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1.
Education researchers, policymakers, and practitioners are concerned with identifying and developing talent for students with fewer opportunities, especially students from historically marginalized groups. An emerging body of research suggests “universally screening” or testing all students, then matching those students with appropriate educational challenges, is effective in helping marginalized students. However, most tests have focused on two areas: math and verbal reasoning. We leverage three nationally representative samples of the U.S. population at different time points that include both novel cognitive measures (e.g., spatial, mechanical, and abstract reasoning) and non-cognitive measures (e.g., conscientiousness, creativity or word fluency, leadership skill, and artistic skill) to uncover which measures would improve proportional representation of marginalized groups in talent identification procedures. We find that adding spatial reasoning measures in particular—as well as other non-cognitive measures such as conscientiousness, leadership, and creativity—are worthwhile to consider for universal screening procedures for students to narrow achievement gaps at every level of education, including for gifted students. By showing that these nontraditional measures both improve proportional representation of underrepresented groups and have reasonable predictive validity, we also broaden the definition of what it means to be “gifted” and expand opportunities for students from historically marginalized groups. 相似文献
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An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
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对指数场合下定时截尾竞争失效产品步加试验的优化设计进行了研究,并得到了优化设计的方案。推广了D.S.Bai,Y.R.Chun(1991)的结果。 相似文献
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本文对指数场合下定数截尾步加实验的优化设计进行了研究,并得到了优化设计的方案,推广了文[2](1989)的结果。 相似文献
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我国食品对外贸易对食品工业经济增长影响分析 总被引:1,自引:0,他引:1
运用协整检验结果表明中国食品进口与食品工业经济增长、中国食品出口与食品工业经济增长之间构成了长期稳定的均衡关系;运用多变量的Granger因果关系检验发现存在食品出口到食品工业经济增长的单向Granger因果关系,食品工业经济增长到食品进口增长的单向Granger因果关系,以及食品进口增长到食品出口增长的双向Granger因果关系;运用误差修正模型得出在短期内,食品进口、出口对食品工业经济增长有促进作用。 相似文献
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高新民 《华中师范大学学报(人文社会科学版)》2002,41(6):5-12
行动是人所独有的运动方式,是人的特殊本质之一。关于行动的分析、解释以及与之相联系的心理因果性问题是当代西方心灵哲学研究的重要领域。本文从分析行动的本质特征入手,探讨了围绕行动的解释、心理因果性及其可能性根据、心理内容的因果性等所展开的阐释、争论及其意义。 相似文献
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张卫国 《衡阳师范学院学报》2006,27(2):107-110
证券虚假陈述民事赔偿责任是信息披露义务人违反信息披露义务而承担的特殊侵权责任,适用证券侵权行为的一般理论。我国证券立法在虚假陈述民事赔偿责任的主体、归责原则、因果关系、损害赔偿范围等实体法律制度上存在缺陷,有待进一步的完善。 相似文献