Population differences in constructive memory     

Daniel W. Kee  Susan Nakayama Siaw  Linda Carter 《Contemporary educational psychology》1985,10(3):268-274

An experiment was conducted to evaluate constructive memory in fourth-grade low-SES black and middle-SES white children. The children were read nine short passages; each passage was composed of two premise statements and a filler sentence. The children were tested by a recognition procedure. Thirty-six test sentences were presented randomly. Four sentences were associated with each passage (true premise, false premise, true inference, and false inference). Subjects were asked to make yes/no recognition decisions based on whether the test sentence was identical to a sentence presented at study. Middle-SES white children made few errors, except to true inference test sentences. This pattern of performance is consistent with the constructive view of memory. Low-SES black children also had a high error rate to true inference items. However, this outcome may not reflect constructive memory because they also had a high error rate to some of the other types of test sentences.  相似文献   

Book reviews     

Linda Scovill  Estelle Jobson  Daniel Chebutuk Rotich 《Publishing Research Quarterly》2003,19(1):73-76

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Stakeholders in Comprehensive Validation of Standards-Based Assessments: A Commentary     

Linda Crocker 《Educational Measurement》2002,21(1):5-6

Linda Cracker is a Professor of Educational Psychology, University ofFlorida, P.O. Box 11 7047 Gainesville, FL 32611-7043. Her areas of specialization are assessment development, validation, and test-taking behavior.  相似文献   

Values in higher education     

John Ferguson 《Higher Education Quarterly》1985,40(1):63-72

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From national policy-making to global edu-business: Swedish edu-preneurs on the move     

Linda Rönnberg 《教育政策杂志》2017,32(2):234-249

This study explores the movements of some Swedish former education policy-makers that are currently active as commercial edu-business actors with the ambition to expand in the Global Education Industry (GEI). The aim is to map and analyze how a selection of Swedish edu-preneurs affiliated with a particular Swedish school chain enter the GEI and thereby market both their commercialized services and the policy ideas about so-called free schools, in its Swedish version. The study shows how these edu-preneurs move from the domestic to global arenas and how their business and policy advocacy activities are framed and represented. Mobilization and public exposure of previous and present policy advocacy networks are important assets for these edu-preneurs as they navigate the GEI. The study illustrates how these actors make use of particular forms of knowledge, from department ministerial work and party politics, which blends with work in public relations and various edu-businesses, pointing to the interrelatedness of politics, policy, business, power, and ideology. The paper concludes by raising issues in need of further exploration and debate, pertaining to our understanding of education policy-making and, ultimately, democracy.  相似文献   

‘But that wasn't enough’: exploring affective assemblages within a professional relationship     

Linda Henderson 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):459-472

This paper engages with the early childhood–school relationship. The relationship has a long-standing history of being defined by a series of divisions and separations. Research has identified the divisions and separations to be largely determined by differences around concepts of learning and pedagogy. Discursive analyses of these differences often result in a series of impasses. The aim of this paper is to move beyond these discursively determined impasses. I draw on data from a small pilot study where a group of early childhood teachers come together to talk about their use of Transition Statements. I bring to the analysis of the data the concept of affective assemblages. This allows me to look beyond that which has been discursively produced in order to ask new questions, and to offer new ways of being in relationship.  相似文献   

Language use and racial redirect in the educational landscape of ‘just good teaching’     

Tonda Liggett  Dyan Watson  Linda Griffin 《Teaching Education》2017,28(4):393-405

At colleges and universities across the United States, teacher preparation programs are increasingly required to prepare teachers for culturally and linguistically diverse student populations. Teacher education programs have responded by incorporating fieldwork experiences and curricular requirements that include a social justice and multicultural education focus. One key individual is uniquely positioned to reinforce and connect coursework with classroom practice during the teacher candidate’s practicum experience: the university supervisor. Our research team focused on the supervisors and their understandings of culturally responsive pedagogy (CRP) in order to better support them as they worked with teacher candidates to reinforce CRP in the classroom. Through interviews, field notes, and classroom observations, we examined language (words, phrases) that the supervisors used to talk about race and culture in relation to CRP. Our findings indicate a tendency to redirect conversations about race and culture to topics that they were more versed on such as teaching to the whole child or addressing the needs of the individual student. We termed this linguistic move the racial redirect, which emerged in language that (1) simplified the meaning of CRP and (2) made CRP seem like an unexpected or chance event in teaching.  相似文献   

Examining Teachers’ Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study     

Elisa S. Shernoff  Adam J. Lekwa  Linda A. Reddy  Candace Coccaro 《Journal of educational and psychological consultation》2017,27(4):459-485

The purpose of this qualitative study was to examine teachers’ attitudes and experiences with coaching. This study was conducted in advance of a planned randomized controlled trial of a coaching intervention to better align the model with teachers’ needs and goals. Thirty-four K–5 general (n = 26), special education (n = 6), and educational support staff (n = 2) working in two high-poverty schools participated in focus groups. Interrater reliability between independent coders was high (К = 0.92; range: 0.76–1.0). Thematic analyses identified facilitators and barriers to teacher participation in the planned intervention and were used to improve upon the existing coaching model. Themes focused on advantages and disadvantages to coaching and characteristics of effective coaches and coaching models. Implications of findings for research and practice are discussed.  相似文献   

Information Economy and Changing Occupational Structure in Singapore   总被引：1，自引：0，他引：1  

Eddie C. Y. Kuo  Linda Low 《The Information Society》2001,17(4):281-293

Using population census data since 1921, this article traces changes in employment and occupational structure in Singapore in the past 80 years. This is a follow-up to an earlier paper by Kuo and Chen (1987) that reported the nascent formation of the information society in Singapore till the 1980s. It also makes an assessment of the role of proactive government policies in directing industrial restructuring and occupational changes in this city-state. It is found that the long-term growing trend in information-related occupations has been in tandem and supportive of industrial changes in Singapore. One more wave of growth of information producers (and certainly, innovators) and information distributors is expected in the next couple of decades. The momentum has started, and competition from regional countries similarly aspiring to be information and knowledge economies will quicken the pace. The government has initiated fundamental changes in the educational system to meet the challenges of the knowledge-based economy. The small city-state has also long adopted an adaptive philosophy to be responsive to the ever-changing environment, either in technology or in regional politics. Based on the trend analysis, it is expected that the emergent information society will graduate into full status when Singapore attains a developed country status in the forthcoming decades.  相似文献   

Cognitive and linguistic factors in reading acquisition     

Verhoeven L  Reitsma P  Siegel LS 《Reading and writing》2011,24(4):387-394

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