Foundations for Systemic Change     

Jerrold E. Kemp  Sunnie Lee  Daniel Pascoe  Brian Beabout  William Watson  Stephanie Moore 《TechTrends》2006,50(2):20-26

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A classroom observational study of Qatar's independent schools: Instruction and school reform     

Douglas J. Palmer  Hissa M. Sadiq  Patricia Lynch  Dawn Parker  Radhika Viruru  Stephanie Knight 《The Journal of educational research》2016,109(4):413-423

Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers.  相似文献   

Child Care Quality and Children's Engagement     

Melissa J. Raspa  R. A. McWilliam  Stephanie Maher Ridley 《Early education and development》2001,12(2):209-224

The goal of this study was to understand the relationship between child care quality and children's engagement behavior. Seventy-eight toddlers from 17 child care centers were individually observed to determine the percentage of time they spent in sophisticated, unsophisticated, or differentiated engagement, or focused attention. The percentage of group engagement in classroom activities was recorded as well. Program quality ratings consisted of measures of the classroom environments, including the teachers. All the contextual quality measures but 1 were associated with unsophisticated engagement. Only global classroom quality was related to sophisticated engagement. The percentage of toddlers engaged in activities was associated with other program quality measures but not with observations of individual child engagement conducted at different times.  相似文献   

Volunteers wanted for cystic fibrosis     

Yanchinski S 《New scientist (1971)》1983,100(1384):476

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Art Animates: Ideas Inspired by a University-Sponsored Summer Arts Academy for Middle and High School Students     

Stephanie Danker  Kelley French 《Clearing house (Menasha, Wis.)》2016,89(4-5):118-124

ABSTRACT

Art can provide a vehicle for animating learning. Teachers bring ideas to life through curriculum, while artists realize their ideas through images, often translating between forms, media and spaces. This paper describes the context, content and format of a residential Summer Arts Academy for gifted and talented middle and high school students, held on a university campus. In 2013, the theme of the visual art program at the Summer Arts Academy was animation, which linked to the summer exhibition at the local art museum. Collaborations among university faculty, public school teachers, community artists, and art museum and gallery staff have potential to animate learning for students, while stimulating additional forms of public engagement.  相似文献   

Parents,quality, and school choice: why parents in Nairobi choose low-cost private schools over public schools in Kenya’s free primary education era     

Stephanie Simmons Zuilkowski  Benjamin Piper  Salome Ong’ele  Onesmus Kiminza 《牛津教育评论》2018,44(2):258-274

Low-cost private schools (LCPS) are widespread in Kenya, particularly in urban areas. This study examines the reasons that parents send children to fee-charging schools in a context of free public primary education. Drawing on parent survey and interview data, as well as interviews with national policy makers, we found that parents who chose LCPS for their children were more driven by quality concerns than were public school parents. We also present data on the costs of the school types, compared to household income. Despite being termed ‘low cost’, the fees charged by schools primarily serving the poor were often a heavy burden on families. We conclude with recommendations for maximising the impact of LCPS on educational access and quality.  相似文献   

The impact of exposure to domestic violence on children and young people: a review of the literature     

Holt S  Buckley H  Whelan S 《Child abuse & neglect》2008,32(8):797-810

OBJECTIVE: This article reviews the literature concerning the impact of exposure to domestic violence on the health and developmental well-being of children and young people. Impact is explored across four separate yet inter-related domains (domestic violence exposure and child abuse; impact on parental capacity; impact on child and adolescent development; and exposure to additional adversities), with potential outcomes and key messages concerning best practice responses to children's needs highlighted. METHOD: A comprehensive search of identified databases was conducted within an 11-year framework (1995-2006). This yielded a vast literature which was selectively organized and analyzed according to the four domains identified above. RESULTS: This review finds that children and adolescents living with domestic violence are at increased risk of experiencing emotional, physical and sexual abuse, of developing emotional and behavioral problems and of increased exposure to the presence of other adversities in their lives. It also highlights a range of protective factors that can mitigate against this impact, in particular a strong relationship with and attachment to a caring adult, usually the mother. CONCLUSION: Children and young people may be significantly affected by living with domestic violence, and impact can endure even after measures have been taken to secure their safety. It also concludes that there is rarely a direct causal pathway leading to a particular outcome and that children are active in constructing their own social world. Implications for interventions suggest that timely, appropriate and individually tailored responses need to build on the resilient blocks in the child's life. PRACTICE IMPLICATIONS: This study illustrate the links between exposure to domestic violence, various forms of child abuse and other related adversities, concluding that such exposure may have a differential yet potentially deleterious impact for children and young people. From a resilient perspective this review also highlights range of protective factors that influence the extent of the impact of exposure and the subsequent outcomes for the child. This review advocates for a holistic and child-centered approach to service delivery, derived from an informed assessment, designed to capture a picture of the individual child's experience, and responsive to their individual needs.  相似文献   

Promise and feasibility of teaching expository text structure: a primary grade pilot study     

Stephanie Al Otaiba  Carol McDonald Connor  Elizabeth Crowe 《Reading and writing》2018,31(9):1997-2015

Research to guide text structure interventions for the primary grades is very limited, yet as early as in kindergarten, many state standards increasingly emphasize exposure to challenging expository texts. The purpose of the present study was to provide preliminary evidence of the feasibility and promise (or the effects) of three brief text structure interventions for kindergarten, first, and second graders who had average to low-average comprehension and relatively weak vocabulary skills. A total of 172 students participated (with 52, 62, and 58 in kindergarten, first and second grades, respectively). Students were randomly assigned within classrooms to one of three conditions: sequencing, compare and contrast, or cause and effect. Interventionists provided the interventions for four weeks to small groups of students. The findings demonstrated significant growth for all conditions on the taught text structure items of a researcher-made measure; significant growth was also reported on standardized measures of comprehension and oral language measures in the compare and contrast and cause and effect conditions, but not for sequencing.  相似文献   

Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read     

Stephanie M. Hammerschmidt‐Snidarich  Kathrin E. Maki  Sarah R. Adams 《Psychology in the schools》2019,56(5):635-651

Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current study examined the differential effectiveness of RR and CR for increasing oral reading fluency rate (ORF) and comprehension of 40 students in second and third grades, randomly assigned to receive the RR or CR intervention. Students in both conditions received a standardized amount of practice (dosage) in the form of number of words read during each intervention session. All but two participants increased their ORF and there were no significant differences between groups on posttest ORF or broad comprehension. Moreover, students with the highest pretest scores made slightly more growth regardless of condition. Students in the RR group demonstrated significantly higher comprehension of practiced passages and students in the CR condition reported significantly higher levels of intervention acceptability. Implications for reading fluency intervention research and practice are discussed.  相似文献   

Celebration,commemoration and collaboration: milestones in the history of education     

Andrea Jacobs  Camilla Leach  Nancy G. Rosoff  Stephanie Spencer 《History of education》2019,48(2):151-155

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