共查询到20条相似文献，搜索用时 31 毫秒
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Kim James S. Relyea Jackie Eunjung Burkhauser Mary A. Scherer Ethan Rich Patrick 《Educational Psychology Review》2021,33(4):1935-1964
Educational Psychology Review - This experimental study aimed to replicate and extend a previous efficacy study of an elementary grade content literacy intervention that demonstrated positive... 相似文献
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Raymond V. Burke Robert G. Oats Jay L. Ringle Leah O'Neill Fichtner Mary Beth DelGaudio 《Journal of Education for Students Placed at Risk》2013,18(3):201-218
Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations. 相似文献
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Rahima C. Wade 《Equity & Excellence in Education》2013,46(2):156-165
This article focuses on 40 elementary school teachers' efforts to involve their students in social justice-oriented service-learning experiences and the struggles and support they encounter in doing so. The service-learning activities described here begin with student interest and initiative and focus on advocacy and concerted efforts to right unjust situations. With teacher support and guidance, students consider multiple perspectives and challenge the status quo. At times they accomplish their aims; in other cases, success is found in students learning valuable life lessons about the skills and long-term effort needed to effect change. Struggles with state mandates, required curriculum, colleagues, and parents are discussed, as well as the creative and subversive measures teachers use to address these challenges. 相似文献
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《Journal of research on educational effectiveness》2013,6(1):25-52
Abstract This study evaluated the effects of integrating science and social studies vocabulary instruction into shared book reading with low-income preschool children. Twenty-one preschool teachers and 148 children from their classrooms were randomly assigned at the class level to either the Words of Oral Reading and Language Development (WORLD) intervention or a practice-as-usual condition. Children were screened and selected to approximate three vocabulary levels (15th, 30th, and 50th). WORLD teachers implemented the intervention in small groups of 5 to 6 students, 5 days per week, 20 minutes per session, for 18 weeks. Findings from multilevel models indicated statistically and practically significant effects of the WORLD intervention on standardized measures of receptive vocabulary (δT = 0.93) and on researcher-developed measures of expressive (δT = 1.01) and receptive vocabulary (δT = 1.41). The WORLD intervention had an overall main effect, regardless of entry-level vocabulary, a finding that speaks to its potential applicability in preschool classrooms. 相似文献
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Emma S. Thacker John K. Lee Paul G. Fitchett Wayne Journell 《Clearing house (Menasha, Wis.)》2013,86(4-5):193-200
While the use of inquiry-based instruction has been encouraged for many years, it continues to be the exception rather than the norm. The publication of the College, Career, and Civic Life (C3) Framework, as well as the Inquiry Design Model that provides structure for its implementation, offer support for teachers to use inquiry in their social studies classrooms. This phenomenological study used semi-structured interviews, classroom observations, and document analyses to explore three secondary social studies teachers’ pedagogical content knowledge as they planned and implemented inquiries. Findings indicate that teachers found a structured method of designing inquiries useful and that their approaches to planning and implementing those inquiries varied with individual context and personal pedagogical stances. There is no one-size-fits-all inquiry, even when teachers used the same support tool. 相似文献
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The purpose of this paper is to consider the continued saliency of the ideas of Harold O. Rugg, particularly for social studies
education. Given the conservative political times in which we work, and the current educational emphases on academic standards,
high-stakes standardized testing, and mastery of specified knowledge, and the impact of these developments on social studies
education, it is useful to revisit Rugg’s contributions to the field. In this paper, we examine Rugg’s social and curricular
theories. Then, in light of this examination, we imagine what Rugg would say about contemporary issues for social studies
education, and what we, as curriculum scholars and social studies educators, can learn from his likely responses. 相似文献
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F.Bacon 《小作家选刊(小学)》2002,(9)
Studies serve for delight,for ornament,and forability.Their chief use for delight,is in privatenessand retiring;for ornament,is in discourse;and forability,is in the judgement and disposition ofbusiness.For expert men can execute,and perhapsjudge of particulars,one by one;but the generalcounsels,and the plots and marshalling of affairs,come best from those that are learned.To spend toomuch time in studies,is sloth;to use them too muchfor ornament,is affectation;to make judgement onlyby their r… 相似文献
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This article examines the development of social and ethnic disparities in academic achievement in elementary schooling. It investigated whether reading and mathematics development in 136 mixed‐ability classes shows path‐dependent processes of cumulative advantage (Matthew effects) from Grades 4 to 6 (Grade 4 mean age = 10.62, SD = 0.57) resulting in growing inequality. Status‐dependent processes of cumulative advantage, their interaction with path‐dependent processes, and consequences for the degree of social and ethnic inequality are examined. Two complementary methods for analyzing multilevel data are used: growth curve and quasi‐simplex models. No evidence for a Matthew effect was found in either domain. A compensation effect emerged for reading, to the benefit of ethnic minorities. A fan‐spread effect was found for mathematics, partly attributable to status‐dependent processes of cumulative advantage. 相似文献
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The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings’s (2006) argument that “educational malpractice” (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, rather than generate their own questions and reasoned research and deliberation. Kumashiro’s (2004) writings on antioppressive education speak of how the repetition of mainstream narratives normalize what ought to be taught and learned in schools. We propose that educators cannot avoid questions of racism and Islamophobia as critically important issues within social studies classrooms. Therefore, through engaging in critical inquiry on the prevalence of racism and Islamophobia, educators can disrupt the continued educational malpractice within the social studies. 相似文献
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Felicia M. Moore 《Research in Science Education》2008,38(5):589-610
Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’
emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward
social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change”
and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in
urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how
they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms.
Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing
preservice teachers in developing science teacher identities and a stance toward social justice. 相似文献
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As enormous transformation is taking place in the whole world because of the influence of economy globalization, business and trade are inevitably becoming a fraction of the globalization which results in the internationalization of trade marks. Hence, translation of the trade marks is also turning out to be of importance in the exchange of both economy and culture. This paper addresses the principles of the translation of trade marks. It also pointed out that success model of translating lies in catering for the target market aesthetic interest, reflecting its traditional culture value, taking in its culture essence and following its culture fashion, This research aims at achieving a better understanding of brand name translation process and can help to overcome the cultural barriers to successful translations of brand. 相似文献
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As enormous transformation is taking place in the whole world because of the influence of economy glo- balization,business and trade are inevitably becoming a fraction of the globalization which results in the internationali- zation of trade marks.Hence,translation of the trade marks is also turning out to be of importance in the exchange of both economy and culture.This paper addresses the principles of the translation of trade marks.It also pointed out that success model of translating lies in catering for the target market aesthetic interest,reflecting its traditional cul- ture value,taking in its culture essence and following its culture fashion.This research aims at achieving a better un- derstanding of brand name translation process and can help to overcome the cultural barriers to successful translations of brand. 相似文献
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Elementarc Reaction(基元反应)是化学动力学中一种特殊类型的反应形式,其在化学动力学上具有三个显著的特征,笔者在文中对这三个动力学特征进行了揭示和分析。 相似文献
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李琳 《安顺师范高等专科学校学报》2003,5(4):97-98
Elementarc Reaction(基元反应)是化学动力学中一种特殊类型的反应形式，其在化学动力学上具有三个显著的特征，笔者在文中对这三个动力学特征进行了揭示和分析。 相似文献
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Desirazu N. Rao 《Resonance》1998,3(6):31-39
Enzymes, the catalysts of biological systems, remain at the heart of all living systems. As Cornish Bowden aptly remarked, understanding enzymes means understanding catalysis, and catalysis is concerned with kinetics. This article briefly describes a few straightforward rules which are sufficient to describe the basic reaction kinetics of most enzymes. 相似文献
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FuXiao Xia 《延安教育学院学报》2000,(1)
Inununicativemethao0gy,thesituationsinwhichhaularyistaUghtinthedmcanbedividedint0towtpo:Pre-teachingw0rdsf0ratextthesndentSaregongtouse,and'ndarylm'(alsoherewhghtmean0nly15-2Owhnutes:awnde9()whnuteslsowOuldnotbeSPentonV~lny).1.De-teachtwtheviW-heneverthestudentsmeetanewtext,therewillbewOrdstheydondlmOW.WewillatteachalltheUnknOWnwodsinthetextfOrseveral-.First0fall,iftherareunthanl0-12newWOfor,theStUdritSwillprDbalywtbeabletolearnthamallrwlyanyWa.hetherghamisthatifalltheVVOndarePronte… 相似文献