Producing and measuring results     

Doug Leigh 《Performance Improvement》2004,43(5):1-2

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Children’s Appraisals of Gender Nonconformity: Developmental Pattern and Intervention     

Karen Man Wa Kwan  Sylvia Yun Shi  A. Natisha Nabbijohn  Laura N. MacMullin  Doug P. VanderLaan  Wang Ivy Wong 《Child development》2020,91(4):e780-e798

Gender-nonconforming (GN) children are often perceived less positively, which may harm their well-being. We examined the development of such perceptions and an intervention to modify them. Chinese children’s appraisals were assessed using multiple measures (verbal responses, sharing, and rank order task) after viewing vignettes of gender-conforming (GC) and GN hypothetical peers. In Study 1, children (N = 210; 4-, 5-, 8-, and 9-year-olds) were less positive toward GN than GC peers, especially if they were older or if the peers were boys. In Study 2 (N = 211, 8- and 9-year-olds), showing children exemplars of GN peers who displayed positive and GC characteristics subsequently reduced bias against gender nonconformity. These findings inform strategies aimed at reducing bias against gender nonconformity.  相似文献   

Editor notes     

Doug Leigh 《Performance Improvement》2003,42(6):1-2

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Editor notes     

Doug Leigh 《Performance Improvement》2003,42(10):1-2

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Editor notes     

Doug Leigh 《Performance Improvement》2003,42(7):1-2

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Editor notes     

Doug Leigh 《Performance Improvement》2003,42(8):1-2

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Crossing the Divide: A Survey of the High School Activities That Best Prepared Students to Write in College     

Doug Enders 《Clearing house (Menasha, Wis.)》2013,86(2):62-67

Learning is a concept that is routinely used in various educational settings, and the enhancement of learning is the primary goal of many, if not all, educators and administrators. People involved in education, however, may not necessarily have extensively explored this commonly cited notion, and some may not have subsequently realized the conceptual depth and variations that learning entails in developing classroom materials and practices. For example, learning may be domain specific, and may involve a wide variety of processes and expressions. Additionally, it is linked to an array of factors, including individual differences, such as temperament, and culturally relative dimensions, such as value priorities. This article discusses implications for classroom practices to facilitate educators’ application of this complex concept.  相似文献   

The Differential Effects of Repeating Kindergarten     

David T. Burkam  Laura LoGerfo  Doug Ready  Valerie E. Lee 《Journal of Education for Students Placed at Risk》2013,18(2):103-136

We use the Early Childhood Longitudinal Study to investigate national patterns addressing (a) who repeats kindergarten, and (b) the subsequent cognitive effects of this event. Using OLS regression techniques, we investigate 1st-time kindergartners who are promoted, 1st-time kindergartners who are retained, and children who are already repeating kindergarten. Boys, children from low socioeconomic backgrounds, and children who enter kindergarten younger than typical age standards are consistently at risk for repeating kindergarten, but racial/ethnic patterns differ across the 2 cohorts of kindergarten repeaters. Evidence suggests that repeating kindergarten rarely leads to cognitive benefits in literacy or mathematics performance. On average, kindergarten repeaters continue to perform below their peers in terms of literacy skills both at the end of kindergarten and at the end of first grade (effect size [ES] = ?0.20 and ?0.24, respectively). In mathematics, the performance differentials are smaller but remain statistically significant. Evidence suggests that these differences vary somewhat by children's background and the school setting. Most children appear to receive little or no cognitive benefit from repeating kindergarten, suggesting the need for a careful reconsideration of current retention practices.  相似文献   

The Key to Developing America's Workforce     

Doug Pauley 《Community College Journal of Research & Practice》2013,37(1):5-15

Central Community College (CCC; Columbus, Nebraska) has taken the lead in several business, industry, and educational collaborations, beginning locally, then expanding statewide. This article shares two models that other community colleges may wish to replicate. The first describes the development of a collaborative team. The second shows that, by using the collaborative team approach, community colleges can generate substantial increases in both funding and full-time equivalents (a basis for community college funding inNebraska)while serving business andindustry.For example, since June 1998 CCC has generated nearly $1.4 million for its business and industry training programs. As a result of collaboration among CCC, the Nebraska Community College System, government agencies, and business and industry, the Statewide Interactive Multimedia Training Library was established.  相似文献   

A Radical Approach to the Administration of Education     

Doug Ogilvie 《School Leadership & Management》2013,33(4):365-373

The specialist schools programme is currently seen by policy makers as a way of transforming the comprehensive education system, and meeting the local needs of parents for diversity and excellence. Insofar as this policy has an evidence-base this has been provided by studies showing higher levels of attainment among existing specialist schools. This article shows that if these advantages occur then there is a danger that they do so at a cost in terms of inclusion. The existing specialist schools have also shown a greater tendency to take proportionately fewer children from poor families over time, especially where these schools are also their own admission authorities. If this trend continues it will exacerbate the pre-existing social and economic segregation in the education system. The article ends by considering some of the implications for school organisation.  相似文献