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In this three-state study, the authors estimate the magnitudes of achievement gaps between English learner (EL) students and their non-EL peers, while avoiding typical caveats in cross-sectional studies. The authors further compare the observed achievement gaps across three distinct dimensions (content areas, grades, and states) and report patterns of EL–non-EL achievement gaps within and across states. The study findings suggest that linguistic barriers and long-term EL designation may contribute to the observed achievement gaps. The findings further suggest that the differences in the stringency of state reclassification criteria may influence the reported size of the EL and non-EL achievement gaps between states. 相似文献
83.
Mark D. Reckase Raven McCrory Robert E. Floden Joan Ferrini-Mundy Sharon L. Senk 《Educational Assessment》2013,18(4):249-267
Numerous researchers have suggested that there are multiple mathematical knowledge and skill areas needed by teachers in order for them to be effective teachers of mathematics: knowledge of the mathematics that are the goals of instruction, advanced mathematics beyond the instructional material, and mathematical knowledge that is specific to what is needed to teach students. The research reported here is about the development of a test of teachers’ knowledge in these three areas related to the teaching of algebra. The test development process is described and the results of several analyses are reported that had the goal of checking whether valid inferences can be made about the hypothesized components of teacher knowledge. 相似文献
84.
Camille Jarrell Raymonda Dennis Marian Jackson Cynthia A. Kenney 《Community College Journal of Research & Practice》2013,37(3):235-250
This article describes several issues in the academic and student affairs areas faced by students and faculty in the post-Katrina destruction environment. Cases are used to illustrate the issues, and a call is made for increased disaster readiness plans. 相似文献
85.
This article proposes a comprehensive approach based on structural equation modeling for assessing the amount of trait-level change derived from faking-motivating situations. The model is intended for a mixed 2-wave 2-group design, and assesses change at both the group and the individual level. Theoretically the model adopts an integrative approach that relates the 2 main current conceptualizations of faking, and models the amount of trait change as an individual-differences variable. The model and procedures are used in an empirical study based on 512 participants. Some of the results are interesting and warrant further research. Overall, the methodology that is proposed provides new resources for the theoretical and applied assessment of faking. In particular, it provides the practitioner with new tools for clearly assessing faking at the individual level. 相似文献
86.
Research Findings: The aim of this longitudinal study was to explore peer relationships across the transition from preschool to school. Participants were 35 (17 male) children attending the Irish preschool initiative Early Start (M age = 49.31 months). Sociometric measures were employed on two occasions: at the end of preschool and in the first year of school. Results indicated that most preschoolers (83%) had at least one mutual friend, and by school age all children had at least one mutual friend. Almost one third (29%) of preschools and school-age children had a mutual best friend. Notably, all children made new friends in school. In addition, a number of friendships (18%) survived the preschool to school transition. Correlational analysis also suggested some stability in peer relationships from preschool into the first year of school. Exploratory multiple regression analyses showed that preschool peer variables predicted friendship status and social preference in school. Furthermore, best friendship in preschool uniquely predicted friendship in school, and best friend status in school was uniquely associated with social preference in school. Practice: Results have implications for parents' and early educators' promotion of children's friendships during the transition from preschool to school. 相似文献
87.
Mary Roach Yae Bin Kim Cailin O'Connor Joan Laurion 《Early education and development》2013,24(5):865-879
Research Findings: Research suggests that early care and education programs are most effective when they include strong components of family involvement. The Center for the Study of Social Policy recommended that early care and education programs build family-centered practices to strengthen families and reduce the incidence of child abuse and neglect. This article summarizes a statewide effort to implement this strategy, called Strengthening Families through Early Care and Education. We analyzed program self-assessments submitted by 186 early care and education programs. Analyses revealed that Head Start programs had better support systems in place for families than did “mainstream” (non–Head Start, non-accredited) early care and education programs. Results also showed that a small amount of state and local funding provided enough incentive for programs to improve their family-strengthening practices. Commitment and collaboration at the state level led to a sustainable impact by infusing “strengthening families” concepts into the early care and education field statewide. 相似文献
88.
Stephen D. Truscott Emilia Lopez Marian C. Fish 《Journal of educational and psychological consultation》2013,23(1):2-15
The Journal of Educational and Psychological Consultation (JEPC) is beginning its second quarter century of publication. Given the challenges education faced in 1990, when the journal began publishing, and the evolving challenges of 2015, it became important to answer two questions: (1) Has JEPC successfully contributed to the facilitation of service delivery leading to improved outcomes? (2) What major challenges should JEPC consider—in an era of diminishing school budgets, professional autonomy, and social safety nets—to ensure that it can help to meet the needs of struggling learners, their fellow students, and the people and organizations who work on their behalf? To help answer these questions, this article discusses JEPC's contributions to consultation, current and future challenges, and possible directions for meeting the current and future needs of struggling learners, their peers, and all other stakeholders to which JEPC has dedicated itself. 相似文献
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