共查询到20条相似文献，搜索用时 500 毫秒
1.
Getting Inside the Black Box: Examining How the Operation of Charter Schools Affects Performance 总被引：1，自引：0，他引：1
In recent years, a series of articles have examined the performance of charter schools with mixed results. Some of this research has shown that charter school performance varies by charter type or the age of the school (Bifulco &; Ladd, 2006; Buddin &; Zimmer, 2005; Hanushek, Kain, &; Rivkin, 2002; Sass, 2006). However, this research has not examined the school attributes that lead to high- or low-achieving charter schools. In this article, we examine how student achievement varies with school operational features using student-level achievement and survey data for charter and a matched-set of traditional public schools from California. We did not find operational characteristics that were consistently related with student achievement, but we did identify some features that are more important at different grade levels or in charter schools versus in traditional public schools. We also examined the relationship between greater autonomy within schools, which is a major tenet of the charter movement, and student achievement and found very little evidence that greater autonomy leads to improved student achievement. 相似文献
2.
Vincent R. McGrath 《The Educational forum》2013,77(3):282-285
This article examines the evidence that supports and rebuts the claims of school resegregation. By examining both types of evidence and considering them complementary (James 1986; Kelly and Miller 1989), the author gives the reader a deeper understanding of the current trends in school segregation. First, the literature on the topic of school segregation is discussed. Then follows a discussion of the methods used in the study and the findings. The conclusion includes implications of the findings. 相似文献
3.
George H. Sage 《Quest (Human Kinetics)》2013,65(3):313-315
The number of positive youth development (PYD) programs focusing on providing opportunities for optimal development has grown tremendously in recent years (Catalano, Berglund, Ryan, Lonczak, &; Hawkins, 2004). Larson and Walker (2010) assert that it is important to understand challenges program leaders face when implementing programs and strategies they use to overcome such challenges. However, little research or discussion in the literature has focused on the everyday challenges of implementing youth programs. Therefore, the purpose of this article is to present four case studies of programs implemented in four different countries designed to enhance the psychosocial development of underserved youth using the Teaching Personal and Social Responsibility Model and/or life skills framework. Each case study is presented with a forthright discussion of the challenges faced and the strategies implemented to overcome these challenges. In addition, we offer potential strategies for furthering collaboration with nongovernmental organizations, enhancing program implementation, and transferring program ownership. 相似文献
4.
Research Findings: Given the growing literature pertaining to the importance of fine motor skills for later academic achievement (D. W. Grissmer, K. J. Grimm, S. M. Aiyer, W. M. Murrah, &; J. S. Steele, 2010), the current study examines whether the fine motor skills of economically disadvantaged preschool students predict later academic performance in 2nd grade. More specifically, we expand on the current literature and evaluate whether 2 types of fine motor skills—fine motor object manipulation and fine motor writing—predict academic achievement above and beyond the effects of demographic characteristics and early language and cognition skills. Results indicate that performance on both fine motor writing and object manipulation tasks had significant effects on 2nd-grade reading and math achievement, as measured by grades and standardized test scores. Stronger effects were yielded for writing tasks compared to object manipulation tasks. Practice or Policy: Implications for researchers and early childhood practitioners are discussed. 相似文献
5.
Brittany Rhoades Cooper Julia E. Moore C. J. Powers Michael Cleveland Mark T. Greenberg 《Early education and development》2014,25(8):1248-1264
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; J. J. Heckman, 2012; R. Murnane, I. Sawhill, &; C. Snow, 2012). Although there is substantial evidence that children's early prereading skills predict later academic achievement (K. M. La Paro &; R. C. Pianta, 2000), there have been mixed findings regarding the contribution of early social skills to later achievement (e.g., G. J. Duncan et al., 2007). 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
6.
Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010; Mitton-Kukner, Nelson, &; Descrochers, 2010; Spencer, Cox-Petersen, &; Crawford, 2005). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience. 相似文献
7.
Ann Chinnery 《Equity & Excellence in Education》2013,46(4):395-404
Although school climate has been thought to be especially important for racial minority and poor students (Booker, 2006; Haynes, Emmons, &; Ben-Avie, 1997), little research has explored the significance of racial climate for these students. Furthermore, research in the area has tended to treat race, socioeconomic class, and gender separately, ignoring the ways in which they interact. Using quantitative survey data from 842 African American and white middle school students, this study examined the associations of race, class, and gender with school racial climate perceptions. Results indicated students’ perceptions of racial climate differed by race, class, and gender. African American, poor, and female students perceived the racial climate in more negative terms than their white, non-poor, and male counterparts, respectively. Results also indicated joint associations between race and class and climate perceptions. Non-poor, African American students perceived a more negative racial climate than did non-poor Whites. There was limited support for a race and gender interaction. African American females tended to perceive less racial fairness in school than African American males. We discuss the conceptual and methodological tradeoffs of examining students’ school racial climate perceptions from a perspective that considers race, class, and gender jointly. 相似文献
8.
Alphonse Chapanis 《Journal of Experimental Education》2013,81(3):246-248
Rewards are frequently used in classrooms and recommended as a key component of well-researched methods of cooperative learning (e.g., Slavin, 1995). While many studies of cooperative learning find beneficial effects of rewards, many studies of individuals find negative effects (e.g., Deci, Koestner, &; Ryan, 1999; Lepper, 1988). This may be because the effects of reward-removal are not typically assessed in studies of cooperative learning whereas they typically are in studies of individuals. Alternatively, rewards and their removal might function differently for groups than individuals. The present study tested the hypothesis that groups would show less detrimental effects of reward-removal than individuals. Results showed a significant interaction where dyads increased their performance after reward-removal, while individuals showed a decrease on difficult transfer questions. 相似文献
9.
Ageing anxiety is the expression of peoples' fear of ageing (Lynch, 2000). Despite greater longevity in the population, there is a lack of research into this aspect of life (Lasher &; Faulkender, 1993). This research explored fears of ageing across four dimensions: Fear of Old People, Physical Appearance, Psychological Concerns, and Fear of Losses. Three hundred and forty eight participants aged 18–88 participated in an online survey. Findings were: (a) men and women have different fears of ageing; (b) greater quality contact is related to less ageing anxiety; (c) poor health is related to greater ageing anxiety, (d) ageism, defined by Nelson (2005) as prejudice toward ageing is positively correlated with ageing anxiety. The implications of these findings are that better quality contact and more positive attitudes toward ageing are associated with less ageing anxiety. As such, possible key target areas in developing appropriate interventions are provided, with hope to prepare adults of all ages for the inevitable—life is a terminal illness, so enjoy while you can. 相似文献
10.
Maya Negev Yaakov Garb Roni Biller Gonen Sagy Alon Tal 《The Journal of environmental education》2013,44(2):101-115
In a national evaluation of environmental literacy in Israel, (Negev, Sagy, Garb, Salzberg, & Tal, 2008), the authors included both multiple choice questions and open questions. In this article the authors describe the qualitative analysis of the answers to an open question regarding a local environmental problem. Most participants specified solid waste, open spaces, or air pollution as the main issues. The perceived solutions were generally at the governmental level, including planning, infrastructure, legislation, and enforcement. The authors describe relations in these responses between the problems, their causes and solutions, and between the quality of these answers and the general environmental literacy of the participants. The authors end with a discussion of the special contributions and potential of open-ended questions for environmental education research. 相似文献
11.
Michael E. Burns 《Communication quarterly》2013,61(1):99-118
The current study examined the use of narratives as persuasive recruitment tools for universities. This study analyzed students’ perceptions of four universities’ recruitment materials and used Fisher's (1984) narrative paradigm and the concept of regulatory fitas a lens. Student participants perceived narratives as persuasive after they had narrowed down their list of colleges. The results also revealed that stories that represented both the academic and social sides of college helped students visualize themselves at the university and made the idea of higher education more tangible. Five themes are explained and the study concludes with theoretical and practical implications. 相似文献
12.
John Kerrigan 《College Teaching》2018,66(1):35-36
Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith &; Mark, 1999), there are actually many simple ways to make undergraduate mathematics courses more active, starting with the discussion of the syllabus. This article describes simple ways to turn course introductions, review of prior knowledge, and formative assessment into active learning experiences for students. 相似文献
13.
Guan-Chyun Lin Zhonglin Wen Herbert W. Marsh Huey-Shyan Lin 《Structural equation modeling》2013,20(3):374-391
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, 2006) and the orthogonalizing strategy (Little, Bovaird, & Widaman, 2006; Marsh et al., 2007). 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
14.
Although the psychological benefits of intergenerational learning environments have been well documented, no study has yet investigated wisdom as an outcome of intergenerational classroom engagement. In this study, Elders between the age 60–89 were recruited to participate in a high-school English classroom. We hypothesized that participating in an intergenerational high-school classroom would benefit both Elders and Students by fostering the conditions for both groups to develop greater psychological wisdom. Our findings indicate that both Elders and Students actively engaged the five dimensions of wisdom identified by Webster (2003, 2007) during their time in the intergenerational class. Further, we find that while Students and Elders both demonstrated aspects of wisdom, they understood the concept of wisdom in strikingly different ways. 相似文献
15.
DAVID C. GEARY 《教育心理学家》2013,48(3):198-201
Alexander, Schallert, and Reynolds's (2009/this issue) what, where, who, and when framework situates different perspectives on learning in different places in this multidimensional space and by doing so helps us to better understand seemingly disparate approaches to learning. The framework is in need of a fifth, why dimension. The why dimension helps to place learning within an evolutionary and cultural perspective and to better understand students' motivation to learn and their preferences for what, where, and how to learn. 相似文献
16.
Mary E. Yakimowski Michael Faggella-Luby Yujin Kim Yan Wei 《Journal of Education for Students Placed at Risk》2016,21(2):118-128
Numerous research studies (e.g., Anderson, Kutash, &; Duchnowski, 2001; Lane, Carter, Pierson, &; Glaeser, 2006; Volpe, Dupaul, Jitendra, &; Tresco, 2009; Wei, Blackorby, &; Schiller, 2011) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain about the possibility of longitudinal differences among high-incidence disability classifications (e.g., speech/language impairments, SLI; emotional disturbances, ED; learning disabilities, LD; and attention deficit disorders, ADD). This study investigated growth patterns in reading achievement among middle school students from 5th to 8th grade with different high incidence disability classifications on one state's high-stakes assessment. After a repeated measures analysis of variance and post hoc testing, results reveal that students identified as LD and SLI evidenced more growth in reading than those classified as either ADD or ED. In light of the No Child Left Behind Act of 2001 legislation, findings about the various growth patterns are discussed with respect to policy, measurement, and practical implications. 相似文献
17.
Mary F. Lamar Dr. Jennifer Anne Wilhelm Merryn Cole 《The Journal of educational research》2018,111(1):108-123
The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, &; Zangori, 2013) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel &; Polin, 2004). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn. 相似文献
18.
《The Journal of educational research》2012,105(3):196-200
ABSTRACT Empirical research has provided evidence supporting the validation and prediction of 4 major sources of self-efficacy: enactive performance accomplishments, vicarious experiences, verbal persuasion, and emotional states. Other research studies have also attested to the importance and potency of self-efficacy in academic learning and achievement. Despite this emphasis, very few, if any, research has explored the impact of the 4 sources of information on self-efficacy from a developmental perspective. The author used latent growth modeling to explore the impact of the 4 sources of information on self-efficacy over 4 occasions. This methodological approach, similar to recent studies (Caprara et al., 2008), is significant, as it allowed the author to trace the developmental trajectories of elementary school children's self-efficacy beliefs in English and mathematics over time. Three hundred and thirty-nine 3rd- and 4th-grade students (147 girls, 192 boys) took part in this study. Two Likert-type inventories were administered and the data collected were analyzed with the statistical software SPSS AMOS 18. Causal modeling analyses indicated that children's self-efficacy for English and mathematics learning increased over time. Furthermore, of the 4 informational sources, enactive performance accomplishments associated closely with the growth of change of English and mathematics self-efficacy beliefs. Children's emotional states also associated negatively with the growth of change of mathematics self-efficacy. Enactive performance accomplishments and verbal persuasion associated positively with the initial levels of English and mathematics self-efficacy. Finally, the results provide methodological support for the psychometric properties of the inventories used. 相似文献
19.
Yuan and Hayashi (2010) introduced 2 scatter plots for model and data diagnostics in structural equation modeling (SEM). However, the generation of the plots requires in-depth understanding of their underlying technical details. This article develops and introduces an R package semdiag for easily drawing the 2 plots. With a model specified in EQS syntax, one only needs to supply as few as 2 parameters to generate the 2 plots using the semdiag package. Two examples are provided to illustrate the use of the package. Multiple figures are used to explain the elements of data and model diagnostics. Advice on selecting proper estimation methods following the diagnostics is also given. 相似文献
20.
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). 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