A COMPARATIVE ANALYSIS OF DEVELOPMENTAL AND NONDEVELOPMENTAL COMMUNITY COLLEGE STUDENTS     

Marie F. Kraska  Martin H. Nadelman  Arnold H. Maner  Reenie Mccormick 《Community College Journal of Research & Practice》2013,37(1):13-20

The purpose of this research was to evaluate the effectiveness of developmental courses in a rural community college. The Stanford Diagnostic Reading Test, Blue Level, Form A, Stanford Test of Academic Skills English Subtest, Level 2, Form E, and the Stanford Diagnostic Mathematics Test, 3rd Edition, Blue Level, Form G were administered to two groups of entering freshmen in the fall of 1987. Group 1 included all students whose diagnostic test scores indicated a need for at least one developmental course. Group 2 consisted of all students whose diagnostic test scores did not indicate a need for developmental course work. Results indicated that there was a statistically significant difference in the mathematics mean Quality Point Averages with the developmental students attaining higher mean Quality Point Averages. There was no statistically significant difference between the two groups in English mean Quality Point Averages; however, developmental students obtained a higher Quality Point Average  相似文献   

Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a “Simple View” of Reading?     

Kristen A. Munger  Stephen A. LoFaro  Erin A. Kawryga  Elizabeth A. Sovocool  Siani Y. Medina 《Educational Assessment》2013,18(3):204-228

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills–Next Edition (DIBELS Next) for a sample of 85 third- and fifth-grade students, in reference to the “simple view” of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test–IV (PPVT–IV), Group Reading Assessment and Diagnostic Evaluation (GRADE), and the New York State English Language Arts (NYSELA) test. DIBELS Next Oral Reading Fluency (ORF) and Daze scores were significantly correlated with GRADE and NYSELA scores. Daze scores also explained significant variance in GRADE scores beyond ORF only at third grade and not NYSELA scores at either grade. PPVT–IV scores explained significant variance in GRADE scores beyond ORF at both grades but only NYSELA at third grade. GRADE Vocabulary explained variance in both measures of comprehension and at both grade levels. Research and educational implications of these findings are discussed.  相似文献   

Cultural challenges in Hong Kong to the implementation of effective general education     

Janel Marie Curry 《Teaching in Higher Education》2013,18(2):223-230

Hong Kong's higher education system is undergoing an enormous change. At great cost, higher education and the school systems that feed into it are moving from a three-year university system that favored early specialization within a discipline and very few conversations across disciplines to a four-year university system to be fully implemented with the beginning class of 2012. This move will provide a framework in which disciplinary study is grounded in broader knowledge that encourages self-directed learning, critical thinking, and an understanding of the role of individual in society. So what are the cultural challenges to attaining these far-reaching goals? This essay attempts to delineate some of them, make some comparisons to the US, and also present some suggestions for meeting the challenges.  相似文献   

What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program     

Erin McCloskey  Colette N. Cann 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):338-355

In this qualitative case study, we used the framework of positioning to show how college-age tutors and their middle school tutees interact in an afterschool tutoring setting with regard to ability. The authors show how educational tracking and understandings of disability permeated tutoring spaces and influence tutors’ instructional decisions. Even though the tutors’ participation in this program was framed as an act of social justice, the tutors do not feel empowered to use a critical lens when discussing tracking and/or disability because, as the authors posit, the framing of the college students as role models and these middle school students as “needy” prohibits conversations that do not have easy answers.  相似文献   

Importance of Ability Grouping in French “Collèges” and its Impact upon Pupils’ Academic Achievement     

Marie Duru-Bellat  Alain Mingat 《Educational Research and Evaluation》2013,19(4):348-368

This article tries to assess the prevalence and learning consequences of ability grouping in French lower secondary schools (collèges). The article shows that ability grouping is in fact relatively widespread in France and has a strong local connotation. In terms of pupil learning, the article stresses that the better the class they attend, the better students tend to perform. However, a heterogeneous context proves to be more favourable (for low achievers, a homogeneous class is the worst case). The results also stress the existence of a potential conflict of interest between the policy-maker and the actors of the system. Résumé L’article vise à évaluer l’importance de l’organisation des études en groupes de niveau dans le premoier cycle secondaire en France ainsi que ses conséquences en termes d’acquisitions des élèves. L’article montre en premier lieu que cette pratique est en fait relativement fréquente dans les établissements français tout en ayant une dimension locale assez accentuée. En termes d’acquisitions, l’article souligne que les progressions des élèves ont tendance à être d’autant meilleures que le niveau moyen des élèves de la classe est élève; cependant, un contexte hétérogène s’avère aussi le plus favorable (un contexte homogène étant la pire des choses pour les élèves faibles). Les résultats soulignent aussi l’existence d’un conflit potentiel d’intérêt entre le décideur du système qui vise des onjectifs généraux et les différents acteurs (enseignants, parents d’élèves) qui visent leurs intérêts particuliers.  相似文献   

The socio‐emotional needs of children with dyslexia in different educational settings in Ireland     

Ann Marie Casserly 《Journal of Research in Special Educational Needs》2013,13(1):79-91

This paper reports on a four‐year research project examining the experiences of children with dyslexia in mainstream schools and reading schools/classes. The focus of this paper is on the socio‐emotional effects of dyslexia on a group of children attending a reading school/class for a specific duration before returning to mainstream. The findings suggest that while the primary focus of attending such a placement is to attain greater levels of literacy, other gains such as increased positive socio‐emotional manifestations and confidence are also evident. Therefore, the emotional elements of learning must work in tandem with the academic elements in helping children with dyslexia access the curriculum in full. The roles of attribution, motivational and expectancy theories are explored and how a comprehensive understanding of these theories can help teachers explain and respond to the exhibited behaviours of children with reading difficulties.  相似文献   

Collecting Sex Materials for Libraries     

Michelle M. Martinez  Erin Cassidy  Kat Landry Mueller  Lisa Shen  Molly Thompson  Zach Valdes 《Behavioral & Social Sciences Librarian》2013,32(4):151-170

ABSTRACT

This article analyzes data gathered over a year-long survey of library employees' opinions of sexually related materials in library collections. Surveys generally examine patron attitudes rather than the attitudes of library employees, whose attitudes and beliefs can have a strong effect on the collection. The researchers discovered themes in the data, such as varying definitions and differences between pornography and erotica, legality issues and misconceptions, differing perceptions of censorship dependent on library type, and a possible lack of acceptance of non-heteronormative material. The survey and analysis serve as a contribution to the ongoing discussion of appropriateness of sexually related materials in libraries.  相似文献   

Voter Identification Laws: An Annotated Bibliography     

Erin Schlicht 《Legal Reference Services Quarterly》2013,32(3):202-213

This annotated bibliography is intended to serve as a guide for anyone researching voter identification laws. The bibliography describes research methodology, summarizes law journal articles, and notes useful electronic resources for tracking recent developments on this topic.  相似文献   

When “Sugar and Spice” Turn to “Fire and Ice”: Factors Affecting the Adverse Consequences of Relational Aggression among Adolescent Girls     

Erin K. Willer  William R. Cupach 《Communication Studies》2013,64(4):415-429

This study investigated factors affecting the relative harm of relationally aggressive acts among adolescent girls. One hundred twenty-seven high school girls completed a survey in which they described an event where another girl did something to them that was mean or hurtful. Girls also completed measures of the extent to which the aggressive act threatened their positive face, and the extent to which the aggressive act led them to experience negative affect. Results supported the prediction that aggressive acts committed by girls who were more popular than the victim were associated with greater perceived face threat and negative affect than aggressive acts committed by girls who were equally popular or less popular than the victim. In addition, events in which the perpetrator involved other individuals in the commission of aggression were associated with greater perceived face threat and greater negative affect than events in which the perpetrator acted alone. Contrary to predictions, degree of interpersonal closeness between the victim and the perpetrator just prior to the aggressive act was not associated with perceived face threat or degree of negative affect.  相似文献   

Theorizing Surveillance: The Panopticon and Beyond by Lyon,D. Global Surveillance and Policing by Zuriek,E., & Salter,M.     

Alison Marie Kenner 《The Communication Review》2013,16(1):104-108

  相似文献