Social and Emotional Learning: Promoting the Development of All Students     

Joseph E. Zins  Maurice J. Elias 《Journal of educational and psychological consultation》2013,23(2-3):233-255

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Summer School and Summer Learning: An Examination of the Short- and Longer Term Changes in Student Literacy     

Keith Zvoch  Joseph J. Stevens 《Early education and development》2013,24(4):649-675

Research Findings: Multiple student cohorts were longitudinally tracked and student participation in a summer program bridging the 1st- and 2nd-grade academic years was recorded to examine selection and efficacy issues related to a summer school implementation in the Pacific Northwest. The estimation of regression discontinuity models uncovered evidence of a local average treatment effect. At the cutscore for program admission, participating students had estimated summer oral reading fluency gains approximately 0.40 SD larger than those of nonparticipants. Further examination of the literacy outcomes among the sample of cutscore eligible students revealed that struggling readers who participated in the summer program increased their level of reading fluency relative to struggling readers who declined an invitation to participate. However, the advantage gained by cutscore eligible participants was not sustained over the subsequent academic year. Practice or Policy: These results suggest that supplemental summer instruction delivered to at-risk students may promote literacy gains during the otherwise challenging summer months and thereby serve as a useful intermediary tool for K–12 stakeholders seeking to keep struggling readers on track toward proficiency.  相似文献   

Toward a Pedagogy of Transformation     

Joseph P. Keating  Rosario Diaz‐Greenberg  Mark Baldwin 《Teaching Education》2013,24(2):155-162

An on-going challenge in teacher education programs is how best to support new teachers in connecting their university coursework with their professional identity development and pedagogical practice in the schools. The reading and writing of case studies is one promising strategy teacher educators have explored as a means of assisting teachers in developing and cultivating a self-reflective, theory and practice reflexive, style of learning in the teacher education classroom and beyond. In the present paper, I present a case study of my own journey as a developmental and educational psychologist responsible for co-teaching a secondary teacher education course called "Adolescent Development for Teachers", in which having student-teachers research and write-up a case study of a single adolescent became the focus of the course and our pedagogy. I describe events that brought about the use of the case study in the course, the influence the use of the case study had on myself as an instructor as well as the students, and what students say are the educational benefits and difficulties of completing the adolescent case study. Implications for infusing a developmental focus into teacher education programs are discussed.  相似文献   

Universal service in a participatory democracy: A perspective from Australia     

John de Reuck  Richard Joseph   《Government Information Quarterly》1999,16(4):345

This article places universal service policy in telecommunications in Australia in an historical context. Given the dynamic growth in information technologies, universal service should be reconceptualized within a knowledge-based discourse critically linked to considerations for deepening participatory democracy. As a consequence of the discussion this article recommends that funding universal service obligations in telecommunications be based on the preferred notion of a maximally open democratic debate. The universal service obligation in telecommunications should be funded from consolidated revenue with its parameters set by democratic debate.  相似文献   

The lives and ideas of the Vienna Circle     

Bentley  Joseph 《Metascience》2021,30(3):375-377

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Educator‐Reported Instructional Characteristics of Grade 1 Reading Interventions within a CBM Assessment System     

Joseph F. T. Nese  Dan Farley  Daniel Anderson 《Learning disabilities research & practice》2019,34(2):97-109

We used data from the 2014–2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start dates, curricula, instructional strategies, tier, group size, frequency, dosage, total time, and quantitative intensity. We found variance across all instructional variables, with 156 curricula and 59 instructional strategies applied. Based on our data, a “typical” intervention was a Tier 2 intervention that began before October, was delivered for 30 minutes/day for 5 days/week in a group with three to five students, was changed once if at all, and student progress was most likely monitored with word reading fluency measures.  相似文献   

Mediamix: a Maltese experience of educational media     

Joseph Mifsud 《Learning, Media and Technology》1994,20(1):15-25

Joseph Mifsud is lecturer in education at the Faculty of Education at the University of Malta. He teaches courses in classroom management techniques using audio‐visual and micro‐teaching resources. He has produced videos on classroom ecology at the University of Padua in Italy and on educational management at the School of Education, Queen's University of Belfast, N. Ireland. He was also invited speaker to various media forums in Malta and in Italy. He has taken part in Council of Europe meetings and UNESCO projects on various areas of teacher training and education.  相似文献   

A Measure of Relative Dispersion     

Joseph G Eisenhauer 《Teaching Statistics》1993,15(2):37-39

This paper suggests a measure of dispersion which is invariant with respect to linear transformations and distinguishes between large and small spreads.  相似文献   

The Role of Civility and Anonymity on Perceptions of Online Comments     

Joseph Graf  Joseph Erba  Ren-Whei Harn 《Mass Communication and Society》2017,20(4):526-549

An experiment was conducted (N = 170) to determine the role of civility and anonymity in online comments received for a news story. Dependent variables were (a) interest in the discussion, (b) favorability toward the comments, (c) favorability toward the commenter, and (d) trust in the information. Participants exposed to uncivil comments viewed the commenter less favorably and reported less trust in the information in the comment. Anonymity had no effect on the dependent variables, in contrast to expectations derived from social presence theory. Findings revealed that politeness of comments affected participants’ overall perceptions of the content of the online discussion.  相似文献   

Nature and nurture interact to create expert performers     

Joseph Baker 《High Ability Studies》2007,18(1):57-58

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