Supervision: The Silent “S” of ACES     

Nancy M. Pinson 《Counselor Education & Supervision》1974,14(2):157-159

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Cognitive and Family-Support Mediators of Preschool Effectiveness: A Confirmatory Analysis     

Arthur J. Reynolds  Nancy A. Mavrogenes  Nikolaus Bezruczko  Mavis Hagemann 《Child development》1996,67(3):1119-1140

Investigated in this study were the mediators of the effects of preschool intervention on children's school achievement in sixth grade. A confirmatory structural model developed in a previous study of third graders was tested with 360 low-income, mostly black children who were available at the 3-year follow-up. The model incorporated cognitive readiness at kindergarten entry and parent involvement in school (rated by teachers and parents) as primary mediators of preschool effectiveness. In sixth grade (age 12), preschool participation at ages 3 or 4 was significantly associated with higher reading achievement, higher math achievement, and with lower incidence of grade retention. Cognitive readiness and parent involvement in school significantly mediated the estimated effects of preschool participation on school achievement and grade retention 7 years postprogram. Teacher ratings of school adjustment, school mobility, and grade retention also contributed to the transmission of effects. This integrated model fit the data better than several alternative models, including those based on the cognitive-advantage and family-support hypotheses.  相似文献   

Student drop‐out from a distance education project course: A new method of analysis     

Eli Eisenberg  Tony Dowsett 《Distance Education》1990,11(2):231-253

A study of student attributes and achievements in previous Open University courses was undertaken to find out what affect they had on the drop‐out rate and achievements on a project work course. A special case of multidimensional analysis called partial order scalogram analysis has been employed in this research.

The main aim of the study was to help the staff when advising prospective students (of various drop‐out risks) and to distinguish between students requiring different levels of assistance on the course.

The findings, based on a sample of 445 students from 1982–;88, indicate that particular attributes such as occupation affect the drop‐out rate, while achievement in the project course appears to be influenced by the students’ performance in some previous courses.  相似文献   

The Effect of Informational Characteristics and Faculty Knowledge and Beliefs on the Use of Assessment     

Jessica L. Jonson  Robert J. ThompsonJr.  Timothy C. Guetterman  Nancy Mitchell 《Innovative Higher Education》2017,42(1):33-47

Increasing the use of learning outcome assessments to inform educational decisions is a major challenge in higher education. For this study we used a sense-making theoretical perspective to guide an analysis of the relationship of information characteristics and faculty assessment knowledge and beliefs with the use of general education assessment information at three research institutions with similar organizational contexts. Study findings indicate that the likelihood of using assessment information increases when assessment evidence is action oriented and viewed as of high quality and when faculty members are knowledgeable, have positive dispositions toward assessment, and have a perception of institutional support for engagement in assessment activities.  相似文献   

Always growing and learning: A case for self-assessment     

Nancy Baptiste 《Early Childhood Education Journal》1994,22(2):26-29

Conclusion In conclusion, the entire self-assessment process is dynamic and ongoing. It is challenging and time-consuming, yet most gratifying as educators develop enhanced self-understanding and self-knowledge. The self-assessment process simultaneously enables teachers to touch reality (present focus) as well as to dream (future focus). The self-assessment process allows teachers to take care of themselves. Although the incoming president of the NAEYC appropriately urged participants in the 1994 Professional Development Institute “to look out for each other, take care of each other” (Daniels, 1994), it behooves each one of us to make sure that we take care of ourselves as well. This advice is not intended to be a call for self-centeredness; we do a much better job in our own work with others when we have taken care of ourselves. Continuous personal and professional self-assessment provides that opportunity to take care of ourselves. The kind of renewal that self-assessment provides is “preserving and enhancing the greatest asset you have—you” (Covey, 1989, p. 288).  相似文献   

Addressing Teacher Needs and Concerns in Communication Interventions for Students with an Intellectual Disability     

Nancy Butterfield  Michael Arthur 《International Journal of Disability, Development & Education》1994,41(3):201-212

This paper describes the phases of a professional development project designed to support teachers in planning for communication interventions with students who have a range of intellectual disabilities. Issues relating to educational change are explored recognising the importance of personal and systemic factors in such a process. An evaluation instrument designed to measure the effectiveness of the project in addressing teacher needs and concerns is introduced and discussed.  相似文献   

Defining Minimal Competence   总被引：1，自引：0，他引：1  

Craig N. Mills  Gerald J. Melican  Nancy Thomas Ahluwalia 《Educational Measurement》1991,10(2):7-10

How do we explain the standard-setting process to judges? What context should we set for the standard-setting exercise? How can we help judges develop a common definition of minimal competence?  相似文献   

Form-Function Correspondences in Children's Inference     

Nancy S. McCarrell  Maureen A. Callanan 《Child development》1995,66(2):532-546

Perceptual similarity among concept members has been viewed as inadequate to motivate concept formation. Instead, it has been argued that intuitive beliefs about the world offer more structured motivation for concepts. Our research explores children's beliefs about the relations between perceptually based similarity among things and their predicted behaviors. We focus on form-function correspondences as fundamental components of very young children's belief systems. Groups of 2- and 4-year-old children were asked to choose which of 2 line-drawn animals evidenced a particular "function," a special behavior. Even the youngest children showed sensitivity to form-function correspondences by selecting the animal whose form afforded the particular function. A second study investigated how form-function correspondences affect the relative influences of perceptual similarity and shared labels over patterns of children's inference. Perceptual similarity, if "motivated" by intuitive beliefs about correspondences between form and function, was found to be sufficient basis for inference and a more robust basis than shared labels when children attributed meaningful functions to novel animal forms.  相似文献   

Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations     

Maciel M. Hernández  Nancy Eisenberg  Carlos Valiente  Tracy L. Spinrad  Sarah K. Johns  Rebecca H. Berger 《Early education and development》2018,29(7):914-938

ABSTRACT

This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.  相似文献   

Children's Reactions to the Receipt of Direct and Indirect Help     

Rita M. Shell  Nancy Eisenberg 《Child development》1996,67(4):1391-1405

First, third, and fifth graders' ( N = 201) reactions to 2 types of and (direct help [answers] and indirect help [hints]) commonly used by helpers to assist children were examined. The children were randomly assigned to receive either direct or indirect help on a task, and then were asked to try a similar task immediately and again a few days later. Direct help was expected to elicit dependency, whereas indirect help was expected to elicit independent reactions. Age and/or sociocognitive level were predicted to moderate the effects of help. Direct help resulted in feelings of threat, low perceived control, and high dependency help-seeking for girls, but not for boys. Boys who received indirect help and understood the notion of consistency of personality requested less dependent help than did boys with less of this sociocognitive skill. Moreover, children high in the understanding of consistency of personality were more autonomous (i.e., helped themselves more) in the indirect than in the direct help condition.  相似文献