Faith schools and pupils' progress through primary education     

Tilaye Yeshanew  Ian Schagen  Suzanne Evans 《Educational studies》2008,34(5):511-526

The impact of faith schools on the performance and progress of their pupils has been studied using data from the National Pupil Database (NPD). The value‐added analysis was carried out using multilevel modelling, controlling for prior attainment as well as a range of background variables, including ethnicity, sex, eligibility for free school meals (FSM), alternative measures of deprivation based on census information, special educational needs (SEN) and English as an additional language (EAL). The analysis confirmed that all faith schools, in particular, Roman Catholic and Church of England schools, made slightly more progress with their pupils than non‐faith schools. It also showed that pupils with SEN attending faith schools performed better at key stage 2 than pupils with SEN in non‐faith schools.  相似文献   

School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs   总被引：1，自引：0，他引：1  

Adam Winsler  Henry Tran  Suzanne C. Hartman  Amy L. Madigan  Louis Manfra  Charles Bleiker 《Early childhood research quarterly》2008

Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school pre-kindergarten programs. Within the context of a large-scale, university–community applied research and evaluation project, The Miami School Readiness Project, children receiving subsidies to attend center-based childcare (n = 1478), children attending free Title 1 public school pre-k programs (n = 1611), and children attending fee-supported public school pre-k programs (n = 749) were individually assessed at the beginning and end of their pre-kindergarten year in the areas of cognitive, language, and fine motor development. Parents and teachers reported on children's socio-emotional strengths and behavior concerns. Findings revealed that although children from all types of programs made considerable school readiness gains in most areas in terms of their national relative standing, children attending public school pre-k programs typically made somewhat greater gains in the areas of cognitive and language development. Results suggest that center-based childcare programs in the community may be beneficial for fostering school readiness within ethnically diverse children in poverty, and that public school pre-kindergarten programs may show even greater gains in some areas. Policy implications are discussed.  相似文献   

Agency and conformity in school-based teacher training     

Jon Roberts  Suzanne Graham 《Teaching and Teacher Education》2008

Concern has been expressed that the current climate in schools militates against trainee teachers’ self-directed development. This article explores the issue of trainees’ capacity for self-direction through the analysis of interviews with 32 trainees, investigating their perceived proactive social strategies. Three proactive strategies were identified: ‘tactical compliance’, personalising advice, and seeking out opportunities to exercise control. It is argued that these strategies are indicative of trainees’ drive to establish a personal teaching identity through self-directed development and the creation of individual development agendas. The article concludes by emphasising the importance of the development of proactive social skills in beginning teachers.  相似文献   

No one way: Differentiating school district leadership and support for school improvement     

Stephen E. Anderson  Blair Mascall  Suzanne Stiegelbauer  Jaddon Park 《Journal of Educational Change》2012,13(4):403-430

This article examines findings from a qualitative investigation of how school district administrators in four mid to large sized urban school districts (10,000–50,000) identify and address differences in school performance. The analysis explores the interaction between district policies and actions that centralize and standardize expectations for teaching, learning, and leadership, and those that lead to the differentiation of district support to schools depending upon their identified needs. The findings demonstrate variability in district orientation and capacity to understand school needs to improve performance, as well as in district strategies for actually differentiating support to schools. Differentiated assistance can focus both on strengthening implementation of district expectations in order to improve school performance, and on supporting experimentation with non-standard solutions to performance challenges that are not solvable through use of established programs and practices.  相似文献   

Learning to collaborate: Can young children develop better communication strategies through collaboration with a more popular peer     

Suzanne Murphy  Dorothy Faulkner 《European Journal of Psychology of Education - EJPE》2000,15(4):389-404

Unpopular children are known to have poor communication skills and experience difficulty in collaborative situations. This study investigated whether pairing unpopular, 5 to 6 year-old, children with a more popular peer would promote more effective collaboration. The study also investigated differences in popular and unpopular children’s verbal and non-verbal communication. Thirty-six girls and 36 boys were placed in one of 12 popular, 12 unpopular or 12 mixed pairs. There were no mixed gender pairs. Children were filmed playing a collaborative game. Collaboration in popular pairs was more successful and less disputational than in unpopular pairs. Boys in unpopular pairs broke the rules of the game more often, argued more and did not monitoring their partners’ facial expressions effectively. With popular partners they argued less, were more likely to elaborate disagreements, looked at their partner for longer, smiled more and were more likely to offer him a small toy. Unpopular girls’ interactions were not markedly disruptive but they clearly benefited from being paired with a child with good communication skills. Popular girls modified their behaviour to take into account an unpopular partner’s need for support. These findings suggest that pairing popular and unpopular children may be a useful classroom organisation strategy.  相似文献   

Development of dyslexic subgroups:     

Franklin R. Manis  Mark S. Seidenberg  Lynne Stallings  Marc Joanisse  Caroline Bailey  Laurie Freedman  Suzanne Curtin  Patricia Keating 《Annals of dyslexia》1999,49(1):105-134

There is a consensus that dyslexia is on a continuum with normal reading skill and that dyslexics fall at the low end of the normal range in phonological skills. However, there is still substantial variability in phonological skill among dyslexic children. Recent studies have focused on the high end of the continuum of phonological skills in dyslexics, identifying a “surface” dyslexic, or “delayed” profile in which phonological skills are not out of line with other aspects of word recognition. The present study extended this work to a longitudinal context, and explored differences among subgroups of dyslexics on a battery of component reading skills. Third grade dyslexics (n=72) were classified into two subgroups, phonological dyslexics and delayed dyslexics, based on comparisons to younger normal readers at the same reading level (RL group). The children were tested at two points (in third and fourth grade). The results revealed that the classification of dyslexics produced reliable, stable, and valid groups. About 82 percent of the children remained in the same subgroup category when retested a year later. Phonological dyslexics were lower in phoneme awareness and expressive language. Delayed dyslexics tended to be slower at processing printed letters and words but not at rapid automatic naming of letters, and relied more heavily on phonological recoding in reading for meaning than did phonological dyslexics. A subset of the delayed dyslexics with the traditional “surface dyslexic” pattern (relatively high pseudoword and low exception word reading) was also identified. The surface subgroup resembled the RL group on most measures and was not very stable over one year. The results are discussed in light of current models of dyslexia and recent subgrouping schemes, including the Double-Deficit Hypothesis.  相似文献   

Understanding of knowledge management roles and responsibilities: a study in the Australian context     

Frada Burstein  Simran Sohal  Suzanne Zyngier  Amrik S Sohal 《知识管理研究与实践》2010,8(1):76-88

Most of the studies in knowledge management (KM) argue for leadership as a vital success factor for any initiative. Top management leadership enables the effective promotion of knowledge sharing by creating an appropriate organisational culture, and making arrangements for corresponding policies and procedures across the organisation to facilitate management of knowledge resources and practices. There is little empirical research reported that has focussed on capturing the awareness and understanding of KM teams’ constitutions and their responsibilities. This study reports on the survey of top managers with respect to KM strategy development and implementation. It is based on a survey data collected from leading Australian companies, and builds on other empirical case studies, which looked at mechanisms of KM strategy development and implementation. The results provide a better understanding of the roles and responsibilities for successful KM strategy development and implementation, and can assist with designing KM teams in organisations.  相似文献   

The relationship among motor proficiency, physical fitness, and body composition in children with and without visual impairments     

Houwen S  Hartman E  Visscher C 《Research quarterly for exercise and sport》2010,81(3):290-299

This study compares the motor skills and physical fitness of school-age children (6-12 years) with visual impairments (VI; n = 60) and sighted children (n = 60). The relationships between the performance parameters and the children's body composition are investigated as well as the role of the severity of the impairment. The degree of VI did not differentially affect the outcomes. Compared to their sighted peers, the children with VI scored lower on the locomotor and object control skills as assessed with the Test of Gross Motor Development-2, and the physical fitness (Eurofit) parameters of plate tapping, the standing broad jump, the modified 5 x 10-m shuttle run, and 20-m multistage shuttle run (20-MST). Their body mass and body fat indexes were inversely correlated with the standing broad jump and the 20-MST but positively correlated with handgrip strength. Moreover significant inverse correlations were found between their locomotor and object control skills on the one hand and plate tapping and the 5 x 10-m shuttle run on the other hand. Given the relatively high proportion (25%) of overweight/obese children within the VI sample, educators are recommended to promote health-related activities and help enhance motor skills in this population.  相似文献   

Multimedia Science Kits: A Museum Project on Women Scientists and Their Research     

Judy Diamond  Gary Hochman  Suzanne M. Gardner  Beth Schenker  Marian Langan 《Curator: The Museum Journal》1996,39(3):172-187

The University of Nebraska State Museum (UNSM) is creating multimedia outreach kits on the research of women scientists. The collaborative effort has included Nebraska Educational Telecommunications, curricula developers, biographers, graphic designers, and evaluators. The goal of the project is to increase the number of girls interested in pursuing careers in science, and to this end, women scientists are presented as role models. Wonderwise kits target students in grades four through six through student-centered, inquiry-based activities, specimens and tools, videos of the scientists working in the field, resource-based CD-ROMs, and short biographies of the scientists. This project presents a model of how museums can collaborate with schools to improve science education on a statewide basis.  相似文献   

School psychologists and autism identification: Present challenges and potential solutions     

Suzanne G. Margiano  Kari A. Sassu  Brittany A. Dale  Jacqueline M. Caemmerer  Melissa A. Bray  Emily Peters 《Psychology in the schools》2023,60(2):441-451

Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.  相似文献