Evaluation Resource Pack     

N D C Harris  J G Bailey 《British journal of educational technology : journal of the Council for Educational Technology》1981,12(2):107-119

  相似文献   

Cross-cultural perceptions of assessment of selected international science teachers in American high schools     

Charles B. Hutchison  Lynne M. Bailey 《Cultural Studies of Science Education》2006,1(4):657-680

International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the pedagogical imaginary; a transitional space between the “purity” of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers.  相似文献   

Safe Schools/Healthy Students initiative: Pinellas County,Florida     

Kathleen Hague Armstrong  Oliver T. Massey  Michael Boroughs  Ralph Bailey  Diane LaJoie 《Psychology in the schools》2003,40(5):489-501

The Safe Schools/Healthy Students (SS/HS) Initiative in Pinellas County, FL, emerged as a part of a broader local effort to implement creative educational and mental health programs to support children and families. This initiative focused on capacity building, prevention, and intervention efforts and comprehensive evaluation to address the barriers to learning and enhance healthy development. This article describes Pinellas County's plan, and highlights the instrumental roles played by school psychologists, which included grant writing, program and resource coordination, clinical services, program evaluation, staff training, parent advocacy, and steering committee membership. Promising outcomes and generalization of these findings to other communities is also discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 489–501, 2003.  相似文献   

Blooming Beautifully: Emerging Tools for Religious Education     

Jennifer Bailey 《Religious education (Chicago, Ill.)》2020,115(1):34-45

  相似文献   

CAUSAL INFERENCE AND THE SPATIAL–MATH LINK IN EARLY CHILDHOOD     

Drew H. Bailey 《Monographs of the Society for Research in Child Development》2017,82(1):127-136

  相似文献   

Interactive Homework: A Tool for Fostering Parent–Child Interactions and Improving Learning Outcomes for At-risk Young Children     

Lora Battle Bailey 《Early Childhood Education Journal》2006,34(2):155-167

The notion that parent involvement impacts student learning outcomes for children who are at risk for failing academically has been supported by prominent early childhood education experts. Recent attention has been given to specific ways parents can help increase student learning through their interactions with children as they complete home learning activities. It is important to note that the term parent is used interchangeably with the terms adult, guardian and family member. The term “at-risk reader” refers to readers who are at risk of failing school because of reading deficiencies. This report will examine whether parent training to increase parent–child interactions during the completion of second grade Interactive Homework Assignments (IHA) can facilitate increases in a student’s ability to draw inferences from reading selections, a skill closely aligned with proficiency in reading acquisition. The second grade level was chosen because these children were those whose teachers were concerned with preparing them to take the third grade SAT9. Third grade level was not selected because many of their professional development activities were prescribed due to their immediate concern with preparing students to take the SAT9. IHA, for the scope of this study, is homework designed to increase parent involvement and student achievement. The results indicate that specific parent training during a brief period of time, approximately four weeks, has the potential for improving academic performance for academically at-risk students.  相似文献   

永远爱你     

Abby  "Yabs"  Bailey  Victoria  Australia  杨行胜 《海外英语》2005,(4):20

"I" II love you for always.I' II like you for ever,as long as you' re living"这是母亲对儿子的爱语,也是后来儿子对母亲的回敬。by Abby"yabs"Bailey,Victoria,Australia.  相似文献   

Playing Social Chess: Children's play and social intelligence     

Richard Bailey 《Early Years: An International Journal of Research and Development》2002,22(2):163-173

Humans live in complex social environments. By the time they reach adulthood, most people have developed highly sophisticated social skills, including the ability to infer the 'invisible' mental states in others, and to act upon those inferences; they have become experts at 'social chess'. This paper draws upon research from developmental and evolutionary psychology, primatology, as well as studies of autistic children, to explore the processes by which children acquire the complex skills underpinning social interaction. It also examines obstacles to social skill acquisition. In light of ethological studies of social play in humans and other primates, it is argued that play is a fundamental medium for acquiring social skills.  相似文献   

Differences between vertical transfers and native students in four-year institutions     

Samuel S. Peng  J. P. Bailey Jr. 《Research in higher education》1977,7(2):145-154

Data from the National Longitudinal Study of the High School Class of 1972 were drawn to compare those who transfer from two-year colleges and those who enroll in four-year institutions immediately after high school. The comparisons were made on background variables, individual characteristics, and financial aid status. Results indicated that transfers came from lower SES families, and had lower academic ability, high school achievement, and educational aspiration than native students. Transfers were less likely than native students to receive scholarships, fellowships, or grants, and they showed lower achievement in the year after transfer. Implications of these findings are discussed.  相似文献   

Gender differences in research areas,methods and topics: Can people and thing orientations explain the results?     

Mike Thelwall  Carol Bailey  Catherine Tobin  Noel-Ann Bradshaw 《Journal of Informetrics》2019,13(1):149-169

Although the gender gap in academia has narrowed, females are underrepresented within some fields in the USA. Prior research suggests that the imbalances between science, technology, engineering and mathematics fields may be partly due to greater male interest in things and greater female interest in people, or to off-putting masculine cultures in some disciplines. To seek more detailed insights across all subjects, this article compares practising US male and female researchers between and within 285 narrow Scopus fields inside 26 broad fields from their first-authored articles published in 2017. The comparison is based on publishing fields and the words used in article titles, abstracts, and keywords. The results cannot be fully explained by the people/thing dimensions. Exceptions include greater female interest in veterinary science and cell biology and greater male interest in abstraction, patients, and power/control fields, such as politics and law. These may be due to other factors, such as the ability of a career to provide status or social impact or the availability of alternative careers. As a possible side effect of the partial people/thing relationship, females are more likely to use exploratory and qualitative methods and males are more likely to use quantitative methods. The results suggest that the necessary steps of eliminating explicit and implicit gender bias in academia are insufficient and might be complemented by measures to make fields more attractive to minority genders.  相似文献