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11.
Rollanda E. O'Connor Gabriel Gutierrez Kerri Teague Christopher Checca Jennifer Sun Kim Tzu-Hua Ho 《Scientific Studies of Reading》2013,17(2):134-162
In this study we compared effects of practice time reading aloud to an adult on improvement in reading rate and comprehension. Eighty-one poor readers in 2nd and 4th grade, including 38 English Learner students (ELs), served as their own controls by participating in two practice conditions, each 3 times per week for 7 weeks: (a) 10 min reading aloud one-to-one to an adult listener and (b) 20 min reading aloud one-to-one. Repeated measures analysis of variance showed that 20 min of practice was better than 10 min for 4th graders, but not for 2nd graders, and gains in rate accelerated across the 14 weeks of practice. We found no differences in rate gains across conditions between ELs and native English speakers. After controlling for pretests, reading rate at posttest, along with vocabulary, contributed significant variance to reading comprehension outcomes. 相似文献
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The decision to begin the process for special education eligibility has complexities impacting children, parents, teachers, and schools. The Individuals with Disabilities Education Improvement Act (IDEA) eligibility provisions specify the need to obtain consent prior to evaluation and options when consent cannot be obtained. School psychologists may encounter parents who are reluctant to provide consent or parents who may seek to condition their permission. The reasons for parent refusal to consent to evaluation are analyzed in a review of administrative and judicial decisions published in the Individuals with Disabilities Education Law Report between 2004 and 2008. Possible parent reactions to the request for evaluation are discussed, and guidelines for school psychologists encountering reluctant parents are provided. © 2012 Wiley Periodicals, Inc. 相似文献
13.
School-based management (SBM) is a standard feature of many current reforms. While previous research found that poorly designed and poorly implemented SBM had few positive effects, recent research suggests that SBM can improve instructional programs and produce higher levels of student learning. This article synthesizes research findings from major studies of SBM to identify the core elements of a successful SBM strategy. By comparing schools that successfully used SBM with schools that struggled to implement SBM, we generate 8 elements of schooling that were associated with successful SBM. In brief, these elements address vision, decision-making authority, power, knowledge and skills, information, rewards, leadership, and resources. 相似文献
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15.
Uta Hussong-Christian Kerri Goergen-Doll 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):319-335
Oregon State University Libraries piloted a one-year interlibrary loan purchase on demand service beginning in February 2009. An online survey was used to measure patron satisfaction and determine future borrowing and recommendation behavior. These results, along with patron comments, were used to explore future success of the service and ways to enhance the permanent service. Results provide context for the success of purchase-on-demand programs and support the development of innovative tools that increase the efficiency of purchase-on-demand workflow. Oregon State University Libraries permanently adopted the successful service and is working to incorporate patron input on purchase decisions. 相似文献
16.
Objective: To examine the classroom use and implications of a Personal Response System, a technological tool to provide immediate feedback from the students to the instructor Courses: Any communication course, particularly those presented in large lecture halls 相似文献
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Giorgio A. Tasca Kerri Ritchie Fotini Zachariades Genevieve Proulx Anne Trinneer Louise Balfour Natasha Demidenko Genevieve Hayden Alison Wong Hany Bissada 《Child abuse & neglect》2013
Objectives
Childhood maltreatment occurs often among those with an eating disorder and is considered a nonspecific risk factor. However, the mechanisms by which childhood maltreatment may lead to an eating disorder are not well understood. The current study tests a model in which attachment insecurity is hypothesized to mediate the relationship between childhood maltreatment and eating disorder psychopathology.Method
Treatment seeking adults with eating disorders (N = 308) completed questionnaires about childhood maltreatment, eating disorder psychopathology, and adult attachment.Results
Structural equation models indicated that childhood trauma had a direct effect on eating disorder symptoms. Also, attachment anxiety and avoidance each equally mediated the childhood maltreatment to eating disorder psychopathology relationship.Conclusions
Attachment insecurity, characterized by affect dysregulation and interpersonal sensitivities may help to explain why eating disorder symptoms may be one consequence of childhood maltreatment in a clinical sample. Clinicians treating primarily those with trauma might assess for disordered eating as a potential manifestation of the sequelae of trauma and attachment insecurity. 相似文献18.
Data from twenty‐two case studies of schools in four North American school districts are examined to assess the process and outcomes of reform through school‐based management (SBM). The analysis is guided by a theoretical model that describes the process through which SBM can lead to school improvement. This model suggests that the formal change in governance reflected in a shift to SBM must first generate improvements in the decision making processes utilized at the school. Better decision making will enable schools to implement needed strategic and operational changes, and these together will help build an effective school culture. An improved culture, along with the strategic and operational reforms implemented at the school, will lead to changes in the behavior of staff members, which is necessary for there to be improvement in various outcomes that serve as indicators of school quality. The analysis of the case studies indicates that schools in our sample most frequently exhibited positive changes in two areas, namely, decision making processes and school culture. Strategic and operational changes were less likely to undergo positive change, as were individual behavior and school quality. However, the overall pattern of findings provides reasonable support for the general validity of the model. Furthermore, the data from this sample of schools suggest that SBM has considerable potential to elicit positive changes in schools. To help insure that such potential is realized, the findings indicate that school leaders must insure that all constituents have an opportunity to participate in school level decisions, that a vision regarding desired outcomes should be utilized to guide the implementation of strategic and operational changes, and that the process of change should be monitored in order to better identify problem areas and allow corrective action to be taken. 相似文献
19.
Kerri Ullucci 《Teaching Education》2013,24(1):89-107
A critical concern in preparing teachers for urban schools is helping them make sense of race, identity and racism in schools. Teacher education programs struggle with how to address these issues in classes of primarily White students. Through a document analysis, the present study highlights?how teacher educators can use narrative – particularly autobiographies – to help understand the racial and cultural consciousness of White teachers. Narrative construction?provides a method to highlight how White teachers understand their identities and how Whiteness functions in society. Places of resistance, and stories yet untold, are also explored as a teacher educator looks to refine her own practice. 相似文献
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Bobbie Ann Adair White Kerri Pearson Christie Bledsoe Randy Hendricks 《Christian Higher Education》2017,16(5):276-284
Transformational leadership is well documented in organizational and business literature. Classroom and faith-based applications are more recent phenomena. The authors of this mixed-methods study explored professor behaviors and characteristics perceived as transformational in students' faith and focused on transformational leadership in the classroom at a faith-based institution. Thirty-four undergraduate students completed surveys containing open-ended and forced-choice questions; the findings highlighted the importance of compassion, optimism, encouragement, and openness as behaviors that facilitated faith transformation. 相似文献