SUSTAINING THE WORK OF CREATION: An Exploration of Jewish Environmental Education     

Sam M. Intrator  Wendy Rosov 《Journal of Jewish Education》2013,79(1-2):102-114

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National Board Certified Teachers and Non-National Board Certified Teachers: Is There a Difference in Teacher Effectiveness and Student Achievement?     

James H. Stronge  Thomas J. Ward  Pamela D. Tucker  Jennifer L. Hindman  Wendy McColsky  Barbara Howard 《Journal of Personnel Evaluation in Education》2007,20(3-4):185-210

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Some uses of food in children's literature     

Wendy R. Katz 《Children‘s Literature in Education》1980,11(4):192-199

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Investigating the Consequential Aspects of Validity: Who Is Responsible and What Should They Do?     

Wendy M. Yen 《Educational Measurement》1998,17(2):5-5

Where do we stand today as the concept of the consequential aspect of validity gains maturity? What are the implications for the various stakeholders in the measurement enterprise?  相似文献   

Training Mispronunciation Correction and Word Meanings Improves Children’s Ability to Learn to Read Words     

Hannah Dyson  Wendy Best  Jonathan Solity 《Scientific Studies of Reading》2017,21(5):392-407

Previous research has suggested that learning to read irregular words depends upon knowledge of a word’s meaning and the ability to correct imperfect decoding attempts by reference to the known pronunciations of a word. In an experimental training study, 84 children ages 5–7 years were randomly assigned to an intervention or control group. Children in the intervention group participated in a 4-week programme in which they were taught to correct mispronunciations of spoken words as well as being taught the meanings of those words. Children in the control group received no additional teaching. The intervention group made significant gains in their ability to correct mispronunciations and to read and define the taught words; these gains also generalised to a comparable set of untaught control words. Children can be taught to correct errors in the pronunciation of irregular words, and this may produce generalised effects on learning to read.  相似文献   

Shifting Deficit Paradigms of Latino Emerging Bilingual Students’ Literacy Achievement: Documenting Biliterate Trajectories     

Sandra A. Butvilofsky  Susan Hopewell  Kathy Escamilla  Wendy Sparrow 《Journal of Latinos & Education》2017,16(2):85-97

The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This study provides support for Literacy Squared as an innovative biliterate program. Further, the study provides evidence for the need to consider alternative methods to document Latino Spanish/English students’ biliteracy development such as through the use of biliterate trajectories.  相似文献   

Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations     

Garry Hoban  John Loughran  Wendy Nielsen 《科学教学研究杂志》2011,48(9):985-1009

Research has identified the value of learners using technology to construct their own representations of science concepts. In this study, we investigate how learners, such as preservice elementary teachers, design and make a narrated animation to represent their science knowledge. The type of animation exemplified is called a “Slowmation” (abbreviated from “Slow Animation”), which is a simplified way for preservice teachers to make an animation that integrates features from claymation, object animation, and digital storytelling. Drawing on semiotic theory, a case study of three preservice elementary teachers, who were audio and video recorded as they created a slowmation, illustrates how the construction process enabled them to engage with a science concept in multiple ways. Findings suggest that when preservice teachers create a slowmation, they design and make a sequence of five representations, each being a semiotic system with particular affordances that link as a semiotic progression: (i) research notes; (ii) storyboard; (iii) models; and (iv) digital photographs, which culminate in (v) a narrated animation. In this study, the authors present their theoretical framework, explain how the preservice teachers created a slowmation using a sequence of representations to show their science knowledge and discuss the implications of these findings for learners in universities and schools. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 985–1009, 2011  相似文献   

Impact of a universal school-based violence prevention program on violent delinquency: distinctive benefits for youth with maltreatment histories     

Crooks CV  Scott K  Ellis W  Wolfe DA 《Child abuse & neglect》2011,35(6):393-400

Objective

Child maltreatment constitutes a strong risk factor for violent delinquency in adolescence, with cumulative experiences of maltreatment creating increasingly greater risk. Our previous work demonstrated that a universal school-based violence prevention program could provide a protective impact for youth at risk for violent delinquency due to child maltreatment history. In this study we conducted a follow-up to determine if participation in a school-based violence prevention program in grade 9 continued to provide a buffering effect on engaging in acts of violent delinquency for maltreated youth, 2 years post-intervention.

Methods

Secondary analyses were conducted using data from a cluster randomized controlled trial of a comprehensive school-based violence prevention program. Students (N = 1,722; 52.8% female) from 20 schools participated in 21 75-min lessons in grade 9 health classes. Individual data (i.e., gender, child maltreatment experiences, and violent delinquency in grade 9) and school-level data (i.e., student perception of safety averaged across students in each school) were entered in a multilevel model to predict violent delinquency at the end of grade 11.

Results

Individual- and school-level factors predicting violent delinquency in grade 11 replicated previous findings from grade 9: being male, experiencing child maltreatment, being violent in grade 9, and attending a school with a lower perceived sense of safety among the entire student body increased violent delinquency. The cross-level interaction of individual maltreatment history and school-level intervention was also replicated: in non-intervention schools, youth with more maltreatment in their background were increasingly likely to engage in violent delinquency. The strength of this relationship was significantly attenuated in intervention schools.

Conclusions

Follow-up findings are consistent with the buffering effect of the prevention program previously found post-intervention for the subsample of youth with maltreatment histories.

Practice implications

A relative inexpensive school-based violence prevention program that has been shown to reduce dating violence among the whole student body also creates a protective effect for maltreated youth with respect to lowering their likelihood of engaging in violent delinquency.  相似文献   

Informal Science Education: A Practicum for Graduate Students     

Wendy C. Crone  Sharon L. Dunwoody  Raelyn K. Rediske  Steven A. Ackerman  Greta M. Zenner Petersen  Ronald A. Yaros 《Innovative Higher Education》2011,36(5):291-304

We present results from a course, “Informal Science Education for Scientists: A Practicum,” co-taught to graduate students in STEM-related fields by a scientist/engineer and a social scientist/humanist. This course provides a structured framework and experiential learning about informal science education during a semester-long experience. The data collected across six years of the course (11 ≤ n ≤ 16 for each) provide strong evidence that the course has been effective in encouraging graduate students in STEM-related fields to feel more skilled at and confident with informal science education. Details are provided as to how manipulation of the course structure (i.e. making it project-based, emphasizing understanding audiences, stressing the iterative nature of design, and increasing evaluation research training) influenced the student outcomes.  相似文献   

Peer group status as a moderator of group influence on children's deviant, aggressive, and prosocial behavior   总被引：2，自引：1，他引：1  

Ellis WE  Zarbatany L 《Child development》2007,78(4):1240-1254

Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social preference. Using the social cognitive map, 116 groups were identified involving 526 children (282 girls; M age=12.05). Hierarchical linear modeling revealed that high group centrality (visibility) magnified group socialization of relational aggression, deviant behavior, and prosocial behavior, and low group acceptance magnified socialization of deviant behavior. Results suggest group influence on behavior is not uniform but depends on group status, especially group visibility within the larger peer context.  相似文献