Building Trust Through Culturally Reciprocal Home-School-Community Collaboration from the Perspective of African-American Parents     

Ereka R. Williams  Ceola Ross Baber 《Multicultural Perspectives》2013,15(2):3-9

This article presents findings of an instrumental case study that examined the perceptions held by African-American parents on the efficacy of schools in meeting the needs of African-American learners in a North Carolina community. A theme of distrust emerged and evidenced the need for teachers, administrators, and teacher educators to reconsider approaches used with African-American parents, particularly where building culturally reciprocal home-school-community relationships is concerned.  相似文献   

RESEARCH PARTNERS: A NEW LOOK AT COLLABORATION OF FACULTY AND CLASSROOM TEACHERS     

Cleta Booth  Dr. Karen Cachevki Williams 《Journal of Early Childhood Teacher Education》2013,34(3):285-292

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Compressive strength of portland cement mortars and concretes     

R.J. Wig  G.M. Williams  E.R. Gates 《Journal of The Franklin Institute》1915,180(5):608-613

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The Role of Extended Time and Item Content on a High‐Stakes Mathematics Test     

Allan S. Cohen  Noel Gregg  Meng Deng 《Learning disabilities research & practice》2005,20(4):225-233

The premise of a great deal of current research guiding policy development has been that accommodations are the catalyst for student performance differences. Rather than accepting this premise, two studies were conducted to investigate the influence of extended time and content knowledge on the performance of ninth‐grade students who took a statewide mathematics test with and without accommodations. Each study involved 1,250 accommodated students (extended time only) with learning disabilities and 1,250 nonaccommodated students demonstrating no disabilities. In Study One, a standard differential item functioning (DIF) analysis illustrated that the usual approach to studying the effects of accommodations contributes little to our understanding of the reason for performance differences across students. Next, a mixture item response theory DIF model was used to explore the most likely cause(s) for performance differences across the population. The results from both studies suggest that students for whom items were functioning differently were not accurately characterized by their accommodation status but rather by their content knowledge. That is, knowing students' accommodation status (i.e., accommodated or nonaccommodated) contributed little to understanding why accommodated and nonaccommodated students differed in their test performance. Rather, the data would suggest that a more likely explanation is that mathematics competency differentiated the groups of student learners regardless of their accommodation and/or reading levels.  相似文献   

Leadership and inclusion: a special school perspective     

Robin Attfield  & Chris Williams 《British Journal of Special Education》2003,30(1):28-33

In July 2002, the National College for School Leadership (NCSL) held a 'Leading Edge' seminar focused on the contribution that leaders in special schools can make to the development of Inclusive policies and practices. The day gave colleagues working in specialist contexts an opportunity to share examples and experiences of current initiatives and to speculate about future trends and developments in inclusive education. In this article, Robin Attfield and Chris Williams, Assistant Directors in Programmes and Research respectively at the NCSL, explore the context in which the seminar took place and some of the themes and issues that emerged from discussion on the day. At the end of their paper, they summarise the key messages that the special school leaders who attended the seminar wished to communicate to a wider audience and articulate a further role for leaders in special schools in the development of inclusion.  相似文献   

Justice in the process,not in the results     

Walter E. Williams 《Academic Questions》1996,9(4):76-79

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Let's keep in contact with Europe — a joint European research project about lifelong education for adults with learning difficulties     

Samuel Fernandez  Janos Kovari  Paola Vulterini  & Val Williams 《British Journal of Special Education》2002,29(2):83-90

The authors of this article come from a range of professional backgrounds in agencies across Europe. Samuel Fernandez lectures at the University of Oviedo in Spain; Janos Kovari works at the Kerek Vilag Foundation in Hungary; Paola Vulterini works for Capodarco, a service provider in Italy; and Val Williams is a researcher at the Norah Fry Research Centre at the University of Bristol. Using funding from the European Commission, the team undertook research into the curriculum provided for adults with learning difficulties in a variety of centres in their four home countries. Fernandez, Kovari, Vulterini and Williams find some interesting similarities and some significant differences in provision. They also seek the views of service users about a common core curriculum derived from their research and present a case for further work in this important area.  相似文献   

Barium and strontium     

J.P. Bonardi  J.C. Williams 《Journal of The Franklin Institute》1922,194(2):263-264

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The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation     

Cox A  Williams L 《运动与训练心理学杂志》2008,30(2):222-239

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.  相似文献   

The invisible impact of educational research     

Tim Cain  David Allan 《牛津教育评论》2017,43(6):718-732

Although there are policy calls for educational research to discover ‘what works’ and thereby inform decision making directly, the research literature argues instead for research to have a ‘conceptual’ impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK’s research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is ‘invisible’ to education practitioners because it is embedded in educational policies, technologies, and services. This ‘invisible use’ is unlikely to realise the conceptual benefits claimed for research utilisation. If educational research is to make educational decision making more intelligent at its point of use, it will be necessary to re-think current notions of quality in research impact.  相似文献