Developmentally appropriate criteria for evaluating sexual abuse prevention programs     

Nancy S. McLeod  Cheryl Wright 《Early Childhood Education Journal》1996,24(2):71-75

Many sexual abuse prevention programs originally designed for school children are inappropriately used with preschool children. Programs used with young children need to take into consideration their unique learning abilities. This paper uses a developmentally appropriate practice framework as a guide in helping early childhood professionals evaluate sexual abuse prevention programs.  相似文献   

The importance of specifying and studying causal mechanisms in school-based randomised controlled trials: lessons from two studies of cross-age peer tutoring     

Stephen P. Morris  Triin Edovald  Cheryl Lloyd  Zsolt Kiss 《Educational Research and Evaluation》2016,22(7-8):422-439

Based on the experience of evaluating 2 cross-age peer-tutoring interventions, we argue that researchers need to pay greater attention to causal mechanisms within the context of school-based randomised controlled trials. Without studying mechanisms, researchers are less able to explain the underlying causal processes that give rise to results from randomised controlled trials. Studying implementation fidelity is necessary but not sufficient for causal explanation; the study of causal mechanisms through the application of mixed methods is also required. Due to the increasingly complicated nature of many classroom-based innovations that are subject to evaluation, and the potentially distal nature of hypothesised effects, particularly on attainment, programme theory and articulation of mechanisms are essential in enhancing causal explanation and promoting the accumulation of knowledge of what works and why in classroom settings.  相似文献   

Relationships between pre-service teachers’ conceptions of assessment,approaches to instruction,and assessment: an achievement goal theory perspective     

Lia M. Daniels  Cheryl A. Poth 《教育心理学》2017,37(7):835-853

The purpose of this paper was to examine the relationships between pre-service teachers’ conceptions of assessment and their intended approaches to classroom instruction and assessment. We operationalised approaches to instruction and assessment according to Achievement Goal Theory, postulating that pre-service teachers approach instruction and assessment from either a mastery or performance perspective. The results from a correlational study of 344 Canadian pre-service teachers showed that intended instruction and assessment practices were separated according to mastery and performance approaches. However, there was also alignment between the concepts such that pre-service teachers who had a mastery approach to instruction were more inclined towards a mastery approach to assessment. Approaches to assessment were also related to pre-service teachers’ conceptions: beliefs that assessment holds students and schools accountable were positively related to a performance approach to assessment. In contrast, a belief that assessment improves teaching was positively related to a mastery approach to assessment and negatively to a performance approach. We discuss relationships between conceptions of assessment, approaches to classroom instruction and assessment as conceptualised from an Achievement Goal Theory perspective.  相似文献   

Institutional support for peer contact in distance education: An empirical investigation     

Cheryl Lynn Amundsen  Robert M. Bernard 《Distance Education》1989,10(1):7-27

Two hypotheses derived from Keegan's theoretical framework of reintegration in distance education formed the focus for this investigation. Opportunities for peer contact and support were re‐integrated into an existing distance education program for the purpose of affecting achievement, self‐perception of learning achievement, final academic standing (including non‐completion), and attitudes. The analysis was conducted in two parts; one based on an experimental sample and the other based on a larger general sample. No significant differences were found between levels of the experimental variable, but peer contact was found to significantly discriminate between levels of both course completion and final academic standing in one of the targeted courses based on the general sample.  相似文献   

The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination     

Natoya H. Haskins  Jolie Ziomek‐Daigle  Cheryl Sewell  Lonika Crumb  Brandee Appling  Heather Trepal 《Counselor Education & Supervision》2016,55(1):60-75

Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work–life balance, support, internalized success, and mothering pedagogy.  相似文献   

The Critical Role of Vocabulary Development for English Language Learners   总被引：2，自引：0，他引：2  

Diane August  Maria Carlo  Cheryl Dressler  Catherine Snow 《Learning disabilities research & practice》2005,20(1):50-57

English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English‐only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs. The review suggests that several strategies are especially valuable for ELLs, including taking advantage of students' first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. Finally, we discuss challenges in designing effective vocabulary instruction for ELLs. Important issues are determining which words to teach, taking into account the large deficits in second‐language vocabulary of ELLs, and working with the limited time that is typically available for direct instruction in vocabulary.  相似文献   

Preparing math and science teachers to use technology     

Ann Shore  Cheryl Mason  Gini Pedersen  Barbara Armstrong 《TechTrends》1990,35(2):14-17

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From Day School to High School: An Exploratory Study on Jewish Adolescent Girls’ Identity Development     

Cheryl Weiner 《Journal of Jewish Education》2020,86(2):196-229

ABSTRACT

What does it mean to be a Jewish girl today and how do Jewish adolescent girls navigate their identity? The study that I undertook is exploratory and designed to understand how three girls, who are recent day school graduates, experience the process of identity development as they begin high school. While the sample is small, the study reveals new directions for looking at Jewish girls and questions that need to be asked when researching their lives. It concludes with a few suggestions for thinking about how to conduct future research with Jewish girls.  相似文献   

The Parent-Caregiver Relationship Scale: Rounding Out the Relationship System in Infant Child Care     

James Elicker  Illene C. Noppe  Lloyd D. Noppe  Cheryl Fortner-Wood 《Early education and development》1997,8(1):83-100

The Parent-Caregiver Relationship Scale (PCRS) was developed and field tested as a measure of the perceived quality of the relationship between the parent and the child care provider (“caregiver”) of an infant or toddler. PCRS items were based on review of the parent-caregiver relations literature and interviews with parents and caregivers. The parent and caregiver forms of the scale were administered to 217 parents and caregivers in child care centers and family child care homes. Analysis of the scale and its psychometric properties resulted in potentially useful subscales with adequate reliability. The PCRS showed predicted correlations with other child care context variables, providing preliminary support for its validity. The PCRS shows promise as a relationship-level measure for studies of infants, parents, and caregivers in the context of full-time child care.  相似文献   

The kind of society I would like to inherit     

Cheryl Fox 《Journal of The Franklin Institute》1975,300(2):155-158

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