Helen Cowie 《Pastoral Care in Education》2014,32(1):89-90

  相似文献   

    

Amanda W. Harrist  Stacy D. Thompson  Deborah J. Norris 《Early education and development》2013,24(2):305-336

Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed.  相似文献   

    

Mary Roduta Roberts  Cecilia B. Alves  Man-Wai Chu  Margaret Thompson  Louise M. Bahry  Andrea Gotzmann 《教育实用测度》2013,26(3):173-195

The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The performance of each cognitive model was evaluated by examining its fit to different data samples: verbal report, total, high-, moderate-, and low ability using the Hierarchy Consistency Index (Cui & Leighton, 2009), a model-data fit index. This study utilized cognitive diagnostic assessments developed under the framework of construct-centered test design and analyzed using the Attribute Hierarchy Method (Gierl, Wang, & Zhou, 2008; Leighton, Gierl, & Hunka, 2004). Both the expert-based and the student-based cognitive models provided excellent fit to the verbal report and high ability samples, but moderate to poor fit to the total, moderate and low ability samples. Implications for cognitive model development for cognitive diagnostic assessment are discussed.  相似文献   

    

Jenny Mant  Helen Wilson  David Coates 《International Journal of Science Education》2013,35(14):1707-1719

This paper reports research into the effect on 11‐year‐old pupils of introducing more cognitively challenging, practical, and interactive science lessons. Our hypothesis was that such lessons would increase the children's enthusiasm for science and their engagement with the scientific process, thereby improving educational performance. Schools in England are under pressure to raise achievement, as measured by the results of national tests. This has an impact on teaching, where revision of subject knowledge often dominates and can be particularly detrimental to more able pupils. The research was a controlled trial which took place in thirty‐two English primary schools as part of a project “Conceptual Challenge in Primary Science”. Teachers from 16 intervention schools participated in continuing professional development (CPD) and developed science lessons that had more practical work, more discussion, more thinking and less (but more focused) writing. The proportion of pupils achieving the highest level (level 5) in the national science tests at age 11 was compared in the matched‐school pairs before and after the intervention. Focus group interviews were also held with a group of pupils in each intervention school. There was a 10% (95% Confidence Interval 2–17%) increase in the proportion of children achieving the top score in the intervention schools. The pupils and teachers reported greater engagement and motivation. These findings suggest that moving from rote revision to cognitively challenging, interactive science could help improve science education. They merit replication in other international settings to test their generalisability.  相似文献   

    

Virginia L. Walker  Stephanie N. DeSpain  James R. Thompson 《Exceptionality》2013,21(4):262-277

ABSTRACT

The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed.  相似文献   

    

Helen Forbes‐Mewett  Chris Nyland  Sijun Shao 《International Studies in Sociology of Education》2013,23(4):355-373

Security is an integral component of the relationships that shape the lives of students hosted by foreign countries. International student security became a source of contention between nations in 2008 when China's Government charged that Australia was failing to adequately provide for the safety of Chinese students. We discuss Beck's theorisation of the ‘risk society’ and Clements' notion of balancing risk with opportunity. We draw on interviews undertaken in Beijing to highlight the importance of student security and the need for hosts to accord attention to the views of parents as well as students. Our findings reveal that parents play a major role in the study‐location decision, tend to accord security greater weight than do students when location is being debated within the family, utilise a range of strategies to keep students secure and believe host governments and institutions have primary responsibility for student well‐being.  相似文献   

    

Samuel B. Green  Marilyn S. Thompson  Jennifer Poirier 《Structural equation modeling》2013,20(1):113-126

Two Lagrange multiplier (LM) methods may be used in specification searches for adding parameters to models: one based on univariate LM tests and respecification of the model (LM‐respecified method) and the other based on a partitioning of multivariate LM tests (LM‐incremental method). These methods may result in extraneous parameters being included in models due to either sampling error or the model being misspecified. A 2‐stage specification search may be used to reduce errors due to misspecification. In the 1st stage, parameters are added to models based on LM tests to maximize fit. Second, parameters added in the 1st stage are deleted if they are no longer necessary to maintain model fit. Illustrations are presented to demonstrate that errors due to misspecification occur with the LM‐respecified method and are even more likely with the LM‐incremental approach. These illustrations also show how the deletion stage can help eliminate some of these errors.  相似文献   

    

Helen Penn 《International Journal of Inclusive Education》2013,17(1):101-114

There are unresolved tensions between achieving inclusivity and maintaining diversity in early childhood services in South Africa. While there have been substantial and impressive attempts to develop a comprehensive early childhood development policy as part of the new education planning in South Africa, there is a concern that indigenous traditions may be overlooked or lost in the process. Early childhood services, both governmental and those supported by non‐governmental organizations, have relied heavily,’ if not exclusively, on concepts and curricula drawn from Anglo‐American traditions. In order to illustrate these points this paper draws on material collected as part of a recent review of early childhood services in South Africa carried out for the Save the Children Fund.  相似文献   

    

S. Anthony Thompson 《International Journal of Inclusive Education》2013,17(10):985-1000

The purpose of this paper to present two approaches intended to support the social lives of those typically on the borders of school life. Circles of friends (CoFs) was designed to assist students labelled with disabilities, while Gay-straight alliances (GSAs) addresses needs of supporting students who identify as lesbian, gay, bisexual, transgender, two-spirited (gay/lesbian/bisexual First Nations people), queer and/or those questioning their sexual identity (LGBTTQQ). In laying out these approaches side by side, I argue that CoFs constitute a dis/abling pedagogy breed acquiescence, further pathologise students and create essentialised identification for all students. GSAs, in contrast, are constitutive of a queer pedagogy and promote active, agentive, healthy more complex identities. In short, CoFs are critiqued through GSAs and implications for inclusive schooling are explored.  相似文献   

    

S. Anthony Thompson 《International Journal of Inclusive Education》2013,17(1):99-117

  相似文献