Polices of promise and practices of limit: Singapore’s literacy education policy landscape and its impact on one school programme     

Jeanne M. Wolf  Wendy Bokhorst-Heng 《Educational Research for Policy and Practice》2008,7(3):151-164

This paper is about the interaction between policy and practice, and about how competing policies contributed to a paradoxical tension within that interaction in one school. Within a paradigm of educational renewal, the Singapore Ministry of Education (MOE) has initiated a number of policies designed to give schools autonomy in designing and implementing programmes to achieve optimal educational outcomes for its students. Among these are READ! Singapore, Teach Less, Learn More and the School Excellence Model. In this context, we review an MOE initiated Extensive Reading (ER) programme in one school. Despite such innovative policies, Dewey Secondary School’s [The names of the school and individuals have been changed to protect their privacy.] pedagogical and literacy practices continue to be largely influenced by other dominant features of Singapore’s and the school’s own educational culture—an exam-oriented focus that prioritises outcome and skill-based pedagogy and the school’s historical practice of restricting literacies. Competing policies as interpreted by the school and diverse stakeholders result in a morphed ER programme—an adaptation of a reading programme that reflects the programme intent overtly but one that collides at other times, and as a result, is pulled in different directions. The story is, thus, one of ‘policies of promise and practices of limit’.  相似文献   

The Concept of Information Overload: A Review of Literature from Organization Science,Accounting, Marketing,MIS, and Related Disciplines     

Martin J. Eppler  Jeanne Mengis 《The Information Society》2013,29(5):325-344

Based on literature from the domains of organization science, marketing, accounting, and management information systems, this review article examines the theoretical basis of the information overload discourse and presents an overview of the main definitions, situations, causes, effects, and countermeasures. It analyzes the contributions from the last 30 years to consolidate the existing research in a conceptual framework and to identify future research directions.  相似文献   

Child‐Care Subsidies and School Readiness in Kindergarten     

Anna D. Johnson  Anne Martin  Jeanne Brooks‐Gunn 《Child development》2013,84(5):1806-1822

The federal child‐care subsidy program represents one of the government's largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study–Birth Cohort, this study examines associations, among subsidy‐eligible families, between child‐care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social‐emotional skills. However, subsidy receipt predicted lower math scores among children attending community‐based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness.  相似文献   

III. IMPACTS OF EARLY HEAD START PARTICIPATION ON CHILD AND PARENT OUTCOMES AT AGES 2, 3, AND 5     

Cheri Vogel  Jeanne Brooks‐Gunn  Anne Martin  Mary M. Klute 《Monographs of the Society for Research in Child Development》2013,78(1):36-63

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Inservice Teachers Mentoring Aspiring Teachers     

Diane D. Allen  Jeanne B. Cobb  Susan Danger 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):177-182

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.  相似文献   

Forgotten History: Mexican American School Segregation in Arizona from 1900–1951 1     

Jeanne M. Powers 《Equity & Excellence in Education》2013,46(4):467-481

This article documents the efforts by Mexican Americans to challenge school segregation in Arizona in the first half of the twentieth century. As in Texas and California, although state law never formally mandated the segregation of Mexican American students, school districts in Arizona often established separate “Mexican Schools” for Mexican American students. While districts argued that segregation was necessary because of students' poor English skills, the segregation of Mexican American students in Arizona's public schools was not an isolated practice but occurred in tandem with other discriminatory practices that restricted the social rights of Mexican Americans, many of whom were American citizens. However, Mexican Americans challenged segregation in the courts. Notably, in Gonzales v. Sheely, a case heard in the United States District Court of Arizona in 1950, Judge Dave Ling declared segregation unconstitutional over three years before the Supreme Court's historic decision in Brown v. Board (1954).  相似文献   

High-Quality Preschool: The Socioeconomic Composition of Preschool Classrooms and Children's Learning     

Jeanne L. Reid  Douglas D. Ready 《Early education and development》2013,24(8):1082-1111

Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality.  相似文献   

Teaching about violence prevention: A bridge between public health and criminal justice educators     

Roberto Hugh Potter  Jeanne E. Krider 《Journal of Criminal Justice Education》2013,24(2):339-351

Public health perspectives on violence-related injuries have become increasingly important over the past two decades, yet they are rarely mentioned in criminal justice educational texts or articles. Here we provide a brief overview of the public health approach to the prevention of violence and related injuries and compare it to an approach to crime prevention commonly associated with the criminal justice approach: deterrence. The prevention of sexual assault on college and university campuses is used as an illustration of the two approaches. Finally, given the similarities between the manner in which these two multi-disciplinary fields approach violence prevention, we explore how and why criminal justice educators might want to teach a bridge between public health and criminal justice.  相似文献   

Prisons of the mind: Lessons learned from home confinement     

Jeanne B. Stinchcomb 《Journal of Criminal Justice Education》2013,24(2):463-478

As conservative political ideologies have shifted U.S. correctional policies toward a justice model orientation, efforts to escalate the “pains of imprisonment” have become increasingly prevalent. Although these attempts to enhance the punishing aspects of incarceration are primarily driven by political grandstanding and emotional appeal, it is not uncommon for today's postsecondary students to enter the classroom with punitive attitudes similarly based on rhetoric and emotion. Yet correctional students cannot be expected to develop an empathetic appreciation for the intrinsically punishing nature of confinement itself through traditional classroom techniques that rely exclusively on the cognitive dimensions of learning. In an effort to broaden personal perspectives on punishment by engaging the affective domain, students in an introductory corrections class participated in a simulated 48-hour confinement exercise. The intent was to enhance empathy for the intrinsic discomfort of imprisonment through experiential learning. The results not only point clearly in that direction, but also manifest parallels with the actual pains of confinement experienced by inmates in the real world.  相似文献   

Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002     

Daphne D. Minner  Abigail Jurist Levy  Jeanne Century 《科学教学研究杂志》2010,47(4):474-496

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