Gil Graff, “And You Shall Teach Them Diligently”: A Concise History of Jewish Education in the United States 1776–2000 (New York: The Jewish Theological Seminary, 2008)     

Ari Ackerman 《Journal of Jewish Education》2013,79(2):189-191

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Camp and School — Year‐Round Education     

Walter I. Ackerman 《Journal of Jewish Education》2013,79(2):93-120

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Cornerstones and keystones: Humanities for the gifted and talented     

Bryan Lindsay 《Roeper Review》2013,35(2):6-9

The Humanities as a curriculum provide a natural learning environment where gifted students have opportunities to make intellectual inquiries in every realm of human endeavors.  相似文献   

A Technical Note on IRT Simulation Studies: Dealing With Truth,Estimates, Observed Data,and Residuals          下载免费PDF全文

Richard Luecht  Terry A. Ackerman 《Educational Measurement》2018,37(3):65-76

Simulation studies are extremely common in the item response theory (IRT) research literature. This article presents a didactic discussion of “truth” and “error” in IRT‐based simulation studies. We ultimately recommend that future research focus less on the simple recovery of parameters from a convenient generating IRT model, and more on practical comparative estimation studies when the data are intentionally generated to incorporate nuisance dimensionality and other sources of nuanced contamination encountered with real data. A new framework is also presented for conceptualizing and comparing various residuals in IRT studies. The new framework allows even very different calibration and scoring IRT models to be compared on a common, convenient, and highly interpretable number‐correct metric. Some illustrative examples are included.  相似文献   

THE VIEWS OF BENJAMIN MAYS     

Leon W. Lindsay 《Equity & Excellence in Education》2013,46(3):50-54

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Towards inclusive learning in higher education – Edited by Mike Adams & Sally Brown     

Roger Lindsay   《British journal of educational technology : journal of the Council for Educational Technology》2007,38(6):1133-1134

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BOOK REVIEWS     

Michael A. Vickers  Elaine Shaw  Sean Cameron  Lindsay Towns  Hanna Hancock  Rachel Woodford 《Educational Psychology in Practice》2007,23(3):283-297

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The up-front legacies of France 2019: changing the face of ‘le foot féminin’     

Lindsay Sarah Krasnoff 《Sport in History》2019,39(4):462-483

ABSTRACT

The drive to develop women’s football in France, a game 100 years old albeit one long-stigmatised, was thrust into high gear in 2011. Since then, a confluence of events and cultural changes, from on-field results and officials’ investment of greater resources to winning the 2019 World Cup host bid, greater mediatisation of women’s players, and more – including the spectacular 2010 meltdown of Les Bleus in South Africa – have combined to energise and grow the game. This newfound dynamism was unforeseen a decade ago and illustrates some of France’s biggest World Cup legacies: the up-front investments underpinning the sport’s development during the 2010s, and the ways the country has repackaged itself as a champion of women’s football and women in football, forever changing the face of ‘le foot féminin’.  相似文献   

Family Turbulence and Child Internalizing and Externalizing Behaviors: Moderation of Effects by Race     

Sean R. Womack  Lindsay Taraban  Daniel S. Shaw  Melvin N. Wilson  Thomas J. Dishion 《Child development》2019,90(6):e729-e744

This study examined the impact of residential instability and family structure transitions on the development of internalizing and externalizing problems from age 2 through 10.5. Child's race was examined as a moderator. Caregiver reports of internalizing and externalizing behaviors were obtained on 665 children at ages 5 and 10.5. Early-childhood residential and family structure transitions predicted elevated internalizing and externalizing problems at ages 5 and 10.5, but only for Caucasian children. These findings suggest that residential and family structure instability during early childhood independently contribute to children's later emotional and behavioral development, but vary as a function of the child's race. Community organizations (e.g., Women, Infant, and Children) can connect turbulent families with resources to attenuate effects of residential and family structure instability.  相似文献   

Working together within a system: educative mentoring and novice teacher learning     

Lindsay Joseph Wexler 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):44-67

Using a framework of activity theory, I follow one mentor/student teacher pair through a yearlong student teaching experience, investigating their interactions around the practice of educative co-planning. Evidence from multiple data sources collected over the course of one year is analyzed to understand the role co-planning played in the mentor/student teacher relationship, the experience of being a mentor, and in the development of the student teacher’s practices. Findings reveal the mentor and student teacher used the educative practice of co-planning to productively mediate tensions and navigate their relationship.  相似文献