Knowledge into action – supporting the implementation of evidence into practice in Scotland          下载免费PDF全文

Sandra Davies  Paul Herbert  Ann Wales  Karen Ritchie  Suzanne Wilson  Laura Dobie  Annette Thain 《Health information and libraries journal》2017,34(1):74-85

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Caregivers' perceptions of emergent literacy programming in public libraries in relation to the National Research Councils' guidelines on quality environments for children     

Laura K. Clark 《Library & information science research》2017,39(2):107-115

A survey conducted at three Florida library systems examines caregivers' perceptions of emergent literacy programming and how these perceptions compare with the National Research Council's features for quality programs for children. The survey results reveal that caregivers' perceptions of emergent literacy programming align with the National Research Council's features. The data demonstrates that caregivers' perceptions are very positive toward emergent literacy programming in terms of learning and the environment. Caregivers' perceptions of the environment answers were mostly strongly agree. These results were more positive than their perceptions of learning, although they strongly agree that these programs prepare children for school, reading, and social interaction. The survey results will inform public libraries as to how to design, market, and deliver emergent literacy programming to caregivers with very young children.  相似文献   

Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions     

Stephanie M. Curenton  Laura M. Justice 《Early education and development》2008,19(2):261-283

Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed.  相似文献   

Casting the assessment net wide: Capturing all student learning     

Laura J. Getty  Denise Y. Young  Laura D. Whitaker‐Lea 《About Campus》2008,13(2):10-16

North Georgia College and State University has joined a national effort to move away from the isolated approach to measuring student learning. Educators from three divisions offer their perspectives.  相似文献   

A Visual Culture Art Education Curriculum for Early Childhood Teacher Education: Re‐Constructing the Family Album     

Laura Trafí 《The International Journal of Art & Design Education》2008,27(1):53-62

This article reflects on the reading and writing of an art education curriculum for teacher education centred on the biographical and social reconstruction of childhood. The foundations of this curriculum interconnect ideas from different fields like postmodern childhood studies, visual studies, and the performance of subjectivity and memory. This is an interpretative curriculum centred in narrating aesthetic encounters for imagining and producing alternative views of childhood. It stresses the relevance of biographic work in the formation of teaching identities, and constructs dialogues and connections between the private and public discourses of childhood. In this context the family album becomes a powerful resource for visual analysis, cultural critique, and subjective re‐construction.  相似文献   

反季节冬春蔬菜种植农民收益的初步分析——保山市隆阳区潞江坝的实证研究     

杨海  Laura.Ediger 《武汉职业技术学院学报》2008,7(1):42-45

本文初步对保山市反季节蔬菜进行分析,纵向从蔬菜种子的来源、蔬菜的栽培、蔬菜的收集销售、贮藏和运输这一商品链出发,逐级分析菜农、蔬菜收集人、菜老板的收益分析,从而在整体上揭示菜农在这条商品链上的收益地位;横向同种植其他经济作物,如香烟和甘蔗的收益作对比分析。说明了西部民族山区的广大农户主要收入来源于种植业的现实,农户如何选择种植的经济作物对提高收入有直接的影响,决定农户种植收益除了市场的因素以外各级政府的行政行为则也起到一定的作用。  相似文献   

有话，好好说     

Laura  朱子 《亲子根基》2008,(7)

明明很爱孩子,可是孩子却总是不领情,这让做母亲的心里很不是滋味。和朋友聊天之后才恍然大悟,原来是在说话方式上出了小问题,还好,及时的改正换来了孩子的感恩。  相似文献   

Is Canada really an education superpower? The impact of non-participation on results from PISA 2015     

Anders  Jake  Has  Silvan  Jerrim  John  Shure  Nikki  Zieger  Laura 《Educational Assessment, Evaluation and Accountability》2021,33(1):229-249

Educational Assessment, Evaluation and Accountability - The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national...  相似文献   

Civil Rights,Educational Inequality,and Transnational Takes on the U.S. History Survey     

Laura K. Muoz 《History of education quarterly》2016,56(1):140-148

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The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures   总被引：1，自引：0，他引：1  

J. R. Lockwood  Daniel F. McCaffrey  Laura S. Hamilton  Brian Stecher  Vi-Nhuan Le  José Felipe Martinez 《Journal of Educational Measurement》2007,44(1):47-67

Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate "value-added" teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured.  相似文献