Unique Effects of a Family Literacy Program on the Early Reading Development of English Language Learners     

Sarah Harper  Amy Platt  Janette Pelletier 《Early education and development》2013,24(6):989-1008

Research Findings: The present study evaluated the effects of a Family Literacy program on the early English reading development of speakers of English as a first language (EL1s) and English language learners (ELLs). The study included a linguistically and culturally diverse sample of 132 kindergarten children and their parents. Families in the experimental group participated in a 9-week intervention program that was designed to promote early literacy in the home, whereas those in the control group did not receive the intervention. Both the experimental and control groups included EL1 and ELL children. Dependent variables included children's gains in alphabet knowledge, conventions of print, and meaning. Results indicated that ELL children in the experimental group made greater gains in their knowledge of the alphabet and their ability to infer meaning from print than EL1 children in the experimental group and both ELL and EL1 controls. There were no language group differences in children's gains in conventions of print. Practice or Policy: The results suggest that Family Literacy programs are associated with differential effects on the English reading development of EL1 and ELL children. Educational implications related to the development and implementation of effective Family Literacy programs for diverse communities are discussed.  相似文献   

Do the Youth Olympic Games promote Olympism? Analysing a mission (im)possible from a local youth perspective     

Martin Schnitzer  Janette Walde  Sabrina Scheiber  Roman Nagiller  Gottfried Tappeiner 《European Journal of Sport Science》2018,18(5):722-730

On the basis of the Youth Olympic Games (YOG), we assess if and how the youth in the communities of the YOG host cities have been influenced concerning their perception of the Olympic values (OV) and the Olympic movement (OM). Special attention of the study is paid to the analysis of intervention mechanisms which the local youth underwent (e.g. attending the YOG on-site, participating in school programmes). Our study was conducted among 1004 adolescents living in the host region three years after the Innsbruck 2012 YOG had been staged. Our analyses extend the corresponding literature by (1) showing that the YOG and the involvement of the local youth in such an event have the power of creating an interest in the OM and its events, but do not have the power to influence the young citizens’ perception of the OV significantly; (2) illustrating that the perception adolescents have of the OV depend mainly on their socio-demographic background, their a priori interest in sports events, social capital (norms, institutional trust) and the extent to which the youngsters follow the event in the different media; and (3) corroborating the hypothesis that intervention programmes (e.g. school programmes) for promoting (Olympic) values and ideals should not be single, obligatory and isolated activities. We conclude that it is not surprising that the International Olympic Committee has reformulated the goals for the YOG in the Olympic Agenda 2020, as some goals relating to the promotion of the OV might have been a mission impossible.  相似文献   

Pakistani pre-primary teachers’ perceptions and practices related to gender in young children     

Almina Pardhan  Janette Pelletier 《International Journal of Early Years Education》2017,25(1):51-71

A key area of interest is the way in which early years educators’ perceptions about the concept of gender may influence their practice in relation to how children’s ideas about gender might be supported and reinforced. However, this area has received little attention in the highly gender-segregated context of Pakistan. Understanding evidence-based issues related to gender in Pakistan is thus crucial to overcoming educational barriers. This article explored Pakistani female pre-primary teachers’ perceptions and practices related to gender in the early years. Interview and observation data were collected with seven teachers in one urban, co-education school and were analysed thematically. Results indicated that teachers’ perceptions reflect the complex and multifaceted dimensions of gender within the gradually shifting, but still traditional, cultures of Pakistani society. For the most part, female teachers’ views are rooted in dominant patriarchal ideologies, for example, of boys as active and assertive and girls as passive and quiet. However, in a few instances such as in children’s academic performance and play, their perceptions reflect attempts to push gender boundaries which challenge patriarchal ideologies. Teachers’ gender perceptions have significant implications for young children’s development and understanding of gender roles in Pakistan.  相似文献   

Delayed Disaster Impacts on Academic Performance of Primary School Children     

Lisa Gibbs  Jane Nursey  Janette Cook  Greg Ireton  Nathan Alkemade  Michelle Roberts  H. Colin Gallagher  Richard Bryant  Karen Block  Robyn Molyneaux  David Forbes 《Child development》2019,90(4):1402-1412

Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2–4 years after the disaster (n = 24,642; 9–12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential.  相似文献   

Master of Professional Studies in Agriculture and Life Sciences offered through the Field of Food Science and Technology at Cornell University: A Model for the Development of a Course‐Based Graduate Degree in Food Science and Technology          下载免费PDF全文

Daniel Weller  Janette Robbins  Andrea Elmore  Martin Wiedmann 《Journal of Food Science Education》2015,14(1):10-17

The shortage of highly qualified graduates with advanced training in food science is a pressing problem facing government agencies and the food industry. This has created a need to recruit and train food scientists at the graduate level. However, most graduate level programs are research‐based and do not meet the needs of many students. The College of Agriculture and Life Sciences at Cornell Univ. has a Master of Professional Studies Program in Agriculture and Life Sciences (MPS‐ALS), which is offered through the Field of Food Science and Technology (FFST), as an alternative to research‐based masters and doctoral degrees. Although the MPS‐ALS program began in the 1970s, the FFST did not take an active role in recruiting students or tracking alumni until 2000. From 2000 to 2013, a total of 56 students, representing an internationally and academically diverse student body, have received MPS‐ALS degrees through the FFST. In May and August 2013, alumni were asked, via e‐mail, to complete an online survey to assess the long‐term impact of the MPS‐ALS program on their career success. The results of the survey indicate that the MPS‐ALS program at Cornell Univ. is a strong program that attracts excellent candidates from a variety of undergraduate fields. Program alumni have been very successful in obtaining full‐time employment, graduate positions and internships, and are highly satisfied with the program. The MPS‐ALS offered through the FFST at Cornell Univ. is a model for the development of course‐based graduate programs that seek to increase the supply of and meet the demand for trained professionals in food science.  相似文献   

On (not) assembling a market for sustainable energy: heat network infrastructure and British cities     

Janette Webb  David Hawkey 《Journal of Cultural Economy》2017,10(1):8-20

Energy policies increasingly rely on market instruments to meet societal objectives for climate change mitigation. We explore the application of such instruments in low carbon heat markets. Using a conceptual framework derived from actor network theory and economic sociology, we examine the role of technical-economic models as market devices in two heat network proposals in British cities. Government intermediaries relied on the models to enact the mutual financial and carbon benefits of an area-wide heat market, and to enrol multiple public sector organisations in innovation. In practice, the models produced the opposite response: parties synthesised the modelled cost–benefit calculations into the existing public services market agencement and translated the model numbers ino opportunities to secure competitive advantage for their own organisation. These activities undermined the projected cost and carbon saving logic of the collective actor solution. The findings demonstrate the potent economic agency of market-emulating public finance and competitive procurement instruments in governing such organisational decisions, and indicate the limited traction of a low carbon calculus, which lacked significant political or senior management sponsorship. Questions are posed about the formatting of economic agency suited to securing the common goods of a sustainable society.  相似文献   

Direct and Indirect Effects of Parenting on the Academic Functioning of Young Homeless Children     

Janette E. Herbers  J. J. Cutuli  Theresa L. Lafavor  Danielle Vrieze  Cari Leibel  Jelena Obradović 《Early education and development》2013,24(1):77-104

Research Findings: Effects of parenting quality on the academic functioning of young homeless children were examined using data from 58 children ages 4 to 7 and their parents during their stay at an emergency homeless shelter. Parenting quality, child executive function, child intellectual functioning, and risk status were assessed in the shelter, and teacher reports of academic functioning were obtained when the children began kindergarten or 1st grade. As hypothesized, parenting quality was associated with children's academic success, and this effect was mediated by executive function skills in the child. Parenting quality also had a moderating effect on risk, consistent with a protective role of high-quality parenting among children with higher risk levels. Concomitantly, children with higher risk and lower parenting quality appeared to be more vulnerable to academic problems. Practice or Policy: In homeless families, parenting may play an especially important role in academic success through multiple pathways, including the development of executive function skills in their children. Policies and practices to support parents and foster the executive function skills of young children in homeless families may be important strategies to promote child academic success. Implications for intervention efforts with homeless parents and children are discussed.  相似文献   

Introducing Vygotsky: a guide for practitioners and students in early years education     

Janette Kelly 《Early Years: An International Journal of Research and Development》2013,33(4):430-431

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Design for learning: Adapting the microscopic anatomy laboratory to adult learners     

Rosalyn A. Jurjus  Janette Krum  Ellen F. Goldman 《Anatomical sciences education》2013,6(3):177-181

Medical school curricula are undergoing transformational change in response to calls for integrating content across courses and years to enable better retention and application and for individualizing learning to meet the diverse backgrounds and thus differing needs of students. To address the related teaching challenges, faculty can employ solid principles of adult learning and instructional design and use teaching strategies that stimulate different learning styles. We developed laboratory sessions that follow a learner‐centered instructional design model we refer to as “PLHET,” reflecting the steps of preparing, linking, hooking, engaging, and transferring learning, and also applied teaching strategies that reflect Kolb's four styles of learning (accommodative, divergent, assimilative, and convergent). We utilized a group learning format to promote active learning, teamwork, and self‐direction. Preliminary data based on student surveys of laboratory activity show positive responses. In the future, we will test the hypothesis that this design will improve medical students' performance. Anat Sci Educ © 2013 American Association of Anatomists.  相似文献   

Education research Australia: a changing ecology of knowledge and practice     

Terri Seddon  Dawn Bennett  Sue Bennett  Janette Bobis  Philip Chan  Neil Harrison  Sue Shore 《The Australian Educational Researcher》2013,40(4):433-451

Processes of national research assessment, such as Excellence in Research for Australia (ERA) are a type of audit technology that confronts and steers established institutional identities and traditions. This nexus between policy and practice drives boundary work that diffracts prevailing policy logics, organisational practices, and habits of mind. We use this notion of ‘boundary work’ as an analytical lens for understanding the nature and effects of ERA in the Australian educational research space. This paper explains the methodology that informed the AARE–ACDE research reported in Strategic Capacity Building for Australian Educational Research. It documents the policy logic of ERA and the way it cuts across the established ecology of educational research, revealing social and symbolic work that is remaking the boundaries of educational research. We report on the historical trajectory of Australian educational research, the way ERA codes research outputs, and how educational researchers are repositioning in this shifting research space. We argue that there are specific loci of boundary work where capacity building in Australian educational research can make a difference to future educational knowledge building.  相似文献