Effectiveness of Explicit Phonological‐Awareness Instruction for At‐Risk English Learners     

Jill M. Leafstedt  Catherine R. Richards  Michael M. Gerber 《Learning disabilities research & practice》2004,19(4):252-261

This article examines the effects of intensive phonological‐awareness (PA) instruction for kindergarten English learners. One intact kindergarten class was provided 300 minutes of intensive instruction in PA. Results indicate that students who received intervention made significant growth in word reading when compared to a cohort of kindergarten students who received general kindergarten instruction. The article also discusses ability‐group differences in performance among high‐, middle‐, and low‐performing students and the implications of these findings for instructional practice.  相似文献   

Stepping out of the classroom: involving teachers in the evaluation of national special education policy     

Roseanna Bourke  Alison Kearney  Jill Bevan-Brown 《British Journal of Special Education》2004,31(3):150-156

Since Richard Rose relaunched BJSE's Research Section as a forum for the discussion of practitioner research, BJSE has published a series of very successful accounts of individual teacher enquiry and action research. In this article from New Zealand, Roseanna Bourke, now working at the Ministry of Education in Wellington, and her two colleagues, Alison Kearney and Jill Bevan-Brown, both from the Department of Learning and Teaching at Massey University, present an alternative view of the involvement of teachers in research.
In 1999, the Ministry of Education asked a team of researchers from Massey University to evaluate the introduction of New Zealand's first national policy for special education, known as Special Education 2000. The 16-member research team was contracted to provide a three-year, multi-method, longitudinal evaluation incorporating both quantitative and qualitative approaches. This article looks specifically at one aspect of the approach used in the evaluation – the use of teachers as fieldworkers. Teachers across the country were trained as fieldworkers to assist in the collection of data in schools and early childhood centres. Training was given to all teachers on the research aims, methods, ethics, including cultural sensitivity, and rationale for the evaluation. By participating in large-scale research and acting as 'fieldworkers', 68 teachers had the opportunity to develop their skills as researchers, while learning about other schools' perceptions and experiences of the special education policy. The experience provided a means for teachers to become apprenticed into a research culture, and to talk with principals and other teachers about common areas of interest. It also ensured that the research had knowledgeable and credible fieldworkers to collect data in schools.  相似文献   

Children's Memory and Comprehension of Two Science Programmes     

Brian R. Clifford  Barrie Gunter∗  Jill L. McAleer† 《Learning, Media and Technology》1997,23(1):25-46

A total of 111 children, 55 aged 8 to 9 years and 56 aged 14 to 15 years of age, watched one of two single‐topic prime‐time science programmes. Recall and comprehension scores following the viewing of the programmes were assessed. In addition, a number of demographic factors including age, sex, linguistic fluency, prior television viewing and reading habits were investigated as possible predictors of learning from television. It was found that age was a significant factor in both recall and comprehension, but even more important was general knowledge. Sex and linguistic fluency was neither systematically nor frequently associated with good performance. Prior viewing habits concerning science programmes on television and reading behaviour were found to have particular effects but were not major predictors of performance. Knowledge growth (defined as differences in performance between pre‐ and post‐test performance on key, repeated, items specifically addressed by the viewed programme) was consistently observed. This major finding indicated clearly that children can learn prime‐time television science information.  相似文献   

Letter to the Editors     

Jill Stenning 《Literacy》1982,16(2):119-119

Books reviewed in this article: Rogers, Jane and Long, Jeremy. The Vowel Crowd Wade, Barrie (Ed.). Language Perspectives: Papers from the Educational Review Evans, Tricia, Teaching English Deadman, Ronald. Round the World Folk Tales Reid, Jessie and Donaldson, Margaret. Letter-Links Crystal, David. Directions in Applied Linguistics Braithwaite, Althea. Leaves from Trees Braithwaite, Althea. Animals at Home Gill, Peter. Migrating Birds Herbert, Helen. Animals in Famous Pictures Colouring Book  相似文献   

From Here and Now to There and Then: The Development of Displaced Reference in Homesign and English   总被引：1，自引：0，他引：1  

Jill P. Morford  Susan Goldin-Meadow 《Child development》1997,68(3):420-435

An essential function of human language is the ability to refer to information that is spatially and temporally displaced from the location of the speaker and the listener, that is, displaced reference . This article describes the development of this function in 4 deaf children who were not exposed to a usable conventional language model and communicated via idiosyncratic gesture systems, called homesign, and in 18 hearing children who were acquiring English as a native language. Although the deaf children referred to the nonpresent much less frequently and at later ages than the hearing children, both groups followed a similar developmental path, adding increasingly abstract categories of displaced reference to their repertoires in the same sequence. Care-givers in both groups infrequently initiated displaced reference, except with respect to communication about past events. Despite the absence of a shared linguistic code, the deaf children succeeded in evoking the non-present by generating novel gestures, by modifying the context of conventional gestures, and by pragmatic means. The findings indicate that a conventional language model is not essential for children to be able to extend their communication beyond the here and now.  相似文献   

Book Reviews     

Kerry H. Robinson  Caroline Barratt-Pugh  Susan Krieg  Jill Robbins 《The Australian Educational Researcher》2004,31(3):105-114

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Adult development and adult learning styles: The message for nontraditional graduate programs   总被引：1，自引：0，他引：1  

Dr. Jill Mattuck Tarule  Dr. Rita Weathersby 《Innovative Higher Education》1979,4(1):11-23

Both the content and process of graduate education promote adult development. As developing people, adults usually enroll in graduate programs at times when they are building or changing the structure of their lives. Graduate programs, particularly nontraditional programs, can address both the growing adult as well as uphold relevant standards of intellectual excellence and professional expertise.Their collaborative research has focused on life cycle adult development and on educational methodologies and environments which support adult development.  相似文献   

Intergenerational cycle of maltreatment: a popular concept obscured by methodological limitations.     

M D Newcomb  T F Locke 《Child abuse & neglect》2001,25(9):1219-1240

OBJECTIVE: The intergenerational transmission of child maltreatment is a controversial subject. Much of existing research is plagued with at least three fundamental weaknesses: (1) using case status to define subjects: (2) adopting a dichotomous perspective that does not consider the reality of maltreatment on various continua; and (3) using operational definitions that fail to differentiate between maltreatment subtypes. We controlled for these problems and examined the structure of child maltreatment and its influence on later parenting practices in an ethnically-diverse community sample. METHOD: Data from a community sample of parents (N = 383) were analyzed with a Structural Equation Modeling methodology. Reliable and valid continuous measures of child maltreatment (Child Trauma Questionnaire) and parenting practices (Parental Acceptance and Rejection Questionnaire) were used. RESULTS: Results revealed a moderately strong effect from a general factor of Child Maltreatment to a general factor of Poor Parenting for both mothers and fathers, supporting a common dysfunction transmission process. For mothers. Family Neglect by itself also led to poor parenting, and sexual abuse as a child led to aggressive parenting. For fathers, Child Maltreatment had a different structure, as sexual abuse was distinct from the factors of Family Abuse and Family Neglect. Also, for fathers, sexual abuse led to rejecting parenting practices. CONCLUSIONS: This study supports the intergenerational cycle of child maltreatment hypothesis in such a way that several weaknesses in much of existing research were controlled. Clinical implications and potential mechanisms of transmission are discussed.  相似文献   

Relations among school connectedness,hope, life satisfaction,and bully victimization     

Sukkyung You  Michael J. Furlong  Erika Felix  Jill D. Sharkey  Diane Tanigawa  Jennifer Greif Green 《Psychology in the schools》2008,45(5):446-460

This study investigates the role of school connectedness in mediating the relation between students' sense of hope and life satisfaction for three groups: Bullied Victims, Peer Victims, and Nonvictims. Students in grades 5 to 12 (N = 866) completed the California Bully/Victim Scale, School Connectedness Scale, Children's Hope Scale, and Students' Life Satisfaction Scale. Multigroup latent mean analysis revealed significant group mean differences in hope, school connectedness, and life satisfaction, supporting our bullying classification. Multigroup structural model analysis showed differential patterns between hope, school connectedness, and life satisfaction. Specifically, school connectedness partially mediated the relation between hope and life satisfaction for the Nonvictims only. The effect of hope on school connectedness was stronger for the Bullied Victims than the Nonvictims, and the effect of hope on life satisfaction was stronger for the Peer Victims and Bullied Victims than the Nonvictims group. Implications for research and practice are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Writing to the Common Core: teachers’ responses to changes in standards and assessments for writing in elementary schools     

Kristen Campbell Wilcox  Jill V. Jeffery  Andrea Gardner-Bixler 《Reading and writing》2016,29(5):903-928

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