Finnish lessons: What can the world learn from educational change in Finland?     

Melissa Adams-Budde  Jerad Crave  Tess Hegedus 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(5):709-710

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Using lotteries to evaluate schools of choice: Evidence from a national study of charter schools     

Christina Clark Tuttle  Philip Gleason  Melissa Clark 《Economics of Education Review》2012

This paper draws on data and experiences observing and analyzing school lotteries from the National Evaluation of Charter School Impacts (Gleason et al., 2010) to describe the challenges associated with lottery-based research. In that study, covering 36 charter middle schools in 15 states, we found that charter schools did not affect student achievement or behavior on average, although there was substantial variation across schools. In this paper, we discuss the prevalence of oversubscribed charter schools at the time the study was conducted (the 2005–2006 and 2006–2007 school years), which was lower than commonly reported. We then describe how the sample of schools that participated in the study compared to all other charter middle schools nationwide, to provide some insight into the generalizabilty of findings from lottery-based studies. In general, oversubscribed charter schools were more likely to be located in urban areas and serve a higher-achieving population of students than those without excess demand. We also describe common features of school lotteries and waitlists, and examine implications of these features for a school's ability to support a lottery-based study. Finally, we summarize lessons learned for conducting lottery-based research on charter schools, drawing on our observations of the schools’ lotteries and analysis of the data from these lotteries.  相似文献   

Interparental conflict in kindergarten and adolescent adjustment: prospective investigation of emotional security as an explanatory mechanism     

Cummings EM  George MR  McCoy KP  Davies PT 《Child development》2012,83(5):1703-1715

Advancing the long‐term prospective study of explanations for the effects of marital conflict on children’s functioning, relations were examined between interparental conflict in kindergarten, children’s emotional insecurity in the early school years, and subsequent adolescent internalizing and externalizing problems. Based on a community sample of 235 mothers, fathers, and children (Ms = 6.00, 8.02, 12.62 years), and multimethod and multireporter assessments, structural equation model tests provided support for emotional insecurity in early childhood as an intervening process related to adolescent internalizing and externalizing problems, even with stringent autoregressive controls over prior levels of functioning for both mediating and outcome variables. Discussion considers implications for understanding pathways between interparental conflict, emotional insecurity, and adjustment in childhood and adolescence.  相似文献   

Professional Development Resources     

Melissa Mallon 《Public Services Quarterly》2016,12(4):290-298

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The preparation of school psychologists for crisis intervention     

Melissa Allen  Annette Jerome  Adrianne White  Stephanie Marston  Shannon Lamb  Debbi Pope  Carrie Rawlins 《Psychology in the schools》2002,39(4):427-439

School psychologists (N = 276, 81% return rate) were surveyed regarding the following aspects of crisis intervention: (a) university preparation, (b) continuing professional development, and (c) current involvement with school crisis plans and crisis teams. Of those receiving university training, 58% believed they were minimally prepared or not at all prepared to deal with school crises. Only 2% reported being well prepared or very well prepared. Data analyses indicated increased university training in recent years, particularly with practicum/internship experiences related to crisis intervention. Approximately 81% of school psychologists participated in local training for crisis intervention as part of continuing professional development. Although 91% of school psychologists worked in districts with crisis plans in place, only 53% participated on crisis teams. Suicide, violence, and school district crisis plans were recommended as high priority topics for future academic training. © 2002 Wiley Periodicals, Inc.  相似文献   

Early Effects of North Carolina’s Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students     

Worsham  Rachel  DeSantis  Andrea L.  Whatley  Melissa  Johnson  Katie R.  Jaeger  Audrey J. 《Research in higher education》2021,62(7):942-975

Research in Higher Education - Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students...  相似文献   

“Feeling like a Scientist”: Factors Affecting Students’ Selections of Technology Tools in the Science Classroom     

Cairns  Dean  Dickson  Martina  McMinn  Melissa 《Journal of Science Education and Technology》2021,30(6):766-776

Journal of Science Education and Technology - This research looked at the choices that children make in the classroom when offered manual and technological options to measure scientific variables....  相似文献   

University research centers as knowledge translation platforms: leveraging structure,support and resources to enhance multisectoral collaboration and advocacy     

Valmeekanathan  Akshara  Babcock  Carly  Ling  Brenton  Davey-Rothwell  Melissa A.  Holtgrave  David R.  Jessani  Nasreen S. 《Tertiary Education and Management》2021,27(3):227-256

Tertiary Education and Management - Knowledge Translation Platforms (KTPs) have drawn attention as multidisciplinary institutional structures that broker evidence to policy and practice. University...  相似文献   

Birth order and parental and sibling involvement in sex education. A nationally-representative analysis     

Lotte Elton  Melissa Palmer  Wendy Macdowall 《Sex education》2019,19(2):162-179

This analysis set out to identify associations between birth order and sexual health outcomes, focusing on family involvement in sex education and early sexual experiences. The third National Survey of Sexual Attitudes and Lifestyles is a stratified probability sample survey of 15 162 men and women aged 16–74 in Britain. Logistic regression was conducted to identify odds ratios for the association between birth order and sexual health outcomes. Multiple logistic regression was performed adjusting for socio-demographic factors and sibling number. Middle-born and last-born men had lower odds of reporting ease talking to parents about sex around age 14 and learning about sex from their mothers. Last-born women had lower odds of reporting a parental main source of sex education or having learned about sex from their mother. Findings represent an exploratory analysis in an under-researched area, and provide the basis for further research on the association between birth order and parental involvement in sex education, as well as the role and impact of sex education provided by older siblings.  相似文献   

A Multivariate Generalizability Analysis of Data from a Performance Assessment of Physicians' Clinical Skills   总被引：1，自引：0，他引：1  

Brian E. Clauser  Polina Harik  Melissa J. Margolis 《Journal of Educational Measurement》2006,43(3):173-191

Although multivariate generalizability theory was developed more than 30 years ago, little published research utilizing this framework exists and most of what does exist examines tests built from tables of specifications. In this context, it is assumed that the universe scores from levels of the fixed multivariate facet will be correlated, but the error terms will be uncorrelated because subscores result from mutually exclusive sets of test items. This paper reports on an application in which multiple subscores are derived from each task completed by the examinee. In this context, both universe scores and errors may be correlated across levels of the fixed multivariate facet. The data described come from the United States Medical Licensing Examination^® Step 2 Clinical Skills Examination. In this test, each examinee interacts with a series of standardized patients and each interaction results in four component scores. The paper focuses on the application of multivariate generalizability theory in this context and on the practical interpretation of the resulting estimated variance and covariance components.  相似文献