Driving change from ‘the middle’: middle leading for site based educational development     

Christine Edwards-Groves  Peter Grootenboer  Ian Hardy  Karin Rönnerman 《School Leadership & Management》2019,39(3-4):315-333

ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献   

Mixed blessings: effects of educational resource materials on South African children in day care     

Christine Liddell 《International Journal of Early Years Education》1995,3(1):56-69

Free play patterns of black South African children in 16 day care centres were observed before and after the introduction of an enrichment package. The package consisted of a range of educational toys and cost US$12 per child. Results indicated that the enrichment was associated with changes in social interaction and play patterns, though not all these may have been positive. Results are discussed in terms of often unexpected impacts that intervention schemes can have in the developing world, even those specifically designed for a particular population.  相似文献   

Auditory and reading comprehension in hyperlexia: Semantic and syntactic skills     

Christine M. Temple 《Reading and writing》1990,2(4):297-306

In contrast to dyslexia, in hyperlexia, there is precocious development of reading in the absence of other precocious skills, thus reading is significantly above expectation on the basis of prediction from age and intelligence. A psycholinguistic investigation is reported, of a 10 year old, non-autistic hyperlexic, on tasks of both written and auditory presentation of single words, sentences and text. M.S. shows good development of both phonological and lexical reading mechanisms. He does not display a pattern of reading performance which resembles any selective reading disorder and there is no evidence that the nature of his reading development, in relation to accuracy, is abnormal in style. However, reading accuracy is significantly better than both reading comprehension and auditory comprehension. The comprehension deficit does not affect language in an undifferentiated way. Semantic comprehension is normal for age but syntactic comprehension is significantly impaired. Thus, although there are no unusual dissociations in relation to reading accuracy, there is a significant dissociation between reading accuracy and reading comprehension, and also between semantic and syntactic comprehension of both written and auditory material which argues for modularity in the development of these subsystems.  相似文献   

Long-term habituation is produced by distributed training at long ISIs and not by massed training or short ISIs inCaenorhabditis elegans     

Christine D. O. Beck  Catharine H. Rankin 《Learning & behavior》1997,25(4):446-457

To begin an investigation of the cellular processes that underlie long-term memory in the nematodeCaenorhabditis elegans, it is first necessary to determine thatC. elegans is capable of retention over 24 h, and to investigate the factors that may influence the expression of long-term memory. In the present study, the effects of stimuli number, interstimulus interval (ISI), and training procedure on long-term retention of habituation were tested inC. elegans. At a long (60-sec) ISI, distributed training sessions produced long-term habituation retained for 24 h, whereas massed training sessions or training with few stimuli did not. When training was performed at a short (10-sec) ISI, long-term habituation was not detectable with testing at either a 10- or a 60-sec ISI. The long-term habituation observed after distributed training sessions at a 60-sec ISI was consistently expressed when the training procedures were varied. Thus it is clear thatC. elegans can reliably express long-term retention for distributed training sessions at a 60-sec ISI, making the system a candidate for further investigations into the cellular processes supporting memory.  相似文献   

Breaking the Line: New Literacies,Postmodernism and the Teaching of Printed Texts     

Martin Coles  Christine Hall 《Literacy》2001,35(3):111-114

In many contemporary texts boundaries are broken down. Words and image convey multiple meanings, lending themselves to postmodern readings, in the sense that they encourage readings that reject a single interpretation and instead hold in suspense the possibility of multiple readings co‐existing. This article explores how these texts allow the consumer/reader the opportunity to actively engage, and in a sense therefore to produce, the cultural event rather than being merely the passive receiver of it. It raises implications for the way that such texts are considered in schools.  相似文献   

Teacher expectations in a university setting: the perspectives of teachers     

Zheng Li  Christine M. Rubie-Davies 《Educational Research and Evaluation》2018,24(3-5):201-220

ABSTRACT

This study was designed to investigate the bases of teacher expectations in higher education. The first author interviewed 20 university teachers from an English-as-a-foreign-language course, exploring their expectations for the first-year undergraduates in their classes. The grounded theory method was adopted to analyse the data that had been collected. The results showed that for this sample of 20 teachers, student characteristics were important contributing factors to their expectations in the teachers’ university settings. The factors the teachers considered important included students’ (a) prior academic achievement, (b) motivation, (c) study skills, and (d) academic discipline. Also, teacher characteristics were found to be another major source of these university teachers’ expectations, including teachers’ (a) past teaching and learning experience and (b) teaching self-efficacy. The findings suggested that the bases of teacher expectations in higher education may differ from those at the elementary or secondary school level.  相似文献   

The development of source evaluation skills during adolescence: exploring different levels of source processing and their relationships (El desarrollo de las habilidades de evaluación de las fuentes durante la adolescencia: una exploración de los distintos niveles de procesamiento de las fuentes y sus relaciones)     

Anna Potocki  Guillaume de Pereyra  Christine Ros  Mônica Macedo-Rouet  Marc Stadtler  Ladislao Salmerón 《Infancia y Aprendizaje》2020,43(1):19-59

Abstract

This study examines the development of source evaluation skills in four groups of students from 10 to 19 years of age. We designed a set of tasks based on a distinction between three components of source evaluation: the identification of source parameters; the evaluation of source features such as the source’s competence or benevolence under explicit instructions; and the use of source features in assessing a document’s relevance with respect to a given task. This inventory was administered to 245 teenagers in grades 5, 7 and 9 and to undergraduate students. All types of source evaluation skills developed throughout adolescence, with some of them remaining suboptimal for older readers. Furthermore, we found weak relationships between students’ identification of source parameters and their use of source features in the absence of any specific prompt. Finally, source evaluation tasks were weakly related to teenagers’ word reading skills. Taken together, these results document teenagers’ acquisition of source evaluation skills and warrant a distinction between readers’ ability to comprehend source features and to use these features when assessing information quality.  相似文献   

Using educational placement in third grade to select and validate a preschool screening measure     

Marcia Strong Scott  Christine F. Delgado 《Psychology in the schools》2003,40(6):565-582

The early detection of children with mild learning problems remains a problem. New screening tests are being developed that will be more effective in identifying children who fall into this “difficult to identify” group. This study examined the predictive validity of one potential screening test. The scores of 268 children on each task of a nine‐task preschool cognitive battery were evaluated in terms of the accuracy with which they predicted the classification of those same children into regular education (n = 254) or special education (n = 14) 4 years later when the children were in third grade. A classification accuracy level of 79% was achieved for the exceptional children, and a classification level of 70% for the normally achieving children. Racial/ethnic status, testing language, and socioeconomic status all impacted the children's screening performance. Lower screening scores and a greater proportion of the sample with scores below the cut were associated with minority status, not being tested in English, and lower socioeconomic status. Preschool testing in Spanish or both English and Spanish was associated with poorer achievement 4 years later. Many of the children not in special education, but with a screening score below 13, had serious academic problems in third grade that were reflected in their low percentile scores on one or more subtests of the Stanford Achievement Test. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 565–582, 2003.  相似文献   

Examining Chi-Square Test Statistics Under Conditions of Large Model Size and Ordinal Data     

Dexin Shi  Christine DiStefano  Heather L. McDaniel  Zhehan Jiang 《Structural equation modeling》2018,25(6):924-945

This study examined the effect of model size on the chi-square test statistics obtained from ordinal factor analysis models. The performance of six robust chi-square test statistics were compared across various conditions, including number of observed variables (p), number of factors, sample size, model (mis)specification, number of categories, and threshold distribution. Results showed that the unweighted least squares (ULS) robust chi-square statistics generally outperform the diagonally weighted least squares (DWLS) robust chi-square statistics. The ULSM estimator performed the best overall. However, when fitting ordinal factor analysis models with a large number of observed variables and small sample size, the ULSM-based chi-square tests may yield empirical variances that are noticeably larger than the theoretical values and inflated Type I error rates. On the other hand, when the number of observed variables is very large, the mean- and variance-corrected chi-square test statistics (e.g., based on ULSMV and WLSMV) could produce empirical variances conspicuously smaller than the theoretical values and Type I error rates lower than the nominal level, and demonstrate lower power rates to reject misspecified models. Recommendations for applied researchers and future empirical studies involving large models are provided.  相似文献   

A View on the Current Situation in Russian Education     

Irina Pervova  Christine J. Gordon 《Interchange》1997,28(4):275-281

This paper reflects the current state in Russian education which has a strong correlation with the socio-economic crisis. The responsibilities for education are held partially by the state and partly by other social institutions and as a whole, all of them form the system of education. There is a rather wide set of laws, decree statements, and rules about education in Russia, but they currently are far removed from practical realization. The situation with financing educators, schools, and universities is very critical at present in Russia. The idea of differentiation and democratization in School Reform has had both positive and negative effects. To rescue the Russian system of education from a crisis, a strong state policy in education and a strong system of implementation are required. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献