Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

Genetic and environmental influences on rapid naming and reading ability: A twin study     

Chayna J. Davis  Valerie S. Knopik  Richard K. Olson  Sally J. Wadsworth  John C. DeFries 《Annals of dyslexia》2001,51(1):231-247

The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results support previous findings that the best predictors of reading skills may differ for samples of children with normal reading levels and those with reading difficulties.  相似文献   

Empirical versus subjective procedures for identifying gender differences in science test items     

Richard R. Sudweeks  Richard R. Tolman 《科学教学研究杂志》1993,30(1):3-19

When judgmental and statistical procedures are both used to identify potentially gender-biased items in a test, to what extent do the results agree? In this study, both procedures were used to evaluate the items in a statewide, 78-item, multiple-choice test of science knowledge. Only one item was flagged by the sensitivity reviewers as being potentially biased, but this item was not flagged by the statistical procedure. None of the nine items flagged by the Mantel-Haenszel procedure were flagged by the sensitivity reviewers. Eight of the nine statistically flagged items were differentially easier for males. Four of these eight measured the same category of objectives. The authors conclude that both judgmental and statistical procedures provide useful information and that both should be used in test construction. They caution readers that content-validity issues need to be addressed when making decisions based on the results of either procedure.  相似文献   

A Demonstration of the Anchoring Effect*     

Richard E. Kopelman  Anne L. Davis 《Decision Sciences Journal of Innovative Education》2004,2(2):203-206

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The effects of isolation and handling on reactivity to footshock and tactile dorsal stimulation     

Richard J. Viken  Danny L. Moore  John F. Knutson  David J. Fordyce 《Learning & behavior》1982,10(2):135-140

The effects of isolation and handling on the reactivity of rats to two tactile stimuli were assessed in two experiments. In the first experiment, reactivity to more intense footshock was increased in rats raised in isolation but was not affected by handling by an experimenter. In the second experiment, increased reactivity to airpuff stimuli presented to the dorsal surface of isolation-reared rats was reduced by handling. The data suggest that the effects of handling on shock-motivated behaviors are not due to altered reactivity to shock and that the effect of housing or handling must be considered in behavioral tests in which reactivity to tactile stimulation might play a role as dependent or independent variables.  相似文献   

An Introduction to the National Development Programme in Computer Assisted Learning     

Richard Hooper 《British journal of educational technology : journal of the Council for Educational Technology》1977,8(3):165-175

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What Subject Matter Knowledge do second-level teachers need to know to teach trigonometry? An exploration and case study     

Richard Walsh  Olivia Fitzmaurice  John O’Donoghue 《Irish Educational Studies》2017,36(3):273-306

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Confronting child abuse and neglect and overcoming gaze aversion: the unmet challenge of centuries of medical practice     

Krugman RD  Leventhal JM 《Child abuse & neglect》2005,29(4):307-309

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Mitigating the Effects of Poverty and Crime: the Long-Term Effects of an Early Intervention Programme for Children who were Developmentally Delayed and Prenatally Exposed to Cocaine     

Mary Anne Ullery  Antonio Gonzalez  Lynne Katz 《International Journal of Disability, Development & Education》2016,63(4):403-418

This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level.  相似文献   

Academic journals and the politics of publication in adult,continuing and lifelong education     

Marcella Milana  Steven Hodge  John Holford  Richard Waller  Sue Webb 《International Journal of Lifelong Education》2016,35(6):587-589

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