THE IMPLEMENTATION OF NUFFIELD ‘O’ LEVEL CHEMISTRY COURSES IN SECONDARY SCHOOLS     

E. W. Jenkins 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):198-203

A study of schools entering pupils for the examinations of the Nuffield ‘O’ level Chemistry project suggests that, as yet, such schools are located near the original centres of project activity. Comparison of the heads of the Chemistry departments in matched samples of ‘Nuffield’ and ‘non‐Nuffield’ schools (summer 1969), established no significant difference in academic and professional training or in experience of non‐classroom employment. Nuffield Chemistry schools were found to have a larger percentage of pupils following sixth form science courses but the difference in annual, per capita expenditure on Chemistry teaching was significant only at the five per cent level.  相似文献   

Methodological and Ethical Dilemmas in International Research: school attendance and gender in Ghana     

Morwenna Griffiths  Marie Parker‐Jenkins 《牛津教育评论》2013,39(4):441-459

abstract

The paper considers questions of ethics and methodology in international research. An action research project designed for Ghana/UNICEF as part of a consultancy on school attendance is used as a case‐study from which to examine the ethical dilemmas facing consultants and their clients in educational research carried out as part of international aid. Ethical dilemmas of resourcing, ownership, accountability and self‐interest are discussed by the English consultants. It thus has a double purpose. It both contributes to research on school attendance, and also furthers debate about methodology and constraints on it.  相似文献   

A Model for Studying the Effects of Social Policy on Education     

Renee J. Martin 《Equity & Excellence in Education》2013,46(2-4):53-56

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Science Education: A Structure Without Foundations?     

E. W. Jenkins 《Studies in Science Education》2013,49(1):138-142

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Studying the Use of Peer Learning in the Introductory Computer Science Curriculum     

Craig E. Wills  Dorothy Deremer  Renee A. McCauley  Linda Null 《Computer Science Education》2013,23(2):71-88

This paper reports the results of studying the use of peer learning in the introductory computer science curriculum. The project involves educators from a variety of institutions who participated in two summer workshops and either introduced or continued their use of peer learning at their institutions as part of this project. The results of the collective work include much experience with different types of peer learning in different settings. Overall, the results indicate that peer learning is a valuable technique that should be used as one pedagogical approach in teaching the introductory computer science curriculum.  相似文献   

COMBINING SELF‐MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD     

Hilary Denune  Renee Hawkins  Lauren Donovan  Dacia Mccoy  Lyndsie Hall  Anthony Moeder 《Psychology in the schools》2015,52(6):562-577

A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed.  相似文献   

Family Fun Nights: Collaborative Parent Education Accessible for Diverse Learning Abilities     

Christen Knowles  Anne Harris  Renee Van Norman 《Early Childhood Education Journal》2017,45(3):393-401

Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning difficulties, created a unique parent program titled Family Fun Night. This six-session series was developed with a strengths-based, collaborative framework and was connected to the Program-wide Positive Behavioral Interventions and Supports implementation in the preschool. The following paper discusses the development, facilitation, implementation, logistics, and assessment of the Family Fun Night series. Barriers to implementation are also discussed.  相似文献   

Developing teachers’ knowledge of students as learners of mathematics through structured interviews     

Oliver F. Jenkins 《Journal of Mathematics Teacher Education》2010,13(2):141-154

A structured interview process is proffered as an effective means to advance prospective teachers’ understandings of students as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three phases with the primary objective of developing listening skills for accessing students’ mathematical thinking. The interviews adhere to clinical interview procedures for discovering cognitive activities and, accordingly, are initiated by presenting an open-ended mathematics task. Three rounds of interviews were completed by undergraduates enrolled in a middle school mathematics methods course. Anecdotal data generated by their interview reports suggest that the structured interview process engenders an interpretive orientation to listening to students and furthers awareness of how students make sense of mathematics. Features of the interview process that may limit its potential benefits are discussed; recommendations for further study are proposed.  相似文献   

Phonological processing and emergent literacy in Spanish-speaking preschool children     

Anthony JL  Williams JM  McDonald R  Corbitt-Shindler D  Carlson CD  Francis DJ 《Annals of dyslexia》2006,56(2):239-270

Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other. Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter sounds. PA was found the best predictor of children’s ability to distinguish alphabetic text from nonalphabetic text. Finally, general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the importance of PPAs in the early literacy development of native Spanish speaking preschool children.  相似文献   

Introduction to the special issue: Identifying effective classwide interventions to promote positive outcomes for all students     

Renee O. Hawkins 《Psychology in the schools》2010,47(9):869-870

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