The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys     

Arlen C. Moller  Emma Forbes-Jones  A. Dirk Hightower  Ron Friedman 《Early childhood research quarterly》2008

A multilevel modeling approach was employed to investigate the relation between sex composition and developmental change in 70 urban preschool classrooms. The research represents a unique contribution as (1) few studies have examined the influence of sex composition during the preschool years, (2) it represents the first research to use a continuous (i.e., sex ratio) as opposed to binary (i.e., mixed- versus single-sex) indicator for classroom sex composition, and (3) the sample represents an important and often neglected group (i.e., low-income children from urban schools). A series of HLM models were run, addressing the nested nature of the data (children within classrooms), and relating classroom sex composition to developmental change using the cognitive, motor, and social subscales from the Child Observation Record (COR). Overall, there were no main effects at the classroom-level for sex composition. However, a cross-level interaction indicated that, while girls’ development was not influenced by classroom sex composition, boys in classrooms with proportionally more boys fared significantly worse in terms of development as assessed by combined score on the COR. More specifically, this interaction was significant when predicting the COR cognitive subscale, but nonsignificant when predicting the COR social and motor subscales. This was true when controlling for the number of students at the classroom-level, as well as child's age and baseline ability (i.e., Time 1 COR) at the child-level. Implications for early childhood education policy are discussed.  相似文献   

Ties that Bond and Bridge: Exploring Social Capital Among College Students with Foster Care Histories Using a Novel Social Network Instrument (FC-Connects)     

Okpych  Nathanael J.  Gray  Lori A. 《Innovative Higher Education》2021,46(6):683-705

Innovative Higher Education - College students with foster care backgrounds have demonstrably lower graduation rates than peers, and resources obtained through their social networks are vital to...  相似文献   

The scattering of x- and γ-rays     

J.A. Gray 《Journal of The Franklin Institute》1920,190(5):633-655

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Editorial. More guidelines for reviewing research     

Ron Good 《科学教学研究杂志》1993,30(1):1-2

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Scholars committed to opportunities in psychological education: a training and mentoring program for future psychologists of color     

Rebecca L. Fix  Madison W. Silverstein  Nadratu Nuhu  Wendy N. Gray 《Mentoring & Tutoring: Partnership in Learning》2020,28(1):44-59

ABSTRACT

Although strides towards inclusivity and racial equality have been made in graduate education, many barriers to graduate education remain for racial/ethnic minorities. In response, we created Scholars Committed to Opportunities in Psychological Education (SCOPE), a mentor-based program for racial/ethnic minority undergraduates. 63 racial/ethnic minority undergraduates completed the SCOPE curricula and pre- and post-program questionnaires regarding graduate school application knowledge, application confidence, stress, self-efficacy, and SCOPE program satisfaction. Mentors completed a training and questionnaires in one SCOPE cohort. Knowledge about the GRE, the application process, and application confidence increased, and stress decreased, following SCOPE. The result of this work is a portable mentoring program that can be used across disciplines and demographics to increase inclusivity and equality.  相似文献   

Students' conceptions of natural selection and its role in evolution: Cases of replication and comparison     

Sherry S. Demastes  John Settlage  Ron Good 《科学教学研究杂志》1995,32(5):535-550

The work of Bishop and Anderson (1990) plays a major role in educators' understanding of evolution education. Their findings remind us that the majority of university students do not understand the process of evolution but that conceptual change instruction can be moderately effective in promoting the construction of a scientific understanding. The present article details two studies that represent an effort to focus on and define the limits of the Bishop and Anderson (1990) study. Study A describes a close replication of the work of Bishop and Anderson (1990) using the same conceptual-change teaching module to teach a unit on evolution to students enrolled in a biology course for nonmajors. Study B, a case of comparison, used the same evaluation instrument used in Bishop and Anderson (1990) and Study A, but high school students were the participants and the instruction was based on the inquiry approach to science. Like Bishop and Anderson (1990), Study A showed that the amount of prior instruction and students' beliefs in evolution were not found to be large factors in students' use of scientific conceptions. Unlike the original study, the students in Study A showed only a meager increase in their use of scientific conceptions for evolution. In Study B, students in the experimental group showed significant increases in their use of scientific conceptions. These findings suggest a need to investigate more closely the teachers' theories of learning, their reliance on instructional conversations, and the amount of time devoted to the topic of evolution as we study conceptual change in this area.  相似文献   

Beginning literacy: links among teacher knowledge, teacher practice, and student learning   总被引：2，自引：0，他引：2  

McCutchen D  Abbott RD  Green LB  Beretvas SN  Cox S  Potter NS  Quiroga T  Gray AL 《Journal of learning disabilities》2002,35(1):69-86

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.  相似文献   

Campus profiles. Ball State University     

Peter J. Gray 《Assessment Update》1991,3(6):8-9

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Lifelong learning and the reform of the teaching practicum in Australia     

Ron Toomey Corresponding author  Judith Chapman  Janet Gaff  Jacqueline McGilp  Maureen Walsh  Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34

This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all.  相似文献   

Opportunity structures and educational marginality: the post-16 transitions of young people outside education and employment     

Ron Thompson 《牛津教育评论》2017,43(6):749-766

This paper reports on findings from a three-year ethnographic study of 24 young people in northern England who were classified as not in education, employment or training (NEET), or at risk of becoming so. Drawing on conceptions of opportunity structure and educational marginality, the paper discusses the processes leading to young people becoming NEET after leaving school. It presents findings concerning the family backgrounds, school experiences, and educational attainment of participants, and traces their initial post-16 destinations and their pathways to NEET status. Although most participants did not become NEET immediately after leaving school, restricted labour market opportunities and a lack of high-quality education and training for middle- and low-attaining young people exacerbated social and educational disadvantage. Over time, participants became increasingly restricted to marginal forms of learning. The paper argues that a focus on opportunity structures provides a powerful way of understanding these processes, and that alongside sustained NEET status, educational marginality should be of equal concern to policy makers.  相似文献