Long-Term Effects of First-Grade Multitier Intervention     

Stephanie Al Otaiba  Young-Suk Kim  Jeanne Wanzek  Yaacov Petscher  Richard K. Wagner 《Journal of research on educational effectiveness》2014,7(3):250-267

Abstract

The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first-grade screeners as at risk or not at risk and then based on their RTI (no risk [NR], relative easy to remediate [ER], and requiring sustained remediation [SR]). Students in the dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the dynamic RTI condition had higher reading scores at the end of second grade than those in the typical RTI condition. Limitations and directions for future research are discussed.  相似文献   

New ways of building,showcasing, and measuring scholarly reputation          下载免费PDF全文

David NICHOLAS  Eti HERMAN  Hamid JAMALI  Blanca RODRÍGUEZ‐BRAVO  Cherifa BOUKACEM‐ZEGHMOURI  Tom DOBROWOLSKI  Stephanie POUCHOT 《Learned Publishing》2015,28(4):327-327

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Constructing bullying in Ontario,Canada: a critical policy analysis     

Sue Winton  Stephanie Tuters 《Educational studies》2015,41(1-2):122-142

As the prevalence and negative effects of bullying become widely known, people around the world seem desperate to solve the bullying “problem”. A sizeable body of research about many aspects of bullying and a plethora of anti-bullying programmes and policies now exist. This critical policy analysis asks: how does Ontario, Canada’s bullying policy support and/or undermine critical democracy; and how does it reflect, support and further the interests of neoliberalism and/or neoconservatism? Findings indicate that the policy constructs the problem of bullying as a problem of individuals and a “behaviour for learning” problem. The policy also prescribes standardised responses to bullying incidents. We explore ways in which these constructions are undemocratic and unjust. The findings are particularly concerning because bullying policies are often viewed as innocuous by practitioners. This paper offers more than just critique by providing suggestions for how research and policies can become more just and equitable and how bullying policy may be enacted to support critical democracy.  相似文献   

Home literacy in the digital era: The role of mobile screen media frequency in a U.S. state     

Rosa G. Turco  Nonie K. Lesaux  Stephanie M. Jones 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):513-533

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Inclusion or infringement? A systematic research review of students' perspectives on student privacy in technology-enhanced,hybrid and online courses     

Stephanie J. Blackmon  Claire H. Major 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1542-1565

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Who Benefits Most From Head Start? Using Latent Class Moderation to Examine Differential Treatment Effects     

Brittany Rhoades Cooper  Stephanie T. Lanza 《Child development》2014,85(6):2317-2338

Head Start (HS) is the largest federally funded preschool program for disadvantaged children. Research has shown relatively small impacts on cognitive and social skills; therefore, some have questioned its effectiveness. Using data from the Head Start Impact Study (3‐year‐old cohort; N = 2,449), latent class analysis was used to (a) identify subgroups of children defined by baseline characteristics of their home environment and caregiver and (b) test whether the effects of HS on cognitive, and behavioral and relationship skills over 2 years differed across subgroups. The results suggest that the effectiveness of HS varies quite substantially. For some children there appears to be a significant, and in some cases, long‐term, positive impact. For others there is little to no effect.  相似文献   

Ward v. Wilbanks: Counselor Educators Respond          下载免费PDF全文

David Burkholder  Stephanie F. Hall  Jessica Burkholder 《Counselor Education & Supervision》2014,53(4):267-283

This article investigated 71 counselor educators' perspectives and pedagogical practices related to Ward v. Wilbanks (2009) and the American Counseling Association (ACA) response to the case. The authors used qualitative content analysis to identify 6 themes from survey data: (a) views on gatekeeping and student training; (b) perceptions of Julea Ward and Eastern Michigan University; (c) values, skills, and competency; (d) reactions to ACA policy on referral; (e) initiation of ethical responsibility to client; and (f) Ward v. Wilbanks: impact on the profession.  相似文献   

The Lone Liberal Artists in the Ed School: Reconnecting Foundations Scholars With the Liberal Arts     

Stephanie Mackler 《Educational Studies A Journal of the American Educational Studies Association》2014,50(2):103-122

This article begins from the premise that foundations scholars occupy an awkward place in the education school, because our work is predominantly grounded in the liberal arts but the work of other education scholars is predominantly preprofessional. To create a more meaningful place for foundations in the education school will require better understanding of why the education school has such a strained relationship with the liberal arts. This article offers a brief review of this relationship as reflected in current practice and scholarship and offers a historical and sociological explanation for this situation. The article concludes with some suggestions for ways that foundations scholars can reconnect with the liberal arts. Doing so could enhance the position of foundations scholars by broadening our scholarly community and extending the possibilities for the work we do.  相似文献   

The Examination of a Pullout STEM Program for Urban Upper Elementary Students     

Daniel L. Dickerson  Angela Eckhoff  Craig O. Stewart  Shanan Chappell  Stephanie Hathcock 《Research in Science Education》2014,44(3):483-506

The purpose of this study is to determine whether a pullout STEM program (STARBASE) makes reading and math scores decrease and examine its impact on urban fourth, fifth, and sixth grade students’ attitudes and perceptions regarding STEM education and careers. We employed a mixed-methods, case study approach that involved two published and one indigenous instrument composed of Likert scales, semantic differential scales, and open-ended items, along with structured interviews. Results indicate that it is possible for reading, math, and social studies scores to be unaffected when implementing a STEM pullout program, as adjusted trends (for ethnicity and socioeconomic status) are not statistically different from those of non-STARBASE school divisions in the area. Additionally, the Black/White achievement gap, as measured by standardized test scores, was substantially closed over the last decade within STARBASE schools. Quantitative measures revealed few differences in student attitudes from pre- to posttest. Student qualitative responses were overwhelmingly positive. Students wanted more STARBASE time in the regular school year. Students, particularly Black students, also wanted an increase in career education opportunities. Implications regarding curricular changes aimed at STEM education and model adoption are addressed.  相似文献   

The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate     

Allison Hope Friedman-Krauss  C. Cybele Raver  Pamela A. Morris  Stephanie M. Jones 《Early education and development》2014,25(4):530-552

Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher levels of child externalizing behavior problems were related to higher classroom emotional climates. There was no evidence that teacher stress mediated this relationship. Practice or Policy: These results are discussed in terms of strategies to reduce the disruptive influence of child behavior problems on the classroom emotional climate as well as strategies to limit high levels of preschool teacher stress.  相似文献