A NOTE FROM THE GUEST EDITOR     

Judy Diamond 《Curator: The Museum Journal》2000,43(2):81-82

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The path to adoption for children of color     

Kapp SA  McDonald TP  Diamond KL 《Child abuse & neglect》2001,25(2):215-229

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By the Light of the Silvery Moon: Teacher Moonlighting and the Dark Side of Teachers’ Work     

Mickey Diamond 《The Educational forum》2020,84(3):286-287

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Gender and Education: public policy and pedagogic practice     

Anne Diamond 《British Journal of Sociology of Education》1991,12(2):141-161

This paper serves two purposes. The first is an examination of a public policy, the Queensland Department of Education's Equal Opportunity Policy for Girls and Boys (1981) and the Implementation Guidelines (1988) for that policy within the context of the pedagogical practices of one secondary school. The second purpose is to answer a criticism often levelled at structural theories of education. This criticism centres around the inability of structural theories to account for the real life experiences of teachers and students. Bernstein's (1986) theory of Pedagogic Discourse and Fernandes’ (1988) work on Resistance theory are applied to three levels of educational practice; public policy, school practices and the everyday experiences of a group of female students. Through this analysis, movement towards a more satisfactory explanation of the intersection of gender and education is made.  相似文献   

Pathways to performance: an examination of entry pathway and first-year university results     

Mark R. Diamond  Angela O’Brien-Malone 《Asia Pacific Journal of Education》2018,38(1):110-128

Although diversity at universities has increased dramatically over the past 150 years, many groups are still under-represented relative to their proportion in the general population. Initiatives to improve diversity have included the increased use of entry pathways other than direct admission from secondary school. As admissions via these alternative entry routes have increased, concerns have grown that alternative-entry students are not well prepared for university study. Here, we describe the outcomes for students entering university via one alternative entry pathway and compare them with those of students entering from secondary school. We used quantile regression with restricted cubic splines to examine the relationship between secondary school performance (quantified by the Australian Tertiary Admission Rank; ATAR), pathway of entry to university, and performance during first year university. Entry pathway significantly affects the conditional distribution of first-year marks. Outstanding performance is largely confined to students entering university from secondary school (Year 12 entry), rather than from an institution for technical and further education (TAFE). Concomitantly, for any given ATAR, the risk of failure is higher amongst Year 12 entry students than among TAFE entry students. The results have substantial implications for changes in admission criteria and for the public funding of universities.  相似文献   

Two approaches to teaching young children science concepts,vocabulary, and scientific problem-solving skills     

Soo-Young Hong  Karen E. Diamond 《Early childhood research quarterly》2012

The present study examined the efficacy of two different approaches to teaching designed to facilitate children's learning about science concepts and vocabulary related to objects’ floating and sinking and scientific problem-solving skills: responsive teaching (RT) and the combination of responsive teaching and explicit instruction (RT + EI). Participants included 104 children (51 boys) aged four to five years. Small groups of children were randomly assigned to one of the two intervention groups (RT, RT + EI) or to a control group. Responsive teaching (RT) reflects a common approach to teaching young children, and the combination approach (RT + EI) includes explicit instruction as well as responsive teaching. The two planned interventions were implemented with preschool children and provided evidence that (1) young children learned science concepts and vocabulary better when either responsive teaching or the combination of responsive teaching and explicit instruction was used; (2) children in the combined intervention group learned more science concepts and vocabulary and more content-specific scientific problem-solving skills than children in either the responsive teaching or control groups. Limitations, future directions, and implications for practice are also discussed.  相似文献   

Measures of preschool children's interest and engagement in literacy activities: Examining gender differences and construct dimensions     

Alison E. Baroody  Karen E. Diamond 《Early childhood research quarterly》2013

Multiple approaches to measuring preschool children's literacy interest and engagement (i.e., parent-, teacher-, child-reported child literacy interest and observer-reported child literacy engagement) were examined in a sample of 167 four- and five-year-old children (M = 56.62 months, SD = 6.01) enrolled in Head Start. Associations among measures as well as gender differences and dimensions of preschooler's literacy interest and engagement were examined across measures. Measures were not strongly associated. There were small, but significant correlations between parents’ and teachers’ reports of children's literacy interest, and teachers’ reports of children's literacy interest and observers’ reports of children's literacy engagement. Gender differences were found for parent- and teacher-report measures, with teachers and parents rating girls higher on interest. Patterns of factor loadings differed between adult and child measures. Implications of findings are discussed.  相似文献   

The basis of liability for broadcasting defamatory remarks     

Sidney A. Diamond 《广播与电子媒介杂志》2013,57(1):40-43

In an article that appeared in Winter 1958–1959 issue of the Journal of Broadcasting, Profesor Gordon Greb added a new contender for the title of “oldest station in the nation.”; As a result, KQW has joined KDKA, WHA and WWJ as a candidate for the honor of primacy in American radio broadcasting. Although Greb's article created as much interest and controversy as any that has appeared in the Journal, it did not—and could not—still the confidence of the other claimants.

In the instant article, Mr. R. Franklin Smith does the field of historical radio research a service by setting forth, for the first time, a logical set of criteria by which to judge these conflicting claims. To illustrate he has utilized early records of WHA. Using these criteria, it is shown that WHA cannot claim to have been a true broadcasting station before the latter part of 1920. Comparison of the claims of the several contenders is outside the scope of this article. However, it would be extremely interesting if these criteria were applied to the conflicting claims by persons having access to the detailed station records and other data necessary for thorough analysis.

Perhaps Mr. Smith has given us the impetus and the tools necessary for determining which station really was the “oldest in the nation.”  相似文献   

NEIGHBORHOOD SOCIOECONOMIC WELL‐BEING,HOME LITERACY,AND EARLY LITERACY SKILLS OF AT‐RISK PRESCHOOLERS     

John Mark Froiland  Douglas R. Powell  Karen E. Diamond  Seung‐Hee Claire Son 《Psychology in the schools》2013,50(8):755-769

In response to growing research and policy interest in the developmental contexts of early literacy, this study examined relations between neighborhood socioeconomic well‐being, home literacy (parent–child shared reading and number of books at home), and directly assessed early literacy outcomes among 551 Head Start students in the fall of preschool. In Structural Equation Models, neighborhood socioeconomic well‐being predicted home literacy, which in turn predicted early literacy (a latent variable derived from receptive vocabulary, letter‐word identification, and concepts about print). Implications for future research concerning parent involvement at home in the context of neighborhoods and the early literacy of at‐risk preschoolers is discussed.  相似文献   

Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children     

Hsin‐Hui Huang  Karen E. Diamond 《International Journal of Disability, Development & Education》2009,56(2):169-182

This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.  相似文献