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1.
This study investigated the effect of preschool experience (two types of preschool: Madrasa and non‐Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996 Elliot, C.D., Smith, P. and McCulloch, K. 1996. British Ability Scale (BAS), Berkshire, , UK: NFER‐NELSON.  [Google Scholar]), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980 Drenth, P.J.D., Van der Vlier, H., Muinde, N.P., Otaala, B., Omari, I.M. and Opolot, J.A. 1980. Jaribio akili mtoto Afrika. [African child intelligence test.] [in Kiswahili], Amsterdam: Free University of Amsterdam.  [Google Scholar]). The development of 423 children was studied at pre‐test (entry to preschool) and at post‐test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall.  相似文献   

2.
Through the use of in-depth interviews, this study investigated how gifted high-school students scoring high on at least one measure of perfectionism (self-oriented, socially prescribed, or other-oriented) perceived their perfectionism as developing. Findings suggested support for three family history models outlined by Flett, Hewitt, Oliver, and Macdonald (2002 Flett, G., Hewitt, P., Oliver, J. and Macdonald, S. 2002. “Perfectionism in children and their parents: A developmental analysis”. In Perfectionism: Theory, research, and treatment, Edited by: Flett, G. and Flett, P. 89–132. Washington, DC: American Psychological Association. [Crossref] , [Google Scholar]). Lack of challenge in their early academic experiences was also indicated as an influence. Findings are discussed within the context of the current literature on perfectionism in gifted students, and avenues for future research are suggested.  相似文献   

3.
Research Findings: Emotional and social competence are critical to a child’s current and future well-being. A. D. Paterson et al. (2012 Paterson, A. D., Babb, K. A., Camodeca, A., Goodwin, J., Hakim-Larson, J., Voelker, S., &; Gragg, M. (2012). Emotion-Related Parenting Styles (ERPS): A short form for measuring parental meta-emotion philosophy. Early Education &; Development, 23, 583–602. doi:10.1080/10409289.2011.569316[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) studied a sample of mothers and proposed that an adult’s approach to the socialization of a child’s emotions can be summarized in his or her parenting style as measured by the Emotion-Related Parenting Styles (ERPS) scale. These styles are emotion approving, emotion disapproving, active socialization, and uncertain/ineffective socialization of negative emotions. This study aimed to determine whether the ERPS scale is a reliable measure of the emotion socialization styles of parents and non-parents of both genders. Participants were 521 undergraduate students—males (n = 76), females (n = 445), parents (n = 290), non-parents (n = 231)—with a mean age of 32.26 years (SD = 9.92, range = 18–61 years). There were no significant differences between the ERPS subscale scores of parents and non-parents, but males and younger adults showed higher disapproving and uncertain responses. The factor structure of the ERPS was confirmed for females. One factor was found to be unreliable for males. Practice or Policy: The ERPS is a reliable measure of the emotion socialization styles of females. Further research is required to establish the scale’s reliability with males.  相似文献   

4.
This paper reports on research on the attitudes of a differentiated sample of students to Catholic schools in general and religious education in particular. Core Catholic youth are described, following Fulton et al. (2000 Fulton, J., Abela, A., Borowik, I., Dowling, T., Marler, P. and Tomasi, L. 2000. Young Catholics at the New Millennium; the Religion and Morality of Young Adults in Western Countries, Dublin: University College Press.  [Google Scholar]: Young Catholics at the New Millennium, Dublin, University College Press), as individuals who have an existing connection with the parish community. Some results that emerge from 58 in‐depth interviews with 14‐ and 15‐year‐old core Catholics are that they value their time in Catholic schools, feel that they are in a safe environment and are not well networked with others of a similar background. Attitudes to religious education by core Catholic youth are described as weak positive. Religious education is not unpopular but is not seen as a discipline that helps resolve some of the difficulties that they experience as young Catholics. These difficulties relate to trying to reconcile what they see as the conflict between the scientific and religious view of creation and many supernatural religious claims.  相似文献   

5.
The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007 Howie, S.J., Venter, E., Van Staden, S., Zimmerman, L., Long, C., Scherman, V. and Archer, E. 2007. Progress in International Reading Literacy Study (PIRLS) 2006 summary report. South African children's reading literacy achievement, Pretoria, South Africa: Centre for Evaluation and Assessment, University of Pretoria.  [Google Scholar]). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools.  相似文献   

6.
The purpose of this investigation is to compare a new (double-mean-centering) strategy to estimating latent interactions in structural equation models with the (single) mean-centering strategy (Marsh, Wen, & Hau, 2004 Marsh, H. W., Wen, Z. and Hau, K. T. 2004. Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction.. Psychological Methods, 9: 275–300. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2006 Marsh, H. W., Wen, Z. and Hau, K. T. 2006. “Structural equation models of latent interaction and quadratic effects”. In A second course in structural equation modeling Edited by: Hancock, G. and Mueller, R. 225–265. Greenwich, CT: Information Age.  [Google Scholar]) and the orthogonalizing strategy (Little, Bovaird, & Widaman, 2006 Little, T. D., Bovaird, J. A. and Widaman, K. F. 2006. On the merits of orthogonalizing powered and product term: Implications for modeling interactions among latent variables.. Structural Equation Modeling, 13: 497–519. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Marsh et al., 2007 Marsh, H. W., Wen, Z., Hau, K. T., Little, T. D., Bovaird, J. A. and Widaman, K. F. 2007. Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approaches.. Structural Equation Modeling, 14: 570–580. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). A key benefit of the orthogonalizing strategy is that it eliminated the need to estimate a mean structure as required by the mean-centering strategy, but required a potentially cumbersome 2-step estimation procedure. In contrast, the double-mean-centering strategy eliminates both the need for the mean structure and the cumbersome 2-stage estimation procedure. Furthermore, although the orthogonalizing and double-mean-centering strategies are equivalent when all indicators are normally distributed, the double-mean-centering strategy is superior when this normality assumption is violated. In summary, we recommend that applied researchers wanting to estimate latent interaction effects use the double-mean-centering strategy instead of either the single-mean-centering or orthogonalizing strategies, thus allowing them to ignore the cumbersome mean structure.  相似文献   

7.
Changes in society and government have increased concerns of low participation and involvement by people, especially the young, in the political process and decision-making. As a result, citizenship has become a focus of recent curriculum developments in many countries. In Scotland, ‘Values and Citizenship’ has been made one of the Scottish Executive's national priorities for education and is linked to the major national initiative, ‘Education for Citizenship’. This is seen as encouraging pupils to make informed choices and decisions and to take action, individually and as part of the community. More recently, A curriculum for excellence 3–18 (SEED 2004 Shucksmith, J. and Spratt, J. 2001. Education for citizenship in Scotland: An analysis of responses to the consultation paper, Aberdeen: University of Aberdeen.  [Google Scholar]) placed promoting responsible citizenship at the heart of the curriculum. This article reports on the extent to which a sample of Scottish schools was making progress towards developing education for citizenship, the strategies they developed and the barriers encountered in this implementation. It compares progress and developments in Scotland to the model devised in a longitudinal study for citizenship in England (Ireland et al. 2004 Ireland, E. and Kerr, D. 2004. Making citizenship education real: Learning from current approaches in schools. Teaching Citizenship, 9: 20–25.  [Google Scholar], 2006 Ireland, E., Kerr, D., Lopes, J., Nelson, J. and Cleaver, E. 2006. Active citizenship and young people: Opportunities, experiences and challenges in and beyond school, London: DfES.  [Google Scholar]).  相似文献   

8.
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9.
This article offers a critical analysis of discourses and power structures and the ways they operate in two instructors’ adult education and ESOL classrooms. The instructors defined learner experience in specific ways and subsequently used those definitions and drew on their learners’ experiences to define their curricula and pedagogy. They conceptualized learner experiences in ways that potentially empowered or emancipated learners from existing power structures. The data presented are part of a two‐year study of different lifelong learning and adult education contexts in the north‐eastern and mid‐western USA. Data sources included survey, interview, artifact collection, and observation methods. Data analysis was guided by a sociocultural theory of literacy development (The New London Group 1996 New London Group. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66: 60–92. [Crossref], [Web of Science ®] , [Google Scholar], Gee 1996 Gee, J. 1996. Social Linguistics and Literacies: Ideology in discourses , (2nd edn), London: Falmer.  [Google Scholar], 2003 Gee, J. 2003. What Video Games Have to Teach Us About Learning and Literacy, New York: Macmillan. [Crossref] , [Google Scholar], Barton and Hamilton 1998 Barton, D. and Hamilton, M. 1998. Local Literacies: Reading and writing in one community, London: Routledge. [Crossref] , [Google Scholar]), Holland et al.'s (1998 Holland, D., Lachicotte, W. Jr., Skinner, D. and Cain, C. 1998. Identity and Agency in Cultural Worlds, Cambridge, MA: Harvard University Press.  [Google Scholar]) theories of figured worlds and identity development, Bakhtin’s (1963 Bakhtin, M. M. 1963. Problems of Dostoevsky’s Poetics, Edited by: Emerson, C. Minneapolis, MN: University of Minnesota Press. 1994 [Google Scholar], 1975 Bakhtin, M. M. 1975. The Dialogic Imagination, Edited by: Emerson, C. and Holquist, M. Austin, Texas: University of Texas Press. 1998 [Google Scholar], 1979 Bakhtin, M. M. 1979. Speech Genres and Other Late Essays, Edited by: Mcgee, V. W. Austin, Texas: University of Texas Press. 1994 [Google Scholar], 1986 Bakhtin, M. M. 1986. Toward a Philosophy of the Act, Edited by: Liapunov, V. Austin, Texas: University of Texas Press. 1993 [Google Scholar]) theory of dialogism, and Foucault’s (1963 Foucault, M. 1963. The Birth of the Clinic: An archaeology of medical perception, Edited by: Sheridan‐Smith, A. New York: Vintage. 1975[Crossref] , [Google Scholar], 1980 Foucault, M. 1980. Power/Knowledge: Selected interviews & other writings, 1972–1977, Edited by: Gordon, C., Marshall, L., Mepham, J. and Soper, K. New York: Pantheon. 1980 [Google Scholar]) conceptualization of power. One instructor offered her learners a chance to empower themselves, that is, to find gratification by learning to appropriate mainstream ways of acting, thinking, believing, and using text. The discourse that promotes such instructional efforts is predominant in lifelong learning and adult education. In this discourse, referred to at the outset as one of coherence, learner experience, as a resource for language and literacy development, is essentialized as dispositional, meaning that correct or proper attitudes and beliefs are necessary for empowerment. The other instructor practised a reverse discourse, or what Gee (1996 Gee, J. 1996. Social Linguistics and Literacies: Ideology in discourses , (2nd edn), London: Falmer.  [Google Scholar]) referred to as a liberatory literacy. She positioned learners to critique the Discourses they encountered, including those they participated in, as movement toward emancipation, toward communicative competence or a critical stance in the world. In effect, learners reversed the panoptic framework and turned the gaze back upon existing power structures. In this case, learner experience was valued for the experiential positioning it offered learners.  相似文献   

10.
Compositional effects of scholarly culture classroom/school climate on civic knowledge scores of 9th graders in the United States were examined using the International Association for the Evaluation of Educational Achievement (IEA) 1999 Civic Education Study data. Following Evans et al. (2010 Evans, M. D. R., Kelley, J., Sikora, J., &; Treiman, D. J. (2010). Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility, 28, 171–197.[Crossref], [Web of Science ®] , [Google Scholar], 2014 Evans, M. D. R., Kelley, J., &; Sikora, J. (2014). Scholarly culture and academic performance in 42 nations. Social Forces, 92, 1573–1605.[Crossref], [Web of Science ®] , [Google Scholar]), we conceived that the number of books at home, referred to as the home literacy score by IEA, can be an index of scholarly culture of the student's home, and its aggregated average constitutes scholarly culture of the classrooms/schools. The results obtained through multilevel analysis indicated that there were indeed large unique compositional effects and its effect size was comparable to that of mean parent education, individual level scholarly culture, and parent education. Implications of the results in terms of educational policy were discussed.  相似文献   

11.
Research Findings: Parents’ meta-emotion philosophy guides their approach to teaching their children about emotions (J. M. Gottman, L. F. Katz, &; C. Hooven, 1997 Gottman , J. ( 1997 ). The heart of parenting: Raising an emotionally intelligent child . New York , NY : Simon &; Schuster . [Google Scholar]) and is measured with the Emotion-Related Parenting Styles Self-Test–Likert (Gottman et al., 1997 Gottman , J. M. , Katz , L. F. , &; Hooven , C. ( 1997 ). Meta-emotion: How families communicate emotionally . Mahwah , NJ : Erlbaum . [Google Scholar], modified by J. Hakim-Larson, A. Parker, C. Lee, J. Goodwin, &; S. Voelker, 2006 Hakim-Larson , J. , Parker , A. , Lee , C. , Goodwin , J. , &; Voelker , S. ( 2006 ). Measuring parental meta-emotion: Psychometric properties of the Emotion-Related Parenting Styles Self-Test . Early Education and Development , 17 , 229 – 251 . doi: 10.1207/s15566935eed1702_2 [Taylor &; Francis Online] , [Google Scholar]). The purpose of this study was to explore the underlying structure of this measure, develop a short form, and assess its psychometric properties. In a sample of 107 parents of typically developing children, principal factor extraction with a direct oblimin rotation (delta = 0) identified 3 factors: emotion coaching, parental acceptance of negative emotion, and parental rejection of negative emotion. In a sample of 107 parents of children with developmental disabilities, a 4th factor was identified: feelings of uncertainty/ineffectiveness in emotion socialization. The 4-factor, 20-item short form showed good validity and reliability, with Cronbach's alphas ranging from .70 to .80. Practice or Policy: This short form is a practical means of assessment and may be used to identify parents of typically developing children who perceive similar challenges with their children's emotions as do parents who have children with developmental disabilities. The discussion centers on potential emotion-related parenting practices and the identification of children at risk for emotion regulation difficulties.  相似文献   

12.
Active learning techniques have long been shown to increase the extent to which students are able to think critically about problems and solutions to them. The extant research suggests that efforts to engage students in higher order thinking should extend beyond the typical setting in which the more advanced students are introduced to active learning techniques. White and Frederiksen (2000 White, B. Y. and Frederiksen, J. R. 2000. “Metacognitive Facilitation: An Approach To Making Scientific Inquiry Accessible to All.”. In Inquiry into Learning and Teaching in Science, Edited by: Minstrell, J. L. and Van‐Zee, E. H. 331–70. Washington, DC: American Association for the Advancement of Science.  [Google Scholar]) have found that most students, regardless of achievement levels, can reach a higher order thinking level when they are encouraged to do so. This paper explores several issues associated with active learning techniques in the general sense and then uses examples to demonstrate how such techniques can and are being used on the criminal justice classroom. The pros and cons of using active learning techniques are also discussed.  相似文献   

13.
Pupils of White and Black Caribbean descent make up the largest category of mixed heritage pupils in the United Kingdom. As a group they are at risk of underachieving and are proportionally over‐represented in school exclusions. Yet little is known to date about the barriers to their achievement. The common‐sense explanation for their underachievement is often in relation to the perception that mixed‐heritage people are more likely to have ‘identity problems’ and low self‐esteem because of their mixed backgrounds. In some cases, this view is further compounded by low teacher expectations associated with the socio‐economic background and household structure of some mixed heritage pupils. By drawing on qualitative data from recent research, 1 1. See Tikly et al. (2004 Tikly, L., Caballero, C., Haynes, J. and Hill, J. 2004. Understanding the educational needs of mixed heritage pupils, London: DfES.  [Google Scholar]). View all notes this article will explore the barriers to achievement faced by White/Black Caribbean pupils in English schools. We argue that although White/Black Caribbean pupils are likely to experience a similar set of barriers to achievement as Black Caribbean pupils, there are important distinctions to be made. The specific barriers to achievement identified for White/Black Caribbean pupils derive from socio‐economic disadvantage, low teacher expectation linked to misunderstandings of mixed heritage identities and backgrounds, and the behavioural issues and attitudes towards achievement linked to peer group pressures.  相似文献   

14.
Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti &; J. J. Heckman, 2012 Conti , G. , &; Heckman , J. J. ( 2012 ). The economics of child well-being (No. w18466) . Washington , DC : National Bureau of Economic Research .[Crossref] , [Google Scholar]; J. J. Heckman, 2012 Heckman , J. J. ( 2012 ). The case for investing in young children . In B. Falk (Ed.), Defending childhood: Keeping the promise of early education (pp. 235 – 242 ). New York , NY : Teachers College Press . [Google Scholar]; R. Murnane, I. Sawhill, &; C. Snow, 2012 Murnane , R. , Sawhill , I. , &; Snow , C. ( 2012 ). Literacy challenges for the twenty-first century: Introducing the issue . The Future of Children , 22 ( 2 ), 3 – 15 .[Crossref], [PubMed] , [Google Scholar]). Although there is substantial evidence that children's early prereading skills predict later academic achievement (K. M. La Paro &; R. C. Pianta, 2000 La Paro , K. M. , &; Pianta , R. C. ( 2000 ). Predicting children's competence in the early school years: A meta-analytic review . Review of Educational Research , 70 , 443 – 484 .[Crossref], [Web of Science ®] , [Google Scholar]), there have been mixed findings regarding the contribution of early social skills to later achievement (e.g., G. J. Duncan et al., 2007 Duncan , G. J. , Dowsett , C. J. , Claessens , A. , Magnuson , K. , Huston , A. C. , Klebanov , P. , … Brooks-Gunn , J. ( 2007 ). School readiness and later achievement . Developmental Psychology , 43 , 1428 – 1446 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Using data from the national Early Childhood Longitudinal Study–Kindergarten Cohort, we found that subgroups of children with a combination of low/average reading skills and higher levels of social skills (86% of the sample) in kindergarten performed better on later academic assessments than children with similar reading skills but lower levels of social skills during kindergarten. In contrast, children who were very strong early readers (14% of the sample), regardless of their level of social skills, performed similarly on the 5th-grade academic outcomes. Practice or Policy: Implications for early education and policy are discussed.  相似文献   

15.
Abstract

The objective of this study was to identify the methodological approaches employed in a sample of Brazilian distance education scientific literature and compare with similar publications in the United States. Brazilian sample articles (N = 983) published in several journals and meetings were compared with a sample of articles published in The American Journal of Distance Education (AJDE) from 1987 to 2006. A categorization system based on Gall, Gall, and Borg (2006 Gall, J. P., Gall, M. D. and Borg, W. R. 2007. Educational research: An introduction, Boston: Pearson.  [Google Scholar]) and Lee, Driscoll, and Nelson (2007) Lee, Y. and Driscoll, M. P. 2007. “Trends in research: A content analysis of major journals”. In Handbook of distance education, 2nd, Edited by: Moore, M. G. 31–41. Mahwah, NJ: Erlbaum.  [Google Scholar] was used. The methodological approach employed in the Brazilian sample was predominantly qualitative, and this feature remained largely unchanged over the past seven years. The predominant research method continues to be exploratory, followed by case studies. Of note, the most frequent research topic in AJDE articles was evaluation, contrasting with the predominant topic of management in Brazilian publications.  相似文献   

16.
Oshima, Raju, Flowers, and Slinde (1998) Oshima, T. C., Raju, N. S., Flowers, C. P. and Slinde, J. A. 1998. Differential bundle functioning using the DFIT framework: Procedures for identifying possible sources of differential functioning. Applied Measurement in Education, 11: 353–369. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] described procedures for identifying sources of differential functioning for dichotomous data using differential bundle functioning (DBF) derived from the differential functioning of items and test (DFIT) framework (Raju, van der Linden, & Fleer, 1995 Raju, N. S., van der Linden, W. J. and Fleer, P. F. 1995. IRT-based internal measures of differential functioning of items and tests. Applied Psychological Measurement, 19: 353–368. [Crossref], [Web of Science ®] , [Google Scholar]). The purpose of this study was to extend the procedures for dichotomous DBF to the polytomous case and to illustrate how DBF analysis can be conducted with polytomous scoring, common to psychological and educational rating scales. The data set used was parent and teacher ratings of child problem behaviors. Three group contrasts (teacher vs. parent, boy vs. girl, and random groups) and two bundle organizing principles (subscale designation and random selection) were used for the DBF analysis. Interpretations of bundle indexes in the context of child problem behaviors were presented.  相似文献   

17.
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977 Schwartz, S. H. 1977. “Normative influences on altruism”. In Advances in experimental social psychology, Edited by: Berkowitz, L. Vol. 10, 221–279. New York: Academic Press. [Crossref] , [Google Scholar]), the theory of reasoned action (Ajzen & Fishbein, 1980 Ajzen, I. and Fishbein, M. 1980. Understanding attitudes and predicting social behavior, Englewood Cliffs, NJ: Prentice Hall.  [Google Scholar]), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999) Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A. and Kalof, L. 1999. A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2): 81–97.  [Google Scholar]. Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior.  相似文献   

18.
In this study, a comprehensive educational effectiveness model is tested in relation to student's civic knowledge. Multilevel analysis was applied on the dataset of the IEA Civic Education Study (CIVED; Torney-Purta, Lehmann, Oswald, & Schulz, 2001 Torney-Purta, J., Lehmann, R., Oswald, H. and Schulz, W. 2001. Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen, Amsterdam, The Netherlands: IEA.  [Google Scholar]), which was conducted among junior secondary-school students (age 14), their schools, and their teachers. In total, 28 countries, 4,136 classrooms, and 93,565 students were included in the analysis. The results indicated that the influences on students' civic knowledge are multilevel. Students' civic knowledge and skills were partially explained by individual characteristics, by factors related to quality and opportunities for civic learning offered by classrooms and class composition, and by factors at the national context level. We conclude that most effectiveness factors are relevant for the field of civic and citizenship education and that schooling and educational policy matter for students' success in this field.  相似文献   

19.
Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (Asp, 2000 Asp, E. (2000). Assessment in education: Where have we been? Where are we headed? In R. S. Brandt (Ed.), Education in a new era (pp. 123–157), Alexandria, VA: Association for Supervision and Curriculum Development. [Google Scholar]; Bergeron, Wermuth, & Hammar, 1997 Bergeron, B. S., Wermuth, S., & Hammar, R. C. (1997). Initiating portfolios through share learning: Three perspectives. Reading Teacher, 50, 552–562.[Web of Science ®] , [Google Scholar]; Cohen & Wiener, 2003 Cohen, J. H., & Wiener, R. B. (2003). Literacy portfolios: Improving assessments, teaching, and learning (2nd ed.). Upper Saddle River, NJ: Pearson Education. [Google Scholar]; Neill & Mitchell, 1995 Neill, M., & Mitchell, R. (July, 1995). National forum on assessment: Principles and indicators for student assessment systems (Final draft). National Forum on Assessment. [Google Scholar]; O'Malley & Pierce, 1996 O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Reading, MA: Addison Wesley. [Google Scholar]; Smith & Ylvisaker, 1993 Smith, M. A., & Ylvisaker, M. (1993). Teachers' voices: Portfolios in the classroom. Berkeley, CA: National Writing Project. [Google Scholar]; Yancey, 1996 Yancey, K. B. (1996). Dialogue, interplay, and discovery: Mapping the role and the rhetoric of reflection in portfolio assessment. In R. C. Calfee & P. Perfumo (Eds.), Writing portfolios in the classroom (pp. 83–101). Mahwah, NJ: Lawrence Erlbaum Associates. [Google Scholar]). Because a learning portfolio is a collection of student work samples over time, it provides teachers with opportunities to understand the process of student learning. This is especially important in the current educational context where teachers are expected to teach all students, including English language learners, to develop high-level thinking and content knowledge aligned with Common Core State Standards. To support teachers to provide quality teaching that meets Common Core State Standards for diverse English language learners, we begin our article with 3 important reasons for using portfolio assessment. We then describe procedures for implementing portfolio assessment in individual classrooms.  相似文献   

20.
This article develops a multimodal model for how claims and evidence work across linguistic, numeric, and visual modes in the professional writing of environmental scientists. I coded and analyzed two reports (Bacey &; Barry, 2008 Bacey , J. , &; Barry , T. ( 2008 ). A comparison study of the proper use of Hester-Dendy® samplers to achieve maximum diversity and population size of benthic macroinvertebrates Sacramento Valley, California (Report No. EH08-2) . Sarcramento , CA : California Environmental Protection Agency . [Google Scholar]; Levine et al., 2005 Levine , J. , Kim , D. , Goh , K. S. , Ganapathy , C. , Hsu , J. , Feng , H. , &; Lee , P. ( 2005 ). Surface and ground water monitoring of pesticides used in the Red Imported Fire Ant Control Program (Report EH05-02) . Sacramento , CA : California Environmental Protection Agency . [Google Scholar]) written by research scientists working for California's Department of Pesticide Regulation (DPR) by applying concepts from studies of argument, genre, and visual representations in science. The claim-evidence patterns show initial and summative claims as well as warrants being presented in linguistic forms; however, supporting evidence (i.e., data and backing) is found in numeric, visual, and linguistic forms. These findings highlight the need to extend Toulmin's understanding of claim-evidence relationships into a more robust multimodal model.  相似文献   

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