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Brahm Norwich Narcie Kelly Educational Psychologists in Training 《Educational Psychology in Practice》2006,22(3):255-271
This paper reports the findings from a study of the participation of children with special educational needs (SEN) in decision‐making about their needs in a sample of mainstream schools which were self‐selected for having promising practices. The findings show promising practices in eliciting views, the importance of a school participation ethos and inconsistencies between policy and practices. The study also illustrates the complexity and challenge of consulting and sharing decision making with children and young people. The outcomes are discussed in terms of educational psychologists becoming involved in research and in supporting whole school developments of participation practices. 相似文献
104.
I. W. Kelly 《Teaching Statistics》1986,8(2):62-62
Book reviewed in this article: Statistics Concepts and Controversies. By D. S. Moore (2nd Ed.). W. H. Freeman. 相似文献
105.
Jose M. Castillo Clark Dorman Brian Gaunt Beth Hardcastle Kelly Justice Amanda L. March 《Journal of educational and psychological consultation》2016,26(1):25-48
Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored. 相似文献
106.
ABSTRACTUsing nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable across these early years, but children who experienced two years of Head Start were less likely to be absent in kindergarten than their classmates who only attended the program for one year. Ultimately, absenteeism at both ages 3 and 4 was associated with lower math and literacy achievement. However, children who experienced two years of Head Start and were more frequently absent demonstrated greater language development through the end of kindergarten as compared with children who only attended the program for one year. Policy implications are discussed in light of the complexity of early childhood education attendance in the United States. 相似文献
107.
Kelly W. Guyotte 《Educational Philosophy and Theory》2020,52(7):769-779
AbstractThis paper proposes a philosophy of STEAM education in the current moment, the Anthropocene. Whereas many proponents of STEAM focus on outcomes related to cultivating a more creative and competitive generation of STEM workers, it is, more importantly, an approach to education that can foster spaces for transdisciplinary conversations surrounding critical issues of the Anthropocene – those of ethics, sustainability, and relationality. Thus, the question arises, How might we understand/practice STEAM education differently? This philosophy of STEAM in the Anthropocene is inspired by the guiding notions of Braidotti’s affirmative ethics as well as Stengers and Ulmer’s conceptions of slow(ing). These perspectives challenge the ideologies and practices that have created and sustained divisions between the arts and sciences, while also promoting different ways of engaging in/with the world. Entangled in this conceptual framework are three concepts that might guide STEAM education moving forward: transdisciplinarity, relationality, and responsibility. With these notions as inspiration, this paper asserts a philosophical vision that takes seriously the realities of our Anthropocenic present and considers how educators might move with, rather than push against, the challenges that continue to present themselves. 相似文献
108.
Michelle Kilpatrick Demaray Christine Kerres Malecki Lisa M. Davidson Kelly K. Hodgson P. Jacob Rebus 《Psychology in the schools》2005,42(7):691-706
This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at‐risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005. 相似文献
109.
Educational analysts studying achievement and other educational outcomes frequently encounter an association between initial status and growth, which has important implications for the analysis of covariate effects, including group differences in growth. As explicated by Allison (1990), where only two time points of data are available, identifying a preferred model can be difficult or impossible. In this paper we extend Allison's inquiry by considering multiple sources of the association between initial status and growth simultaneously, including measurement error but also intrinsic associations between initial status and growth. We illustrate the potential trade-offs between the change-score model specifications (models without a control for initial status) and regressor-variable specifications (with a control for initial status) using simulated data. 相似文献
110.
This paper presents the findings of two investigations into the prevalence and profile of academic dishonesty amongst students in New Zealand’s tertiary institutions and compares this with findings from other studies. Staff and students report on their personal experiences of academic dishonesty and these are compared with official information requested and supplied by the institutions. Ways in which academic dishonesty are dealt with are discussed, including the reasons given by staff and students for lack of action. Staff and student reactions to institutional policies on the issue are presented, analysed and compared with data from other studies. Finally the study examines methods utilised by academic staff to minimise the occurrence of dishonest behaviour. 相似文献