Concentrated Poverty and Urban School Reform: “The Choice is Yours” in Minneapolis     

Neil Kraus 《Equity & Excellence in Education》2013,46(2):262-274

The subject of urban schools has received extensive scholarly and popular attention in recent years, and a wide variety of policies to address the problem of low educational achievement has been suggested. This article, based on an analysis of documents and reports, in-depth interviews, and a variety of secondary sources, examines the first several years of the implementation of a 2000 legal settlement between the Minneapolis Branch of the National Association for the Advancement of Colored People (NAACP) and the State of Minnesota regarding the Minneapolis schools. Influenced by the Sheff v. O'Neill (1996) case in Hartford, Connecticut, the Minneapolis NAACP's lawsuit challenged the State's oversight of the Minneapolis schools under the Minnesota Constitution. The settlement created two new programs intended to provide low-income Minneapolis students more options in selecting schools. This article focuses on the more wide-ranging of these two programs, which buses up to 2,000 low-income urban students annually to suburban Minneapolis schools at State expense. The creation of the suburban transfer program represents a legal and political victory for the NAACP and its supporters. Yet the transfer program highlights the many obstacles faced by low-income students and reinforces the necessity for a multi-dimensional approach to high-poverty urban schools.  相似文献   

Book review     

Eva M. Zygmunt‐Fillwalk 《Journal of Early Childhood Teacher Education》2013,34(2):203-204

Brain Research and Childhood Education: Implications for Educators D. Bergen and J. Coscia; Olney, MD: 2001 Association for Childhood Education International. 80 pp. ISBN 0–87173–154–1 (pbk.)  相似文献   

Three theses on teaching and learning in higher education     

Eva Hagström  Owe Lindberg 《Teaching in Higher Education》2013,18(2):119-128

In our article, we explore the possibility of formulating theses about teaching as one way to use research as a basis for educational action. The theses are formulated from current educational research on teaching and learning in higher education. We also explore the potential for action and the consequences derived from the theses. With our theses, we criticise less complex ways of using research for educational purposes. Through theses we can suggest directions for action without prescribing certain methods or procedures and provide answers without reducing the teachers' possibilities for choice or diminishing their responsibility for their actions. Our exploration is an invitation to a collaborative exploration of theses on teaching and learning in order to broaden and deepen our shared basis for educational action.  相似文献   

Tablet assessment in primary education: Are there performance differences between TIMSS' paper-and-pencil test and tablet test among Dutch grade-four students?     

Eva Hamhuis  Cees Glas  Martina Meelissen 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2340-2358

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Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects          下载免费PDF全文

Rebecca D. Taylor  Eva Oberle  Joseph A. Durlak  Roger P. Weissberg 《Child development》2017,88(4):1156-1171

This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M_age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.  相似文献   

Effects of decentralization on school resources   总被引：1，自引：0，他引：1  

Åsa Ahlin  Eva Mörk 《Economics of Education Review》2008

Sweden has undertaken major national reforms of its school sector, which, consequently, has been classified as one of the most decentralized ones in the OECD. This paper investigates whether local tax base, grants, and preferences affected local school resources differently as decentralization took place. We find that municipal tax base affects per pupil spending in the same way regardless of whether the school sector is centralized or decentralized, but has a smaller effect on teacher–pupil ratio after the reforms. The less-targeted grants are the fewer teachers per pupil do the municipalities employ. The results for local preferences are less clear-cut.  相似文献   

Learning by making: A framework to revisit practices in a constructionist learning environment     

María Florencia Morado  Ayelén Eva Melo  Angela Jarman 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1093-1115

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Functioning and participation problems of students with ASD in higher education: which reasonable accommodations are effective?     

Dorien Jansen  Katja Petry  Eva Ceulemans  Ilse Noens  Dieter Baeyens 《欧洲特需教育杂志》2017,32(1):71-88

Abstract

Students with autism spectrum disorder (ASD) experience various functioning and participation problems in higher education, which may cause difficulties such as drop out or low grade point averages. However, it remains unclear how often and during which teaching and evaluation methods the functioning and participation problems occur and which reasonable accommodations are effective in dealing with them. These gaps in the literature are addressed in this survey-based study. In total, 43 students with ASD, 30 student counsellors and 43 students without a disability of institutions of higher education in Flanders (Belgium) participated in the study. The results show that students with ASD most frequently experience problems with verbal and non-verbal communication, are oversensitive to change and have difficulty distinguishing the gist of the syllabus from the details. Furthermore, it is shown that, on average, these problems arise mostly during classical teaching and evaluation methods. Finally, the perceived effectiveness of reasonable accommodations is dependent on the functioning and participation problem experienced by the student with ASD in higher education. In conclusion, both personal and environmental characteristics should be taken into account when selecting and implementing reasonable accommodations for these students.  相似文献   

Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments     

Daphna Bassok  Eva Galdo 《Early education and development》2016,27(1):128-144

In recent years, unequal access to high-quality preschool has emerged as a growing public policy concern. Because of data limitations, it is notoriously difficult to measure disparities in access to early learning opportunities across communities and particularly challenging to quantify gaps in access to high-quality programs. Research Findings: Using unique data from Georgia’s universal prekindergarten program, this study provides empirical evidence of the relationship between community characteristics and the availability of high-quality preschool opportunities. We show that in Georgia, a national leader with respect to preschool access as well as quality, there are still meaningful differences in quality across communities. Low-income and high-minority communities offer state preschool classrooms that are rated significantly lower on a widely used and validated measure of classroom process quality. Practice or Policy: This process quality gap is troubling given the positive relationship between our process quality measure and children’s learning. Note that we do not see similar gaps in structural measures of quality, which are the aspects of quality more often regulated but are also weaker, inconsistent predictors of children’s learning. Implications for policy are discussed.  相似文献   

Toward dynamic assessment of reading: applying metacognitive awareness guidance to reading assessment tasks     

Eva Guterman 《Journal of Research in Reading》2002,25(3):283-298

This paper focuses on research that aimed to provide a theoretical–practical framework to link literacy assessment practice with learning theory. An experimental study was designed with reference to three theoretical axes: ‘metacognitive awareness’ theory, ‘schema’ theory and the Vygotskian ‘zone of proximal fevelopment’. The study tested the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners’Habits of Mind while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks (Guterman, 2000). The study on 300 Grade–4 pupils used three modalities: a control group, which received no treatment; a placebo group, which received content instructions (CI); and a treatment group, which was given written MCAG. The findings confirmed that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the learners’ level of performance and achievement on those tasks, and also increases learners’ chances of internalising the guidance components.  相似文献