Online strategies to facilitate health‐related knowledge transfer: a systematic search and review     

Katie Mairs  Heather McNeil  Jordache McLeod  Jeanette C. Prorok  Paul Stolee 《Health information and libraries journal》2013,30(4):261-277

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Creating a Progress‐Monitoring System in Reading for Middle‐School Students: Tracking Progress Toward Meeting High‐Stakes Standards     

Christine Espin  Teri Wallace  Erica Lembke  Heather Campbell  Jeffrey D. Long 《Learning disabilities research & practice》2010,25(2):60-75

In this study, we examined the reliability and validity of curriculum‐based measures (CBM) in reading for indexing the performance of secondary‐school students. Participants were 236 eighth‐grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1‐, 2‐, and 3‐minute reading aloud and 2‐, 3‐, and 4‐minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow‐up study was conducted in which the growth curves produced by the reading‐aloud and maze‐selection measures were compared for a subset of 31 students from the original study. For these 31 students, maze selection reflected change over time whereas reading aloud did not. This pattern of results was found for both lower‐ and higher‐performing students. Results suggest that it is important to consider both performance and progress when examining the technical adequacy of CBMs. Implications for the use of measures with secondary‐level students for progress monitoring are discussed.  相似文献   

Editorial     

Heather Eggins  Guest Editor 《Higher Education Quarterly》2007,61(2):109-113

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Health literacy: an exploratory bibliometric analysis, 1997–2007     

Heather L. Bankson 《Journal of the Medical Library Association》2009,97(2):148-150

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Exploring ethnohistory and Indigenous scholarship: what is the relevance to educational historians?     

Heather E. McGregor 《History of education》2013,42(4):431-449

For educational historians involved in the representation of Indigenous contexts and peoples, what is the relevance of ethnohistory as a discipline or methodology, and what is lost or gained in using it? This article reviews ethnohistorical literature, and brings it in conversation with literature by Indigenous scholars on research methodologies, as well as history and historiography. The inquiry raises questions for consideration by educational historians in conducting Indigenous educational histories. It is suggested that while ethnohistory as it is described in the literature may demonstrate limitations, turning towards Indigenous scholarship for guidance may extend and enhance research on the educational past that is responsive to the interests of Indigenous communities.  相似文献   

A critique of the teaching standards in England (1984–2012): discourses of equality and maintaining the status quo     

Heather Jane Smith 《教育政策杂志》2013,28(4):427-448

This study presents a critical analysis of the state-prescribed teaching standards from 1984 to 2012 in order to reveal discourses of equality imbued within. Critical discourse analysis and critical race theory are employed to explore and explain how the discourses of equality are shaped by the prevailing political ideology of the state. Up to 2007, the analyses revealed the gradual emergence of two seemingly incompatible discourses: recognition of the difference within notions of appropriacy of curriculum input vs. the assertion of a homogenised knowledge valid for all. It is argued that because this tension remained unexamined in the documents, damaging assumptions of deficit were obscured, thereby effecting a failure to critique the hegenomic norms against which such deficit was assumed, with the ultimate effect of maintaining the status quo of inequitable outcomes. The standards of 2012 also operate to maintain the status quo, but do so far less discretely. Here homogeneity appears overtly approved through an overarching assimilationist agenda. Deficit is now more openly articulated as attached to those who need to assimilate. The paper concludes with ideas for an alternative transformative teacher education.  相似文献   

Assessing the suitability of individual whiteboards for left-handed writers within the Early Years Foundation Stage     

Mary Isherwood  Heather Johnson  Mark Brundrett 《Education 3-13》2013,41(1):71-81

In 1998, when Teachers—meeting the challenge of change was published by the English Department for Education and Skills (DfES), one of the most fundamental reforms of the teaching profession was initiated—performance management. In 2005, all schools became subject to ‘Light Touch Validation’ of their performance management policy and procedures. At this significant time, this investigation seeks to explore the views and experiences of teachers in the first-named author's own school, which is a small special school. The author critically investigates the premise of performance management as promoted by the DfES and notes that the emerging literature on the topic focuses strongly on ‘mainstream’ schools where many of the research investigations have proved to be sceptical about the initiative. In contrast, through a survey and documentary analysis the author investigates the views and experiences of teachers in her own school and discovers a largely positive view and experience of performance management.  相似文献   

Great myths of aging,by Joan T. Erber and Lenore T. Szuchman     

Heather Ford 《Educational gerontology》2013,39(7):530-531

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Young Children's Response Tendencies Toward Yes–No Questions Concerning Actions     

V. Heather Fritzley  Rod C. L. Lindsay  Kang Lee 《Child development》2013,84(2):711-725

Two experiments investigated response tendencies of preschoolers toward yes–no questions about actions. Two hundred 2‐ to 5‐year‐old children were asked questions concerning actions commonly associated with particular objects (e.g., drinking from a cup) and actions not commonly associated with particular objects (e.g., kicking a toothbrush). The impact of delay and comprehension of questions were also investigated. Results revealed a consistent developmental transition: Younger children tended to display a yes bias whereas older children did not display a bias unless they faced incomprehensible questions, in which case they displayed a nay‐saying bias. Delay shifted children's responses in such a way that “no” answers were given more often. These findings hold important implications regarding the use of yes–no questions with children.  相似文献   

School Leadership and System Leadership     

Geoff Southworth  Heather Du Quesnay 《The Educational forum》2013,77(2):212-220

School effectiveness and improvement research shows that leadership plays a key role in ensuring the vitality and growth of schools. Yet, there is growing appreciation (Elmore 2000, 2) that “public schools and school systems as presently constituted are simply not led in ways that enable them to respond to the increasing demands they face under standards-based reforms.” For Elmore (2000, 2) and others, the way out of this problem is “through the large scale improvement of instruction, something public education has been unable to do to date, but which is possible with dramatic changes in the way public schools define and practice leadership.”  相似文献