Clues to Reversing the School-to-Prison Pipeline: Portrait of a Scholar     

Hamer  Lynne  Johnson  Gregory D. 《The Urban Review》2021,53(1):76-106

The Urban Review - The purpose of this article is to make an overlooked source of knowledge accessible to school teachers and administrators in order to challenge the prevalent discourse of...  相似文献   

Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes     

Tyler W. Watts  Tutrang Nguyen  Robert C. Carr  Lynne Vernon-Feagans  Clancy Blair 《Child development》2021,92(4):e439-e456

This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high-quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life.  相似文献   

Impact of COVID-19 on Early Childhood Educator’s Perspectives and Practices in Nutrition and Physical Activity: A Qualitative Study     

Lafave  Lynne  Webster  Alexis D.  McConnell  Ceilidh 《Early Childhood Education Journal》2021,49(5):935-945

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Counting Skills and Number Concepts of Students with Moderate Intellectual Disabilities     

Laaya Bashash  Lynne Outhred  Sandra Bochner 《International Journal of Disability, Development & Education》2003,50(3):325-345

A systematic study was carried out to investigate the basic counting and number skills, and the strategies used in counting and number tasks of students with moderate intellectual disabilities at different age levels. Using Fuson's (1988, 1992) number–word model, students' understanding and use of number words were examined in four situations (sequence, counting, cardinal, and symbol). Thirty students with moderate intellectual disabilities (IQ of 36–54) aged between 7 and 18 years were interviewed individually and their counting skills and concepts of number assessed by various number tasks. Results showed a significant difference between the three age groups on all the number skills assessed. Specifically, the learning pattern for the sequence of number–words and the kinds of correspondence errors made were similar to those of students with normal intelligence; one-to-one correspondence and stable-order principles were used and the cardinal principle was understood. Recommendations were made concerning the education of students with moderate intellectual disabilities in aspects of numeracy.  相似文献   

Otitis Media and the Social Behavior of Day-Care-Attending Children     

Lynne Vernon-Feagans  Elizabeth E. Manlove  Brenda L. Volling 《Child development》1996,67(4):1528-1539

Research has suggested that young children who experience chronic middle ear disease (otitis media) in early childhood may display some initial developmental delays in language development as well as later problems in school. This association between otitis media and developmental problems is hypothesized to be linked to the hearing loss that accompanies frequent or long bouts of otitis media. Recent interest has focused on whether otitis media may be linked to behavioral changes in children, making them less responsive to the environment even when well. This study examined the relation between early otitis media in day-care-attending children and their subsequent behavior in the day-care classroom when the children were well. Findings suggest that day-care-attending children with chronic otitis media in the first 3 years of life play more often alone and have fewer positive and fewer negative verbal interactions with peers than nonchronic children in day-care. There were no differences between chronic and nonchronic otitis media children in their nonverbal behavior. Results may also contribute to our understanding of the development of the socially withdrawn child.  相似文献   

Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style          下载免费PDF全文

Wendy Ellis  Lynne Zarbatany  Xinyin Chen  Megan Kinal  Lisa Boyko 《Child development》2018,89(1):248-263

Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M_age = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were observed in a limited‐resource task and a group conversation task, and negative and positive group interactional styles were assessed. Multilevel modeling indicated that membership in groups that were higher on school misconduct predicted greater school misconduct only when the groups were high on negative or low on positive interactional style. Results suggest that negative laughter and a coercive interactional style may intensify group effects on children's misconduct.  相似文献   

Development and Evaluation of an Online, Inquiry-Based Food Safety Education Program for Secondary Teachers and Their Students     

Patricia A. Beffa-Negrini  Nancy L. Cohen  Mary Jane Laus  Lynne A. McLandsborough 《Journal of Food Science Education》2007,6(4):66-71

ABSTRACT:  Secondary science teachers who integrate food safety (FS) into curricula can provide FS knowledge and skills to youth while reinforcing science skills and concepts. National science education standards and the Biological Science Curriculum Study 5E Inquiry-based Learning Model were used to design an online training, Food Safety FIRST. The training has 3 modules, each with 15 h of web-based instruction, interactive discussion, and tools to conduct experiments or critical evaluation projects. A CD-ROM, web site ( http://foodsafetyfirst.org ), and lab kit were developed to accompany module activities. Seventy-one teachers registered for the program; 38 matched pretest/posttest evaluations were analyzed. When asked their intention to teach FS in the next year, enrollees responded "definitely" (60.5%) or "possibly" (34.2%), reaching potentially 3570 students. Participants found the training very valuable (71.1%) and were significantly more comfortable teaching FS at posttest (3.6 ± 0.5 on a 4-point Likert scale) than at pretest (2.8 ± 1.0; P < 0.0001, n = 35). Self-reported FS practices also improved from pretest (24.8 ± 5.7 out of a possible 35) to posttest (27.7 ± 4.8; P < 0.001, n = 32). On 4-point Likert scales, teachers were confident answering FS questions (3.4); confident that if they did a good job teaching this topic, students would be interested in FS (3.4); and confident FS concepts taught would meet national science standards (3.4). They found the program satisfactory for demonstrating inquiry-based learning (3.8). Most agreed that they would change FS habits (3.2). Using 5-point scales, participants agreed that they felt more able to critically evaluate FS information on the Internet (4.2) and that the training was enjoyable in an online format (4.3).  相似文献   

Phonemic—Morphemic dissociation in university students with dyslexia: an index of reading compensation?     

Eddy Cavalli  Lynne G. Duncan  Carsten Elbro  Abdessadek El Ahmadi  Pascale Colé 《Annals of dyslexia》2017,67(1):63-84

A phonological deficit constitutes a primary cause of developmental dyslexia, which persists into adulthood and can explain some aspects of their reading impairment. Nevertheless, some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated at both the individual and group levels, whether the development of another oral language skill, namely, morphological knowledge, can be preserved and dissociated from the development of phonological knowledge. Reading, phonological, and morphological abilities were measured in 20 dyslexic and 20 non-dyslexic university students. The results confirmed the persistence of deficits in phonological but not morphological abilities, thereby revealing a dissociation in the development of these two skills. Moreover, the magnitude of the dissociation correlated with reading level. The outcome supports the claim that university students with dyslexia may compensate for phonological weaknesses by drawing on morphological knowledge in reading.  相似文献   

Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning   总被引：1，自引：0，他引：1  

Lynne Schrum  Mary D. Burbank  Jonathan Engle  Jack A. Chambers  Kelly F. Glassett   《The Internet and Higher Education》2005,8(4):279

Faculty in post-secondary institutions must continually reassess, refine, and revise their teaching, yet it is a challenge for them to gain this professional development with heavy teaching responsibilities and high demands on their time. Creating Optimum Learning Environments (CREOLE) is a collaborative project between one community college and one university to develop an online training program for post-secondary education faculty on the basic principles of teaching and learning and the development of online courses. Four independent modules were developed and taught in a one semester format for educators throughout the U.S. The goal of this research was to identify the strenghts and challenges of this course; determine the changes in pedagogical practice of the participating faculty members; and to examine the resulting changes in participants' course materials to reflect learning and motivation theories, and appropriate online learning strategies. Methods included pre- and post-surveys of the participants, interviews, document analysis, and instructors' reflections. Results demonstrated high expectations from all participants, difficulty in forming a sustained learning community, continuing challenge in technological aspects, and requirement for intense instructor involvement to maintain morale.  相似文献   

Design observations for interagency collaboration     

Jane Fedorowicz  Steve Sawyer  Christine B. Williams  M. Lynne Markus  Martin Dias  Michael Tyworth  Sonia Gantman  Dax Jacobson  Arthur P. Tomasino  Robert Schrier 《Government Information Quarterly》2014

We present 14 design observations for public safety networks (PSNs) and describe how they may apply more broadly to a wider range of inter-organizational systems within the public sector. A PSN is an interagency collaboration focused on developing and using information systems in support of information sharing and functional interoperability among public safety organizations engaged in law enforcement, criminal justice, and emergency response. We base our design observations upon an analysis of an extensive survey of 80 PSNs plus 6 in-depth case studies. The design observations identify commonalities that can guide agencies participating in interagency collaborations in addressing the interlocking issues they face. Our goal in presenting this set of design observations is to: (1) encourage improved PSN systems design and (2) draw attention to the importance of jointly addressing governance and technological considerations when designing PSNs.  相似文献