似文献