Retell as an Indicator of Reading Comprehension     

Deborah K. Reed  Sharon Vaughn 《Scientific Studies of Reading》2013,17(3):187-217

The purpose of this narrative synthesis is to determine the reliability and validity of retell protocols for assessing reading comprehension of students in grades K–12. Fifty-four studies were systematically coded for data related to the administration protocol, scoring procedures, and technical adequacy of the retell component. Retell was moderately correlated with standardized measures of reading comprehension and, with older students, had a lower correlation with decoding and fluency. Literal information was retold more frequently than inferential, and students with learning disabilities or reading difficulties needed more supports to demonstrate adequate recall. Great variability was shown in the prompting procedures, but scoring methods were more consistent across studies. The influences of genre, background knowledge, and organizational features were often specific to particular content, texts, or students. Overall, retell has not yet demonstrated adequacy as a progress monitoring instrument.  相似文献   

The Impact of Gatekeeper Training for Suicide Prevention on University Resident Assistants     

Deborah J. Taub  Heather L. Servaty‐Seib  Nathan Miles  Ji‐Yeon Lee  Carrie A. Wachter Morris  Susan L. Prieto‐Welch  Donald Werden 《Journal of College Counseling》2013,16(1):64-78

Resident assistants (RAs) can serve as important suicide prevention gatekeepers. The purpose of the study was to determine if training improved RAs’ crisis communications skills and suicide‐related knowledge and to determine if the knowledge elements predicted crisis communications skills. New RAs showed significant improvement in all areas from pretest to posttest, whereas returning RAs showed no significant increase in any of the areas. None of the knowledge areas predicted communications skills for either group.  相似文献   

Supporting Professionalism,Diversity, and Context Within a Collaborative Approach to Gifted Education     

Dona Matthews  Joanne Foster  Deborah Gladstone  Jeannette Schieck  Judy Meiners 《Journal of educational and psychological consultation》2013,23(4):315-345

Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban board of affiliated parochial schools, designed to meet the educational needs of diversely competent students. The authors discuss the intersecting roles of consultants, teachers, administrators, and parents, and some creative applications they have implemented that illustrate a respect for (a) teachers' professionalism, (b) individual developmental diversity, and (c) context-specific opportunities and constraints. The authors discuss ways that this flexible collaborative approach to integrating consultative processes into board-wide practices addresses the diverse educational needs of gifted learners, and also encourages high-level outcomes in learners not formally identified as gifted.  相似文献   

Quality in Inclusive Preschool Classrooms   总被引：1，自引：1，他引：0  

Linda L. Hestenes  Deborah J. Cassidy  Jonghee Shim  Archana V. Hegde 《Early education and development》2013,24(4):519-540

Research Findings: Quality of care for preschool children in inclusive and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that inclusive classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality (Activities/Materials and Language/Interactions). In Study 2, a more diverse sample of 44 classrooms (20 inclusive and 24 noninclusive) did not reveal differences on the global measures of quality but did show a difference on a measure of teacher–child interactions. Teachers in inclusive classrooms had higher quality and more appropriate interactions with all children than did teachers from noninclusive classrooms. Ratings of perceived severity of children's disabilities were not related to any of the measures of classroom quality in either study. Practice or Policy: Both studies suggest that including children with disabilities in regular preschool classrooms does not result in lower quality programs or in less adequate teacher–child interactions, particularly for children with mild to moderate disabilities. Results illustrate the importance of continued education for early childhood professionals on high-quality teacher–child interactions. Faculty in personnel preparation programs as well as policymakers need to continue to promote high-quality interactions between teachers and children.  相似文献   

Defining Quality Child Care: Multiple Stakeholder Perspectives     

Amanda W. Harrist  Stacy D. Thompson  Deborah J. Norris 《Early education and development》2013,24(2):305-336

Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed.  相似文献   

Mathematics in Early Childhood Education: Revolution or Evolution?     

Deborah Stipek 《Early education and development》2013,24(4):431-435

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Exhibiting Lives     

Deborah Golden  Freema Elbaz‐Luwisch 《Teaching Education》2013,24(4):283-298

This paper examines some of the dilemmas that accompany the emergence of the personal voice in scholarly work, by taking a close, grounded look at the way in which these unfolded in a specific academic course. As part of the course, entitled “A cultural approach to the life cycle”, students were asked to participate in a group exhibition in which they were to display their life stories using a variety of texts, objects and photographs. The paper reflects upon a number of questions evoked by the exhibition: What made this event so powerful, moving and pleasurable for those involved? How, if at all, did the women choose to engage in dialogue with broader social, cultural and political contexts in the display of their life stories? What common identities, if any, emerged in the group exhibition and, in this process, what particular identities were put aside? What was made possible by the use of a wide variety of media in the presentation of life stories? Finally, what were some of the broader pedagogical implications that emerge out of this experiment in teaching?  相似文献   

Bibliotherapy for mental health service users Part 1: a systematic review     

Deborah Fanner  Christine Urquhart 《Health information and libraries journal》2008,25(4):237-252

Aims and objectives: UK health policy advocates a patient‐centred approach to patient care. Library services could serve the rehabilitation needs of mental health service users through bibliotherapy (the use of written, audio, or e‐learning materials to provide therapeutic support). Part 1 of a two part article describes a systematic review of the evidence for the effectiveness of bibliotherapy in mental health services. Methods: The systematic review of the literature used Cochrane guidelines, together with an overview of evaluations of bibliotherapy initiatives, and assessments of the needs of adult mental health service users for rehabilitation support. Results: The evidence strongly suggests that library‐based interventions and the provision of information could be beneficial for service users and economical for the health service in assisting treatment of a range of conditions. At present, public libraries in the UK are developing basic bibliotherapy services. Conclusions: Librarians, including librarians working for the health service, might provide more sophisticated bibliotherapy services, but the evidence to guide delivery is limited.  相似文献   

Touching: When is it caring and norturing or when is it exploitative and damaging?     

Deborah Anderson 《Child abuse & neglect》1979,3(3-4)

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准备好应用网络教育的明日教师（上）   总被引：8，自引：0，他引：8  

Robert T.Plants  丁兴富 《开放教育研究》2003,(1):8-11

全球网（www.World Wide Wde)对教育系统的潜在冲击几乎是无限的。然而，如果我们的教师不具备适当的应用网络的知识和技能，实现的冲击会比可能的要小。证据表明，我们的教师需要培训，以便能够有效利用强大的在线资源，培养我们的孩子在数字社会中自我发展的能力。本文的目的在于探讨基于网络的教学对教师教育计划的冲击。  相似文献