The scientific matrix     

Arthur L. Benton  Mary Wootton Masland M.A.  Jane B. Levine  Carl L. Kline M.D.  C.R.C.P.  MBR 《Annals of dyslexia》1971,21(1):111-127

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Scaling and Sustaining Effective Early Childhood Programs Through School–Family–University Collaboration          下载免费PDF全文

Arthur J. Reynolds  Momoko Hayakawa  Suh‐Ruu Ou  Christina F. Mondi  Michelle M. Englund  Allyson J. Candee  Nicole E. Smerillo 《Child development》2017,88(5):1453-1465

We describe the development, implementation, and evaluation of a comprehensive preschool to third grade prevention program for the goals of sustaining services at a large scale. The Midwest Child–Parent Center (CPC) Expansion is a multilevel collaborative school reform model designed to improve school achievement and parental involvement from ages 3 to 9. By increasing the dosage, coordination, and comprehensiveness of services, the program is expected to enhance the transition to school and promote more enduring effects on well‐being in multiple domains. We review and evaluate evidence from two longitudinal studies (Midwest CPC, 2012 to present; Chicago Longitudinal Study, 1983 to present) and four implementation examples of how the guiding principles of shared ownership, committed resources, and progress monitoring for improvement can promote effectiveness. The implementation system of partners and further expansion using “Pay for Success” financing shows the feasibility of scaling the program while continuing to improve effectiveness.  相似文献   

Book reviews     

Paul Lengrand  Henri Dieuzeide  José Blat Gimeno  Arthur Gillette 《Prospects》1974,4(1):129-137

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改良大脑真的好吗?     

ArthurL.Caplan柯江华  杨光 《科学中国》2003,(11):82-83

人类有能力测定和操纵基因,这一革命激起了各种各样的伦理争议.同样具有深远意义的脑科学革命,引起的注意却少得让人吃惊.  相似文献   

Enhancing Peer Interactions Within the Context of Play     

Michael Arthur  Sandra Bochner  Nancy Butterfield 《International Journal of Disability, Development & Education》1999,46(3):367-381

This paper provides a review of concepts and practices in the enhancement of peer relationships amongst young children in the context of play experiences, with particular emphasis upon the needs of individuals with developmental disabilities. We examine definitions and typical development patterns of social competence and a range of factors which influence it, including family issues. A set of best practice guidelines are then discussed in terms of the extant research literature, along with potential areas for future research in this field.  相似文献   

Girls and Science: Does a core curriculum in primary school give cause for optimism?     

Catherine Woodward  Nicholas Woodward 《Gender and education》1998,10(4):387-400

The low numbers of students, particularly girls, pursuing science after the age of 16 continues to give cause for concern, despite the inclusion of science as a core subject in the curriculum of primary schools in England and Wales. This article explores the perceptions of primary pupils with regard to science since its introduction as a compulsory component of the curriculum. The findings tend to replicate those of earlier studies, indicating that primary pupils, both girls and boys, view science positively while at primary school and look forward to science at secondary school. However, results show that, within science, girls' and boys' preferences are different. Girls have greater preference for biological topics while boys demonstrate a wider range of interests. Furthermore, the introduction of the National Curriculum appears to have had negligible effect in broadening the interests of girls. It is argued that intervention strategies are needed in order to make all fields of science attractive to girls and that this should begin in the primary phase of education.  相似文献   

Necessary Educational Reform for the 2lst Century: The Future of Public Schools in our Democracy     

Armando Laguardia  Arthur Pearl 《The Urban Review》2009,41(4):352-368

We offer a theoretical and ecological argument for the preparation of citizens in U.S. public schools. This democratic education draws legitimacy from the concern of the nations founders for a populace educated to govern itself. We also emphasize the need for new democratic skills and knowledge in the face of today’s challenges, and our responsibility to prepare the young for the 21st century. A critique of the current school reform movement is provided because of its undemocratic nature. We issue a call for the transformation to democratic schools. We specifically argue that current efforts at reform are maintaining historical inequities, while also depriving those that enjoy social and economic advantages of the education needed to meet the challenges of a rapidly changing world. The democratic education proposed is based on three goals: citizenship preparation, inclusion, and an optimum learning environment. Seven well established principles of democracy and their relationship to schooling are presented. These include; the nature of authority, inclusiveness, equal availability of the understanding required for deliberating the most serious challenges to democracy and livability, equal access to centers of political decision-making, guaranteed inalienable rights, equality, and universal access to an optimum learning environment. We offer a fundamentally different approach to educational reform: calling for a reassessment of the role of public schools in a democracy that recognizes the importance of citizenship preparation, and a “bottom up” reform model that starts in the classroom and can be implemented by individual teachers.  相似文献   

Communication,language and literacy from birth to five     

Leonie Arthur 《Early Years: An International Journal of Research and Development》2010,30(3):280-282

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Recognizing the Outliers: Behaviors and Tendencies of the Profoundly Gifted Learner in Mixed-Ability Classrooms     

Robert Arthur Schultz 《Roeper Review》2018,40(3):191-196

This article focuses on (a) distinctions between the profoundly gifted individual and others, and (b) a chart describing tendencies and/or behaviors associated with the profoundly gifted student in common, mixed-ability educational settings. The intent is to provide educators, parents, and policymakers with preliminary awareness about the unique behaviors and tendencies of the profoundly gifted learner in heterogeneous educational settings. Learners with measured IQ scores greater than 3 SD units above the mean are a statistical rarity—outliers—in most educational settings. The current inability of most educators to identify and even minimally address needs leaves these students anxious, frustrated, and otherwise unable to reach their intellectual capacity in the majority of school settings across the country. Focused research and careful attention to the nature and needs of these individuals throughout their lives can contribute substantially to our developing understanding.  相似文献   

Editorial for EAIT Issue 2, 2018     

Arthur Tatnall 《Education and Information Technologies》2018,23(2):599-604

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