Tackling the remaining attainment gap between students with and without immigrant background: an investigation into the equivalence of SES constructs     

Jenny Lenkeit  Daniel H. Caro  Steve Strand 《Educational Research and Evaluation》2013,19(1):60-83

In England, students with immigrant background exhibit lower educational attainment than those without immigrant background. Family socioeconomic status (SES) helps explain differences in educational attainment, but a gap remains that differs in size for students with different immigrant backgrounds. While the explanatory repertoire for the remaining gap is broad, it has been neglected to comprehensively investigate whether family SES constructs are equivalent across students with different immigrant backgrounds. Using data from the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU) for England (n = 4,315), the paper applies exploratory structural equation modelling (ESEM) to evaluate measurement invariance of family background constructs across students without and with immigrant background, specifically Pakistani/Bangladeshi immigrant background. Results suggest differences in the structure of family SES indicators across groups and in their association with educational attainment. Complementary variables are suggested to enhance family SES indicators. Findings are relevant to researchers investigating educational inequalities related to immigrant background.  相似文献   

Perspectives on continuing professional development in and through information and communications technology     

Steve Kennewell 《Technology, Pedagogy and Education》2013,22(1):1-3

This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’.  相似文献   

Negotiating contrad(ICT)ions: teachers and students making multimedia in the secondary school     

Viv Ellis  Steve Long 《Technology, Pedagogy and Education》2013,22(1):11-27

Abstract

In this article, we investigate the use of multimedia information and communication technologies (ICTs) in integrated arts projects in two secondary schools. The ways in which teachers and students make sense of the technologies in relation to the dominant discourses of education/technology policy and educational research are explored before considering the implications for curriculum and teacher development. The ICT in the word contrad(ICT)ions is emphasised to represent the ways in which teachers and students' use of multimedia exposes and makes visible problematic issues in relation to literacy, school subjects and pedagogy.  相似文献   

Student‐teachers' perspectives on positive and negative social processes in school     

Suzanne Graham  Jon Roberts 《Teachers and Teaching》2013,19(4):399-410

In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article.  相似文献   

On Being Poor Nowadays     

Saundra Graham 《Equity & Excellence in Education》2013,46(1-2):36-38

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Learning Together: A Family-Centered Literacy Program     

David W. Sink Jr  Molly A. Parkhill  Rick Marshall  Steve Norwood 《Community College Journal of Research & Practice》2013,37(8):583-590

ABSTRACT

Blue Ridge Community College in Flat Rock, North Carolina serves a rapidly growing Hispanic population through its Family-Centered Literacy Program. The Hispanic population in the region has been increasing at a staggering rate of 50% per year, most of which is in-migration. These newcomers frequently face challenges adjusting to their jobs, schools, and living environment. The Family-Centered Literacy Program is teaching new skills to new residents to minimize the “culture shock”, and to make community immersion a less difficult process. The program offers evening classes 2 nights a week for parents and their children. Parents attend classes in basic and conversational English and General Education Development (GED) preparation; school-age children receive tutoring and help with homework; and preschool children learn from fluency-building games and activities. The college also provides Spanish instruction for school personnel who want to better communicate with Hispanic students and their parents. The program currently operates in 5 elementary schools. Each school has taken on the role of “community center” for Hispanic families.  相似文献   

PERSISTENCE AND THE RELATIONSHIP TO ACADEMIC PERFORMANCE MEASURES: A LONGITUDINAL STUDY     

Steven W. Graham 《Community College Journal of Research & Practice》2013,37(2):75-84

The persistence rates of community college transfer students were contrasted to those of native university students over a six year period. A general trend was observed which suggested community college transfer students were less likely to persist when returning to school for their second or third semesters of coursework. However, those transfer students remaining for the third semester of coursework were just as likely to persist as the native students for the next semester. Questions were raised about the validity of the notion of “transfer shock”, which may actually be a reflection of the change in the student population being observed.  相似文献   

Promoting Evidence-based Education Practice and Better Student Outcomes through Improved Consumer Reporting     

Steve Fleischman  Jennifer A. Harmon  Marlene J. Darwin 《Journal of Education for Students Placed at Risk》2013,18(1):1-7

The past two decades have seen an increased need for better consumer reporting in education. This has resulted in part from a variety of education initiatives sponsored by the US Department of Education (ED) and others. The initiatives have increased the number of school improvement options available to educators and encouraged—or sometimes required—that choices be guided by “scientifically-based research.”  相似文献   

What We Know,What We Still Need to Know: Teaching Adolescents to Write     

Steve Graham  Dolores Perin 《Scientific Studies of Reading》2013,17(4):313-335

The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading comprehension, however, the minority children were found to be less efficient than their monolingual Dutch peers. The structural models for word decoding and word spelling were highly comparable for the 2 groups. For reading comprehension, vocabulary knowledge was found to have more of an impact on the L2 learners than on the L1 learners. This finding suggests that children learning to read in an L2 should be helped to build their lexical knowledge and that reading instruction should be matched to this knowledge.  相似文献   

领导力     

Graham Bradford 《英语沙龙》2013,(6):32-33

Your success as a manager can be determined by how you interact with people.The role of a manager as a leader is an important part of these interactions.Leadership involves influencing colleagues so that they follow a given direction or goal.  相似文献