State Policies for Standardized Achievement Testing of Limited English Proficient Students     

Tony C. M. Lam  Wayne I. Gordon 《Educational Measurement》1992,11(4):18-20

To what extent have state departments of education developed policies for testing limited English proficiency students with standardized achievement tests? What are some of the relationships between the development of these testing policies and the establishment of bilingual education in the states? What work still lies ahead in standardized achievement testing of limited English proficient students?  相似文献   

“We need to step it up—We are basically the future”: Latinx young women co-construct science storylines in high school chemistry     

Jasmine Nation  Hosun Kang 《科学教学研究杂志》2024,61(4):873-904

Researchers and practitioners in the United States increasingly promote phenomena-based instruction in science that supports the development of a coherent storyline throughout the unit. Questions about who is constructing the science storyline and how still remain. Employing a qualitative ethnographic case study approach, we explore how three Latinx female students authentically contribute in their high school chemistry class and change the science storyline originally developed by the teacher. Data include over 950 min of video recordings, student artifacts, and interviews collected from a unit about reaction rate, which was contextualized by students' experiences with a local wildfire. The analysis points to three instructional moves that appear to play an important role in shifting the collective storyline: connecting to Latinx students' personal concerns, moving across multiple figured worlds, and recognizing students' epistemological contributions. Implications for supporting minoritized students are discussed.  相似文献   

Parent–Child Shared Time From Middle Childhood to Late Adolescence: Developmental Course and Adjustment Correlates     

Chun Bun Lam  Susan M. McHale  Ann C. Crouter 《Child development》2012,83(6):2089-2103

The development and adjustment correlates of parent–child social (parent, child, and others present) and dyadic time (only parent and child present) from age 8 to 18 were examined. Mothers, fathers, and firstborns and secondborns from 188 White families participated in both home and nightly phone interviews. Social time declined across adolescence, but dyadic time with mothers and fathers peaked in early and middle adolescence, respectively. In addition, secondborns’ social time declined more slowly than firstborns’, and gendered time use patterns were more pronounced in boys and in opposite‐sex sibling dyads. Finally, youths who spent more dyadic time with their fathers, on average, had higher general self‐worth, and changes in social time with fathers were positively linked to changes in social competence.  相似文献   

Developing an Instrument for Identifying Secondary Teachers’ Beliefs About Education for Sustainable Development in China     

Guang Yang  Chi-Chung Lam  Ngai-Ying Wong 《The Journal of environmental education》2013,44(4):195-207

Education for Sustainable Development (ESD) has been recently recognized as an important area in the new Chinese educational reform. As teachers play a pivotal role, knowing and developing an effective and easy-to-use instrument for tapping teachers’ beliefs is essential. This article reports an attempt to develop an instrument with mixed methods. The finalized instruments comprise two subscales with satisfactory reliability indices obtained. Sustainability values (VSD) consists of four dimensions: respect and care for the community of life; ecological integrity; social and economic justice; and democracy, nonviolence, and peace. Teaching beliefs of ESD (TESD) consists of three dimensions: relevance to daily life; students’ need in the future; and integrated teaching. With these validated instruments, future research and potential problems will be less strenuous.  相似文献   

The examined life: perspectives of lower primary school students in Hong Kong     

David Carless  Ricky Lam 《Education 3-13》2013,41(3):313-329

Students have a wide experience of being tested, but their perceptions of assessment are comparatively under-explored. This paper illuminates the perspectives on assessment of a sample of lower primary school students in Hong Kong. It uses focus group interviews and draw-a-picture technique to elicit their views. The main findings are that assessment can bring a sense of satisfaction or happiness, but that more than half of the informants indicated that they had negative feelings in relation to testing. The paper reinforces how students are controlled and moulded by their assessment experience, and its significance lies principally in documenting this phenomenon amongst lower primary school learners.  相似文献   

Impression management messages and reactions to organizational reward allocations: The mediating influence of fairness and responsibility     

Jasmine Tata  Susan R. Rhodes 《Communication quarterly》2013,61(3):379-393

In this scenario‐based experiment we examined the relationships among impression management messages, evaluations of reward allocations (fairness and responsibility) and reactions to rewards (anger, approval of manager and overall job satisfaction). The results suggest that impression management messages directly influence fairness and responsibility, and indirectly influence anger and approval. Specifically, justifications and enhancements increased evaluations of fairness, excuses decreased attributions of responsibility for unfair rewards, and entitling accounts increased attributions of responsibility for fair rewards. Also, justifications and enhancements indirectly decreased anger, increased approval, and increased job satisfaction through the mediating influence of fairness. Excuses and entitling accounts indirectly decreased anger and increased approval through the mediating influence of responsibility.  相似文献   

Professor-student communications: Why they should be privileged communications     

D. Kent Lam  Tod W. Burke  Richard Tewksbury 《Journal of Criminal Justice Education》2013,24(1):53-75

Relationships between professors and students are well-known to be important aspects of the university experience. A successful professor-student relationship is founded on open and honest communication, which may not be possible if the content of conversations between the parties is not guaranteed to be confidential. In this article the authors argue for consideration of professor-student communications as privileged communications and consider the legal and ethical issues involved. Based on a review of the rationale, scope and exceptions to existing forms of privileged communications, the importance of such for professor-student communications is proposed.  相似文献   

Psychometric Properties of the Eating Attitudes Test     

Liette B. Ocker  Eddie T. C. Lam  Barbara E. Jensen  James J. Zhang 《Measurement in physical education and exercise science》2013,17(1):25-48

The study was designed to develop an instrument to examine students' reports of the type and frequency of various student behaviors in physical education classes that might disrupt classroom management. This study had multiple phases, including instrument development, preliminary studies, content-related evidence study, and an exploratory factor analysis and internal consistency reliability study. Participants for the content-related evidence study were 27 experts in physical education pedagogy. They were sent items from the student disruptive behavior instrument and asked to organize them into 3 management severity categories. Participants for the factor analysis and internal consistency reliability study were 2,309 middle and high school students from 2 states. The following 6 factors emerged from the exploratory factor analysis: (a) aggressive, (b) low engagement or irresponsibility, (c) fails to follow directions, (d) illegal or harmful, (e) distracts or disturbs others, and (f) poor self-management. Alpha reliability coefficients for the factors were mostly above .70 and the rotated factor loadings for the items ranged from .26 to .73. Investigating students' reports of the type and frequency of potentially troublesome behaviors may lead to a better understanding of student disruptive behaviors in physical education contexts.  相似文献   

Development of a Scale to Determine Enrollment Barriers into Allied Health Programs     

J. P. Barfield  M. Rhonda Folio  Eddie T. C. Lam  James J. Zhang 《Measurement in physical education and exercise science》2013,17(1):47-66

The purpose of this study was to develop the Scale of Allied Health Education Barriers to identify factors limiting enrollment in college/university allied health education programs. Development of the Scale of Allied Health Education Barriers was conducted through the following four stages: (1) review of literature, (2) focus group studies, (3) pilot testing, and (4) test administration and testing of measurement properties. Research participants (N = 1,044) were students enrolled in allied health and non-allied health education programs. Through conducting both exploratory and confirmatory factor analyses, this study identified five unique factors that are potential barriers to student enrollment in allied health education: Social Influence, Experiential Opportunity, Academic Preparation, Physical Self-Efficacy, and Self-Management. These factors were consistent with the social cognitive theory adopted to guide this study, which posits that personal, environmental, and behavioral factors collectively influence allied health enrollment. Further discussions are made on the practical implications of applying the developed scale to reduce barriers for allied health program recruitments.  相似文献   

‘Latino spaces have always been the most violent’: Afro-Latino collegians’ perceptions of colorism and Latino intragroup marginalization     

Jasmine M. Haywood 《International journal of qualitative studies in education》2017,30(8):759-782

Abstract

This study centers on the racialized experiences of Afro-Latino undergraduates at historically White institutions. Of particular interest, I examine how six Afro-Latino collegains experience intragroup marginalization due to colorism. The research design is undergirded by critical race theory and a critical race methodology. Participants’ narratives reflect how colorism manifests in the lives of Afro-Latino collegians. In drawing attention to a population that has been rendered invisible in higher education, findings from this study guide implications for future research and practice for higher education and student affairs leaders.  相似文献