Promoting school libraries and schools library services: problems and partnerships   总被引：1，自引：0，他引：1  

Mary Bailey  Christine Hall  Nikki Gamble 《English in Education》2007,41(2):71-85

Literuture Matters was a two‐year, national programme in England designed to promote partnerships between schools library services and initial teacher training institutions. Its aim was to raise awareness of the role of the schools library service in promoting children's books and reading for pleasure. There were positive effects, in the short term, on student teachers, teacher educators and library staff. Potentially sustainable partnerships were developed, but structures and funding are needed to ensure a long term impact over new teachers' careers.  相似文献   

The long-term impact of effective teaching     

Peter Tymms  Christine Merrell  Katharine Bailey 《School Effectiveness & School Improvement》2018,29(2):242-261

This paper investigates the impact of effective schooling in the 1st year of elementary school on later academic outcomes and equal educational opportunity. A large longitudinal dataset from England was used to estimate the importance of the 1st year of elementary school for academic outcomes up to age 16. Multilevel models, controlling for baseline assessment, deprivation, sex, and ethnic status, showed that classes in the 1st year differed substantially in their progress but did not vary in their impact on equity. Those classes defined as effective and students from those classes were tracked on 3 further occasions up to the age of 16 and compared with others. Being in an effective class in the 1st year of school, when the children were aged 4 to 5 years, was significantly related to later attainment at age 16 (Effect Size = 0.2). However, it was unrelated to equity at age 16.  相似文献   

Assessing Student Openness to Inquiry-Based Learning in Precalculus     

Thomas Cooper  Brad Bailey  Karen Briggs  John Holliday 《PRIMUS》2017,27(7):736-753

Abstract

The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the students in each section. In this article, we provide a summary of those results with a particular focus on the Openness to IBL survey we developed for assessing student preferences for either student-centered or teacher-centered instruction. Although the majority of the students exhibited a strong preference for direct instruction, students whose scores favored student-centered approaches according to the survey also tended to perform better on the final exam, indicating that a key element to success in an IBL course may be students’ perceptions of the method.  相似文献   

IS STUDENT-RIGHT-TO-KNOW ALL YOU SHOULD KNOW? An Analysis of Community College Graduation Rates     

Thomas Bailey  Juan Carlos Calcagno  Davis Jenkins  Timothy Leinbach  Gregory Kienzl 《Research in higher education》2006,47(5):491-519

Over the last decade, policymakers, educators, and researchers have increasingly sought to understand community college policies and practices that promote students’ success. This effort has been partly driven by an increased emphasis on outcome accountability, but it has also promoted a productive discussion about improving institutional performance. The research reported here has two related goals. One goal is to work towards strengthening the ability to assess and compare institutional performance. We thus have developed a model that can be used to adjust simple graduation rates for institutional characteristics, such as student composition, college resources, size, and location, all of which might influence those rates. Our long-term goal is to understand how to improve student outcomes, so the paper also uses the model to measure the effect of those institutional characteristics on graduation rates. We use data from the Integrated Postsecondary Education Data System (IPEDS) surveys, applying a weighted least-squares procedure for grouped data to estimate an institutional-completion rates model. This analysis confirms several hypotheses about institutional determinants of graduation rates at community colleges. Our results indicate a consistent negative relationship between enrollment size and completion. Additionally, colleges with high shares of minority students, part-time students, and women have lower graduation rates. A final significant finding among institutional characteristics is that greater instructional expenditures are related to a greater likelihood of graduation. The method developed here can be used to better assess the performance of community colleges.  相似文献   

Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes   总被引：1，自引：0，他引：1  

Juan Carlos Calcagno  Peter Crosta  Thomas Bailey  Davis Jenkins 《Research in higher education》2007,48(7):775-801

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Introducing B2B Service Level Measures via a Poker‐Card Activity     

Chun‐Miin Chen  Matthew D. Bailey 《Decision Sciences Journal of Innovative Education》2016,14(1):37-50

To determine the appropriate level of product availability, most operations management textbooks introduce and define service level measures in a Business‐to‐Customer context. In other words, a retailer that wants to measure product availability in their store calculates the fill rate (FR) or cycle service level over an infinite review horizon. However, in a Business‐to‐Business (B2B) context, a retailer almost always calculates the FR or compliance level over a finite review horizon. The goal of this article is to highlight calculations of service level measures in a B2B context. Pedagogically, it presents in‐class activities that use standard playing cards and/or a spreadsheet simulation that allow students to experientially learn about service level measures in a B2B context.  相似文献   

THE FORMATION OF SCHOOL BOARDS IN BUCKINGHAMSHIRE     

Kathleen B. Bailey 《Journal of educational administration and history》1982,14(2):14-22

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Drug treatment for hyperactivity: controversies, alternatives, and guidelines.     

S Axelrod  S L Bailey 《Exceptional children》1979,45(7):544-550

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Preparing professionals to serve infants and toddlers with handicaps and their families: an integrative analysis across eight disciplines     

D B Bailey  R J Simeonsson  D E Yoder  G S Huntington 《Exceptional children》1990,57(1):26-35

This article summarizes the status of, and recommendations for, preparation programs for early intervention personnel across eight disciplines. Surveys were conducted to determine the extent to which entry-level students in each discipline receive academic preparation and clinical experiences to provide services to infants and toddlers with disabilities and their families. Although considerable variability was found across disciplines, the average student receives little specialized information--practical knowledge--relative either to the infancy period or to working with families. Alternative strategies for improving infant personnel preparation are discussed and policy implications of each are addressed.  相似文献   

Needs of learning disabled adults   总被引：2，自引：0，他引：2  

F J Hoffmann  K L Sheldon  E H Minskoff  S W Sautter  E F Steidle  D P Baker  M B Bailey  L D Echols 《Journal of learning disabilities》1987,20(1):43-52

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