Wechsler scale performance patterns of American Indian children

Using WISC, WISC-R, and WPPSI subtest scores recategorized according to the Bannatyne scheme, the study uncovered evidence for the existence of an Indian Wechsler Scale performance pattern that is different from that found in normal and learning disabled groups. The Indian pattern finds spatial abilities more well developed than sequencing skills, which are superior to conceptual and acquired knowledge performances. The sample was composed of 142 Indian children, primarily Ojibwa (Chippewa). Supporting hypotheses addressed differences between groups of traditional Indian children and those who are more Anglo acculturated. The traditional children evidenced the Indian pattern of recategorized Wechsler subtest performance, while the more acculturated groups did not. Discussion of results centers on factors that may be related to the Indian pattern, such as cultural heritage, otitis media, and the school curriculum.     

The manager's role in developing subordinates: Interaction patterns at work

Jeanne Lindholm, Ph.D., is an Assistant Professor in the School of Business at the College of William and Mary, Williamsburg, Virginia 23185. Address reprint requests to the author.     

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn School Psychology Review, 36, 541–561, 2007; Wanzek et al. Review of Educational Research, 83, 163–195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students’ foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES?=?0.54), (2) not-standardized foundational skill measures (mean ES?=?0.62), (3) standardized language/comprehension measures (mean ES?=?0.36), and (4) not-standardized language/comprehension measures (mean ES?=?1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.     

The Relation Between Global and Specific Mindset With Reading Outcomes for Elementary School Students

An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills, whereas reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading.     

Early Warning Signs of Functional Illiteracy: Predictors in Childhood and Adolescence

Early childhood, middle childhood, and early adolescence determinants of functional literacy in adulthood are investigated, using 20-year longitudinal data from a sample of black children of teenaged mothers from the Baltimore metropolitan area. Document literacy was assessed by a test that consisted of a subset of items of the National Assessment of Educational Progress (NAEP) adult literacy test. The Baltimore sample is compared to the NAEP sample. Family environmental factors, early childhood developmental level, and educational career factors were considered as predictors of young adulthood literacy. Preschool cognitive and behavioral functioning is highly predictive of literacy in young adulthood, even when the effects of family environmental characteristics, including living arrangements, the quality of the home environment, maternal education, and income, are controlled. Grade failure in elementary school is also associated with literacy, but this effect disappears when the measure of preschool abilities is controlled. Family environmental factors that are predictive of literacy include maternal education, family size in early childhood, maternal marital status, and income in middle childhood and early adolescence. Policy implications of these findings are discussed.     

THE EMERGENCE OF PRAGMATIC PHILOSOPHY'S INFLUENCE ON LITERARY THEORY: MAKING MEANING WITH TEXTS FROM A TRANSACTIONAL PERSPECTIVE

A bstract .  In this review essay, Jeanne Connell examines the influence of pragmatic philosophy on the scholarly works of twentieth-century literary theorist and English educator Louise Rosenblatt through the lens of a recent collection of her essays originally published between 1936 and 1999. Rosenblatt grounded her transactional theory of literature in pragmatic philosophy, particularly the epistemological constructs of John Dewey. While influential as a pioneer in the early development of reader-response theory, Rosenblatt's theory has only recently been given attention by philosophers of education. Making Meaning with Texts: Selected Essays is an important collection of articles and book chapters that highlights the evolution of her thinking in literary theory, pedagogy, and literary criticism. Rosenblatt positioned the construction of meaning in the personal lived-through quality of the literary experience, making central the generative relation between the text and the reader. Connell argues that the educational relevance of Rosenblatt's theory for contemporary education is that it provides a powerful critique of classroom approaches that promote shallow readings with little opportunity for critical reflection.     

Sustainable development education in Scottish schools: the Sleeping Beauty syndrome

This paper reviews and discusses the development of Sustainable Development Education (SDE) policy within the context of the Scottish formal school system. The focus is on the progress, and lack thereof, of implementation of SDE in schools in the light of some of the key curriculum documents and associated political decisions and advisory reports. The period of the review dates from 1993, which saw the publication of a report that was regarded as the seminal document for the development of environmental education in Scotland, to 2007 and the Scottish Executive's proposals for SDE in the light of curriculum reform for schools for the 21st century. The paper employs, loosely, the metaphor of the Sleeping Beauty to tell the story of SDE in Scotland in three parts: the story's three phases of emergence, obscurity and re‐emergence might serve as a useful metaphor, here.     

同一个世界 同一个印刷业

最近,我浏览drupa2008的网站,其市场宣传口号“同一个世界,同一个drupa”深深地吸引了我,这个口号在印刷业也引起了共鸣。