Scientists and Engineers in the Middle School Classroom     

Katharine D. Owens 《Clearing house (Menasha, Wis.)》2013,86(3):150-152

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Teacher labor markets and the perils of using hedonics to estimate compensating differentials in the public sector     

Dan Goldhaber  Katharine Destler  Daniel Player 《Economics of Education Review》2010,29(1):1-17

Some scholars and policymakers who are concerned about the inequitable distribution of quality teachers suggest offering financial incentives for working in hard-to-staff schools. Previous studies have estimated compensating differentials using hedonic modeling, an approach potentially undermined by district-wide salary schedules and the lack of labor market competitiveness. To address this problem, we build hedonic wage models for both public and private schools using data from the 1999–2000 Schools and Staffing Survey and the 2000 Census. Empirical estimates suggest that both public and private schools compensate teachers for some working conditions, but there also appear to be differences between public and private schools in the magnitude of the compensating differentials, particularly for teaching low-income students.  相似文献   

Blending online learning with traditional approaches: changing practices     

Rae Condie  Kay Livingston 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(2):337-348

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Natural knowledge and aesthetics in Britain     

Katharine Anderson 《Metascience》2013,22(2):497-500

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Factors associated with caregiver stability in permanent placements: a classification tree approach     

Proctor LJ  Van Dusen Randazzo K  Litrownik AJ  Newton RR  Davis IP  Villodas M 《Child abuse & neglect》2011,35(6):425-436

Objective

Identify individual and environmental variables associated with caregiver stability and instability for children in diverse permanent placement types (i.e., reunification, adoption, and long-term foster care/guardianship with relatives or non-relatives), following 5 or more months in out-of-home care prior to age 4 due to substantiated maltreatment.

Methods

Participants were 285 children from the Southwestern site of Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Caregiver instability was defined as a change in primary caregiver between ages 6 and 8 years. Classification and regression tree (CART) analysis was used to identify the strongest predictors of instability from multiple variables assessed at age 6 with caregiver and child reports within the domains of neighborhood/community characteristics, caregiving environment, caregiver characteristics, and child characteristics.

Results

One out of 7, or 14% of the 285 children experienced caregiver instability in their permanent placement between ages 6 and 8. The strongest predictor of stability was whether the child had been placed in adoptive care. However, for children who were not adopted, a number of contextual factors (e.g., father involvement, expressiveness within the family) and child characteristics (e.g., intellectual functioning, externalizing problem behaviors) predicted stability and instability of permanent placements.

Conclusions

Current findings suggest that a number of factors should be considered, in addition to placement type, if we are to understand what predicts caregiver stability and find stable permanent placements for children who have entered foster care. These factors include involvement of a father figure, family functioning, and child functioning.

Practice implications

Adoption was supported as a desired permanent placement in terms of stability, but results suggest that other placement types can also lead to stability. In fact, with attention to providing biological parents, relative, and non-relative caregivers with support and resources (e.g., emotional, financial, and optimizing father involvement or providing a stable adult figure) the likelihood that a child will have a stable caregiver may be increased.  相似文献   

Component structure,reliability, and stability of Lawrence’s Self‐Esteem Questionnaire (LAWSEQ)     

Gordon Rae  Georgia Dalto  Dolores Loughrey  Caroline Woods 《Educational studies》2011,37(2):155-158

Lawrence’s Self‐Esteem Questionnaire (LAWSEQ) was administered to 120 Year 1 pupils in six schools in Belfast, Northern Ireland. A principal components analysis indicated that the scale items were unidimensional and that the reliability of the scores, as estimated by Cronbach’s alpha, was satisfactory (α = .73). There were no differences between boys and girls on either total scores or the individual items comprising the LAWSEQ. A follow‐up study, involving 71 of the children in Year 3, confirmed these findings but the stability of the scores between the two occasions (as indicated by Pearson’s r) was extremely low.  相似文献   

The inclusion of disability as a condition for termination of parental rights     

Lightfoot E  Hill K  LaLiberte T 《Child abuse & neglect》2010,34(12):927-934

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The Bible in school     

F.J. Rae D.D. 《British Journal of Religious Education》1934,1(4):215-219

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The invisible obstacle to educational equality: gender bias in textbooks     

Rae Lesser Blumberg 《Prospects》2008,38(3):345-361

Gender bias in textbooks (GBIT) is a low-profile education issue, given the 72,000,000 children who still have no access to schooling, but this article argues that GBIT is: (1) an important, (2) near-universal, (3) remarkably uniform, (4) quite persistent but (5) virtually invisible obstacle on the road to gender equality in education—an obstacle camouflaged by taken-for-granted stereotypes about gender roles. Specifically, GBIT: (1) is important because (a) textbooks occupy ~80% of classroom time, and (b) it may contribute to lowering girls’ achievements, especially in weak schools in poor countries; (2) has been found worldwide to varying degrees (except, perhaps, Sweden in recent years); (3) involves nearly identical patterns of under-representation of females, plus stereotypes of both genders’ occupational and household roles that overwhelmingly underplay women’s rising worldly importance; (4) is decreasing very slowly, according to “second generation” re-studies; and (5) remains obscured by the “hidden-in-plain-sight” system of gender stratification and roles. Case studies from Syria, India, Romania, China and the US document these points. Other case studies from Sweden and Latin America describe government initiatives to reduce GBIT, with differing levels of success. Totally revising textbooks (and curricula) to eliminate this bias is quite unlikely, partly because it is very costly. The article concludes by presenting inexpensive alternate methods that can combat GBIT.  相似文献   

An Investigation of Certain Evolutionary Tendencies in the Female Human Structure     

Katharine F. Wells 《Research quarterly for exercise and sport》2013,84(4):260-270

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