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21.
Luke Miratrix Jane Furey Avi Feller Todd Grindal Lindsay C. Page 《Journal of research on educational effectiveness》2018,11(1):133-162
Estimating treatment effects for subgroups defined by posttreatment behavior (i.e., estimating causal effects in a principal stratification framework) can be technically challenging and heavily reliant on strong assumptions. We investigate an alternative path: using bounds to identify ranges of possible effects that are consistent with the data. This simple approach relies on fewer assumptions and yet can result in policy-relevant findings. As we show, even moderately predictive covariates can be used to substantially tighten bounds in a straightforward manner. Via simulation, we demonstrate which types of covariates are maximally beneficial. We conclude with an analysis of a multisite experimental study of Early College High Schools. When examining the program's impact on students completing the ninth grade “on-track” for college, we find little impact for ECHS students who would otherwise attend a high-quality high school, but substantial effects for those who would not. This suggests a potential benefit in expanding these programs in areas primarily served by lower quality schools. 相似文献
22.
There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose. 相似文献
23.
Jane Castle 《British Journal of Sociology of Education》1996,17(4):389-413
Black managers form the primary target and major context of affirmative action programmes in South Africa‐‐programmes which are inherently educational. As its title suggests, this article investigates the social background, upbringing and educational experience of black managers engaged in large business organizations in Johannesburg. In many respects, the stories of these managers represent a narrow profile of the broader injustices of the apartheid era. However, the managers have risen through the oppressive structures which dominated their youth by seizing opportunities to act as agents of change in their own affairs. In this they were supported by the value orientations of their homes and by the educative influences of the black consciousness movement and trade union activism. Their experience calls into question the strictures of social pathology theory, which holds that an endemic culture of poverty is passed on from one generation to the next. 相似文献
24.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
25.
Massimo Ciuffo Jane Myers Massimo Ingrassia Antonio Milanese Maria Venuti Ausilia Alquino Alice Baradello Giacomo Stella Antonella Gagliano 《Reading and writing》2017,30(8):1667-1686
The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural indicators of the silent reading speed. A total of 325 high school and university skilled students (age range 14–23 years) have been assessed using 3 tasks aimed to evaluate the oral reading speed (lists of words, lists of pseudowords and narrative text) and one task aimed to measure the silent reading speed. The average silent reading speed in our sample was around 12.5 syll/sec, almost double than the oral reading speed rate. The silent reading speed had an increase from 9.13 to 12.38 syll/sec from the first year of high school (ninth grade) to the fifth year of University. Conversely, the oral reading speed remained substantially unchanged for the entire academic course. Our results showed that the reading fluency in silent mode tends to increase up to the last years of University and it may be considered the most rapid and efficient reading mode. This study highlights the importance of including both silent and oral reading modes in the assessment of the older students and young adults, since silent reading is the main reading mode for proficient readers. 相似文献
26.
Rebecca Luce-Kapler Jane Chin Erin O'Donnell Shari Stoch 《Changing English: An International Journal of English Teaching》2001,8(1):43-52
This article explores the findings of a small research study that asked writers to describe a meaningful, personal incident using first narrative and then poetic forms. The poetry raised many anxieties about writing, including the revelations of subjectivity and the risks in sharing such work with a group. To understand some of the complexities of these responses, the researchers thought of writing as an ecology with interdependent systems influencing the writing. Rereading the research texts, they traced some of those systems that affect students' writing and understanding of poetry. 相似文献
27.
28.
In this article, we discuss the intuitive knowledge mothers have of their unborn baby. We propose a shift in focus from caregivers' merely providing information to first listening to pregnant mothers as they share their intuitive knowledge of their baby. This approach enables mothers and fathers or partners to know they are already parents to their unborn baby and empowers them to get in touch with their baby's presence and who he or she is during pregnancy. This intuitive knowledge may be a protective behavior that will enable mothers to keep babies safe during pregnancy. 相似文献
29.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
30.
Jane D. Lanigan 《Early Childhood Education Journal》2011,38(6):399-409
This study examines family child care providers’ perspectives regarding effective professional development and their role
in the early learning and care system. Four focus groups were conducted annually for 3 years involving a total of 54 licensed
family child care providers. Supportive social relationships emerged as an important dimension of family child care providers’
professional development experience. Providers preferred a cohort design which enabled them to establish relationships with
colleagues and a long-term relationship with the same instructor. Trust and a non-judgmental atmosphere were critical to the
learning environment. A collaborative approach to evaluation and assessment that focused on a small number of specific items
each month supported the continuous quality improvement process better than a single annual assessment by an objective evaluator.
Family child care providers valued professionalism, but viewed their services as a unique segment of the early learning and
care system worthy of distinct professional development and respect. Recommendations for designing and delivering effective
professional development for family child care providers are discussed. 相似文献