Closing the Achievement Gap: A Metaphor for Children Left Behind   总被引：1，自引：0，他引：1  

Henry A. Giroux  Michèle Schmidt 《Journal of Educational Change》2004,5(3):213-228

The No Child Left Behind Act presents an unprecedented challenge to current educational policy matters. While aimed at addressing the needs of disadvantaged children by claiming to promote equity, justice, and social citizenship among all youth, the new accountability seems to be concerned more with the imperatives of the marketplace. The education framework currently in place becomes a vehicle for social mobility for those few privileged citizens who have the resources and power to make their choices matter, but merely a form of social constraint for those who lack such resources. This paper problematizes the current efforts of reform and examines to what extent they actually benefit the children they are designed to serve.  相似文献   

The assessment of teaching in higher education: A critical retrospect and a proposal     

Henry C. Johnson Jr.  Dent M. Rhodes  Robert E. Rumery 《Higher Education》1975,4(3):273-303

The first part of this paper (published in Higher Education, Vol. 4, No. 3) summarized fundamental defects in three contemporary approaches to the evaluation of teaching in higher education: assessment of learning outcomes, analysis of teacher characteristics and analysis of pedagogical behavior. The absence of a cumulative coherent theoretical framework for analysis obviated use of data from these sources in support of professional development or productive personnel decisions. A normative conception of teaching was argued as a necessity to justifiable evaluation. In this second essay, the required conception is developed in a context of development of a capacity for critical norm-oriented human action as a central goal of higher education. In developing this conception, teaching is distinguished from other activities frequently incorporating the same techniques: conditioning, indoctrinating, brainwashing, training, informing and instructing. Intent is stipulated as the key factor. The stipulated intent is not to produce learning, but to “bring about” a specified sequence of intervening activities necessary to intellectual development required for attainment of desired general educational goals. A “gnometectonic” sequence integrates pedagogical and student activities which are the foundation of the intended intellectual development. The gnometectonic sequence and a model of intellectual development constitute the essential structure of a potential theory of teaching and the basis for a Teacher Assessment Program. This structure is realized in the construction of student and instructor report forms as a first step in the development of such a program. Data derived from these forms are based on minimal assumptions beyond those implied by the normative teaching model. Preliminary results from trial use of forms-in-development indicate the effectiveness of the model in discriminating teachers in terms of intent, course arrangements in support of that intent and student perceptions of consequences of these arrangements as related to instructor expectations. In addition, reports about relevant pedagogical aspects of a course are differentiated from preference-related reports of course “atmosphere”.  相似文献   

Instructional strategies for long-term success     

Henry B. Reiff Ph.D.  Paul J. Gerber  Rick Ginsberg 《Annals of dyslexia》1994,44(1):270-288

Through a qualitative research study we developed a model of employment success based on the experiences of successful adults with learning disabilities. This model may be particularly useful to students with learning disabilities in helping them experience success both in school and beyond. We suggest that the components of the model—internal decisions comprising desire, goal orientation, and reframing, and external manifestations or behaviors of persistence, goodness of fit, learned creativity, and favorable social ecologies—can be systematically taught and then used. By focusing on what has worked for adults with learning disabilities, we propose that the model taps into inherent strengths that can compensate for significant limitations associated with learning disabilities. The model does not guarantee success, but it does equip students with learning disabilities with a readiness to capitalize on opportunities that they might otherwise miss.  相似文献   

Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions     

Anne Henry Cash  Arya Ansari  Kevin J. Grimm  Robert C. Pianta 《Early education and development》2019,30(1):60-81

The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias.  相似文献   

Three approaches to teaching and learning in education: Behavioral,piagetian, and information-processing     

Emanuel J. Mason  Patricia Cegelka  Rena Lewis  Suzanne Henry  Jill Larkin  Fred Danner 《Instructional Science》1983,12(3):219-241

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Beyond phonics: Integrated decoding and spelling instruction based on word origin and structure     

Marcia K. Henry 《Annals of dyslexia》1988,38(1):258-275

In this paper, the relevance of word structure knowledge to decoding and spelling instruction is discussed. An explicit, discussion oriented, direct approach to teaching decoding and spelling based on word origin and structure results in improved reading and spelling. This instruction leads students to a comparison and contrast of letter-sound correspondences, syllable patterns, and morpheme patterns in English words of Anglo-Saxon, Romance, and Greek origin.  相似文献   

A robust interpretation of teaching evaluation ratings     

Henry H. Bi 《Assessment & Evaluation in Higher Education》2018,43(1):79-93

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Increased child abuse in twins   总被引：1，自引：0，他引：1  

M.D. Major Henry B. Nelson U.S.A.F.  Catherine A. Martin M.D. 《Child abuse & neglect》1985,9(4):501-505

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The role of postsecondary Education Institutions in the U.S. Department of Education's adult literacy initiative     

Phyllis D. Chumley  Henry A. Spille 《Innovative Higher Education》1984,8(2):74-83

On September 7, 1983, the U.S. Department of Education announced a nationwide adult literacy initiative designed “... to promote functional literacy for the entire adult populations.” The department is committed to conducting several activities to attack and solve the problem of adult literacy. Two of the activities pertain specifically to postsecondary education. They are:

? working with postsecondary education institutions to develop demonstration programs utilizing college work-study students in adult literacy programs;

? promoting college student involvement through literacy tutoring experiences in college courses and through student volunteerism.

The authors believe that there should be much greater participation in the initiative by postsecondary education institutions, and they propose that more extensive participation can be attained through the institutions' performance of their usual functions of teaching, service, and research.  相似文献   

The Gift of Magi(extract)     

O.Henry 《新高考》2008,(Z1)

One dollar and eighty-seven cents.That was all. And sixty cents of it was in pennies.①Pennies saved one and two at a time by bulldozing the grocer and the vegetable man and the butcher until one's cheeks burned with the silent imputation of parsimony(2)that  相似文献