Level 2 assessment may eliminate the demand for ROI     

Sharon A. Shrock 《Performance Improvement》1999,38(6):5-7

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Parent and teacher perceptions of students＇ general scholastic abilities： Effects on involvement and communication     

Stevens Sharon  Patel Nimisha 《美中教育评论》2009,6(9):22-31

Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities, such as being able to complete their school work, retain what they learn, and achieve sufficiently compared to other students at their ages, were analyzed for how well they predict parents＇ forms of involvement in their children＇s education and teachers＇ forms of communication to parents. Data were collected from parents and teachers in two Title I, public middle schools in a large, urban city in the southwest. Parent involvement and teacher communication practices were measured using the ＂school and family partnerships survey＂. Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities were measured using a teacher-rating version of the ＂perceived competence scale for children＂. Linear regression analyses revealed that parents＇ perceptions did not predict their involvement, nor did teachers＇ perceptions predict their amount of communication as reported by parents. Although parents＇ and teachers＇ perceptions did not predict involvement in this study, perceptions of children＇s general academic abilities should be further explored in relation to family-school partnerships. The results suggest that involvement in middle school occurs in ways distinctive from elementary school. Therefore, improved instruments are needed to more accurately measure parent involvement and teacher communication at grade levels beyond elementary school.  相似文献   

Tale of two databases: The history of federally funded information systems for education and medicine     

Sharon A.   《Government Information Quarterly》2009,26(3):450-458

Access to scholarly information in the disciplines of education and medicine occurred primarily through the simultaneous development of two bibliographic databases. The Education Resource Information Center (ERIC) originated as a resource designed to be comprehensive in its inclusion of peer-reviewed and unpublished literature for the entire education community. MEDLINE began as a resource of selective materials for physicians and researchers. Today, ERIC includes selected peer-reviewed literature directed primarily to researchers and practitioners, although others use the database, while MEDLINE is a vast information system serving all health professionals and consumers. This literature analysis of their policy history shows important differences in their evolution. Application of the Multiple Streams Framework can help in formulating possible explanations for the different developmental paths. These paths include: the degree of centralization or decentralization of the information system's organizational structure; the stability of the organizational mission; and the success of assessment strategies, federal budgetary support, and bias toward science in federal policy-making. These two government-supported databases served as models for a plethora of other databases. However, one was successful in acquiring funding from the outset, while the other continually suffered deficiencies in support. The importance of each to public welfare should have been obvious, but was not.  相似文献   

Technology education students: e-tutors for school children   总被引：1，自引：0，他引：1  

Genevieve Marie Johnson  Sharon E. Bratt 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):32-41

E-tutoring refers to individualised learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a technology education (TE) course provided online with instructional support to children in need of tutoring services. Each e-tutor was assigned a specific child, developed a Web Course Tools course and corresponding online activities to improve teacher-identified skill deficiencies, and provided 8 weeks of e-tutoring. Three video conferences complemented online instructional interaction between e-tutor and e-tutee. Children, parents and TE students expressed positive evaluation of the initiative.  相似文献   

Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement     

Sharon Kukla-Acevedo 《Economics of Education Review》2009

Research fairly consistently demonstrates that teachers are an important measurable factor in student learning, yet few teacher characteristics are shown to be consistently related to student achievement. Using a state administrative dataset that matches individual students to their teachers over time, I find that math teachers’ undergraduate performance, as measured by GPA (overall, math, and math education) and course hours (math and math education), is predictive of 5th grade math achievement. The effects of the teacher characteristics are mediated by years of experience and vary according to student types.  相似文献   

Learners＇ and teachers＇ conceptions and dispositions of mathematics from a Middle Eastern perspective     

Fida Atallah  Sharon Lynne  Bryant Robin  Dada 《美中教育评论》2010,7(8):43-49,72

The paper discusses an on-going research project that studies students＇ and teachers＇ conceptions and dispositions of mathematics. Conceptions are the views that students hold on a subject, and what they believe is required in learning and doing the subject. Dispositions are the beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The participants are high school students, higher education students and mathematics teachers. The study utilizes self-reporting tools as well as focus groups and interviews in a three-stage research model. This is a work on progress. Results to date are briefly discussed.  相似文献   

Old Buildings for New Art: The Philadelphia Story     

Sharon Ann Holt 《Curator: The Museum Journal》2008,51(2):221-224

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The (re)production of (dis)advantage: class-based variations in parental aspirations,strategies and practices in relation to children’s primary education     

Sharon Wheeler 《Education 3-13》2018,46(7):755-769

The impact of family background on academic achievement, educational trajectories and life chances more generally has been a point of interest among academics for many years. The issue has been researched both quantitatively and qualitatively, with the two traditions generating quite different pictures of family-level ‘variables’ and processes related to child outcomes and boarder inequalities in education. This paper presents evidence of how parenting aspirations, strategies and practices vary according to social class gradients and work together in a holistic way to (re)produce social advantage and disadvantage during the primary school years.  相似文献   

Northeast Under/graduate Research Organization for Neuroscience (NEURON): Our 13th Conference for Neuroscience Trainees and Educators          下载免费PDF全文

Jay P. McLaughlin  Stacey Gomes  Angela Seliga  Sharon Ramos-Goyette  Amy Morrison  Christian G. Reich    Cheryl A. Frye 《CBE life sciences education》2009,8(2):111-113

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Sex Bias and the Validity of Believed Differences between Male and Female Interscholastic Athletic Coaches     

Cynthia A. Hasbrook  Barbara A. Hart  Sharon A. Mathes  Susan True 《Research quarterly for exercise and sport》2013,84(3):259-267

Abstract

Previous research indicates that young athletes as well as athletic administrators hold gender-role stereotypical beliefs about coaches that disfavor females. The validity of two such beliefs (lack of qualified female coaches and time constraints due to family responsibilities) was examined in a statewide survey of 256 female and 296 male interscholastic coaches and a nationwide survey of 2,719 male and 1,449 female interscholastic coaches. Statistical analyses (p < .001) indicated that female coaches were (a) more qualified than their male counterparts with respect to coaching experience with female teams, professional training, and professional experience; (b) as qualified as male coaches with regard to intercollegiate playing experience; and (c) less qualified than male coaches with respect to high school playing experience and coaching experience with male teams. Findings also indicated that male rather than female coaches more often experienced time constraints due to family responsibilities.  相似文献