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91.
Brenda Sugrue 《Educational Measurement》1995,14(3):29-35
Is problem solving a global construct? What components can be assessed? What multiple assessment strategies can be used? 相似文献
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Inheritance of dyslexia 总被引:2,自引:2,他引:0
Brenda K. Sladen B.Sc. 《Annals of dyslexia》1970,20(1):30-40
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Adena B. Meyers Renée M. Tobin Brenda J. Huber Dawn E. Conway Kristal H. Shelvin 《Journal of educational and psychological consultation》2015,25(2-3):109-128
In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice. 相似文献
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Within the UK, part-time study is now seen as important in meeting wider government objectives for higher education (HE) and for sustainable economic growth through skills development. Yet, measures to capture the impact of HE may not be wholly appropriate to part-time study. In particular, the continuing focus on tangible, economic measures may be down-playing, or even completely overlooking, other gains. Data from a longitudinal study of part-time students show that irrespective of whether graduates had changed job or employer, or had stayed in the same job, individuals reported substantial work-related gains from their HE studies. We suggest that current research questions that focus on job moves and progression within the labour market, may well be the wrong questions to ask to gauge measures of benefits/returns to HE. Further research is needed to develop measures to fully capture the social returns of skills acquisition through part-time study. 相似文献
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Brenda Lloyd-Jones 《Mentoring & Tutoring: Partnership in Learning》2014,22(4):269-283
African-American women and other underrepresented faculty members often report experiences of social exclusion and scholarly marginalization in mainstream institutions of higher education. This lack of inclusion challenges their retention and hinders them from becoming productive members of the professoriate, positioning them at a disadvantage for achieving tenure and promotion. In this article, mentoring is conceptualized as socialization and examined as a strategy for addressing social exclusion and scholarly marginalization as associated with the advancement of African-American women faculty in academe. Highlighting traditional and nontraditional mentoring initiatives and formal and informal networks, the discussion features the idea of a broad, flexible network of support. In addition, recommendations from the existing literature are offered for mentors, mentees, and academic department chairs to facilitate effective mentoring strategies. 相似文献