Perceptions of School and Aspirations of Rural Students with Learning Disabilities and Their Nondisabled Peers     

Matthew J. Irvin  Thomas W. Farmer  Margaret P. Weiss  Judith L. Meece  Soo‐yong Byun  Bethany M. McConnell  Robert A. Petrin 《Learning disabilities research & practice》2011,26(1):2-14

This study examined the school perceptions and educational aspirations of 6,599 rural high school students, a sample that included 428 students with learning disabilities (LD). Regardless of disability status, rural high school students who had negative perceptions of school had less well‐defined postsecondary educational plans and less often aspired to complete college or pursue an advanced degree. Compared to nondisabled youth, rural students with LD were more likely to have negative perceptions of school and lower postsecondary aspirations. However, students with LD who had positive perceptions of school more often planned to pursue postsecondary education and aspired to complete college or an advanced degree. Implications for research and interventions pertaining to the educational attainment of students with LD are discussed.  相似文献   

Strategic Partnerships: Leveraging the Center for Teaching and Learning to Garner Support for Assessment of Student Learning          下载免费PDF全文

Margaret Flanigan Skinner  Erika Katz Prager 《Assessment Update》2015,27(3):4-13

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Early development among dual language learners: The roles of language use at home,maternal immigration,country of origin,and socio-demographic variables     

Adam Winsler  Margaret R. Burchinal  Hsiao-Chuan Tien  Ellen Peisner-Feinberg  Linda Espinosa  Dina C. Castro  Doré R. LaForett  Yoon Kyong Kim  Jessica De Feyter 《Early childhood research quarterly》2014

Using nationally representative data from the ECLS-B, we examined children's outcomes and growth from 9 to 65 months as a function of language used in the home at 24 months (English only n = 7300; English and another language n = 1500; other language only n = 400). We also examined whether demographic variables moderated the effects of DLL status in predicting child outcomes. Results revealed substantial variation within the DLL population within and across language groups in immigration status, heritage country, child outcomes, and family socioeconomic risk. DLL status was associated with differential outcomes, gains over time, and processes in complex ways. Maternal birth outside of the U.S., child gender, and parental education moderated relations between home language and child outcomes. Use of the heritage language at home served as a protective factor for children of immigrant families for a few outcomes. Gender and parental education were more strongly associated with child outcomes among English-speaking households than among DLLs.  相似文献   

A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior     

Robert C. Pianta  Margaret Burchinal  Faiza M. Jamil  Terri Sabol  Kevin Grimm  Bridget K. Hamre  Jason Downer  Jennifer LoCasale-Crouch  Carollee Howes 《Early childhood research quarterly》2014

The present study examined the pattern of association(s) over time between (a) knowledge of and observational skills in identifying teacher–child interactions, and (b) observed behavior in the domain of instructional interaction for 405 preschool teachers enrolled in a professional development study. Teacher's knowledge/observational skills and observed instructional support behaviors with children were assessed in the fall and spring over a two-year period. During this time, the teachers were also randomized into a college course focused on interactions, then re-randomized into a coaching intervention, also focused on instructional interaction. Cross-lagged analyses suggest that prior observed behavior was the stronger predictor of change in both knowledge/observation skills and in later observed behavior, and that both the course and the coaching interventions contributed to improvements in teachers observed instructional support behavior. Mediational analyses of the course effects indicated longer-term impact on observed instructional behavior were through immediate impacts on those same behaviors, whereas long-term impacts on knowledge were through immediate impacts on both observed instructional behavior and knowledge. The results have implications for the design, delivery, and focus of professional development for early childhood educators.  相似文献   

VII. SHARED AND DISTINCTIVE ANTECEDENTS OF ADULT ATTACHMENT INTERVIEW STATE‐OF‐MIND AND INFERRED‐EXPERIENCE DIMENSIONS     

Katherine C. Haydon  Glenn I. Roisman  Margaret T. Owen  Cathryn Booth‐LaForce  Martha J. Cox 《Monographs of the Society for Research in Child Development》2014,79(3):108-125

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EXAMINING DIVERSITY RESEARCH LITERATURE IN SCHOOL PSYCHOLOGY FROM 2004 TO 2010     

Stephanie Grunewald  David Shriberg  Anitra S. Wheeler  Antoinette Halsell Miranda  Elisabeth C. O'bryon  Margaret R. Rogers 《Psychology in the schools》2014,51(5):421-433

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Introducting democracy in a Wuhan primary school: Please,vote for me (2007) directed by Weijun Chen     

Margaret Sleeboom-Faulkner 《Journal of moral education》2014,43(2):227-233

In the film, Please Vote for Me (2007), director Weijun Chen illustrates how leadership ambitions allowed ‘undemocratic’ means of competition during a democratic election among primary school children. Parents encouraged and teachers allowed unscrupulous competition among preselected eight-year-old candidates. The competition led to classmates being manipulated and disappointed and a ‘dictatorship’ similar to that of previous years. This film shows that a ‘democratic election’ in a primary school in Wuhan was guided by native Chinese values of ‘good leadership’ in reformed China. However, the newly introduced discussions on democratic leadership could also be seen as initial steps towards reflection on democracy. The documentary has won prestigious international awards, including the Sterling Feature Award (2007) and the Adolf Grimme Award (2008).  相似文献   

Piloting forgiveness education in a divided community: Comparing electronic pen-pal and journaling activities across two groups of youth     

Robert D. Enright  Margaret Rhody  Breanne Litts 《Journal of moral education》2014,43(1):1-17

We used a randomized quasi-experimental design to test the effectiveness of three types of perspective-taking condition in a forgiveness education program. Allport’s Contact Hypothesis was used as a framework for the study design. Eighth graders (n?=?132) in an urban Midwestern city were invited to participate. We evaluated the effectiveness of perspective-taking approaches in promoting forgiveness and reducing prejudice, anger and emotional reactivity. We also explored the effects of forgiveness education across socially and culturally diverse groups. We did not find differences between the perspective-taking conditions; however, all three groups improved on both forgiveness and prejudice. We also found the pattern of outcomes was different for the African American participants than for the European American participants. Implications for research and education are discussed.  相似文献   

Beyond Satisfaction: Understanding and Promoting the Instructor-Librarian Relationship     

Margaret Bausman  Sarah Laleman Ward  John Pell 《New Review of Academic Librarianship》2014,20(2):117-136

This article reports upon the assessment and research activities undertaken by a research group of faculty librarians at Hunter College regarding the perceptions, awareness, and usage of library services by non-librarian faculty members. Given the initial directive to measure faculty satisfaction with library services, the research group developed an ongoing action-research protocol to pursue more meaningful assessments of faculty awareness and use of library services and resources. The researchers employed both qualitative and quantitative methodologies, gathering data through informal information groups with faculty members and through an online survey measuring faculty awareness of library resources and services (Faculty Awareness of Library Services (FALS)). The findings show that while Hunter faculty value relational engagement with the library, they are more frequently aware of non-relational, self-service library resources. Further, the data suggest that tenured faculty members are aware of library services at a higher rate than tenure-track faculty. This data forms the foundation of an on-going action-research protocol to assess long-term trends, the products of which will continue to inform faculty services, outreach, and programming.  相似文献   

Introduction to the Issue: Exploring Affect in Children’s Literature     

Vaughn  Margaret  Massey  Dixie 《Children‘s Literature in Education》2022,53(3):293-295

Children's Literature in Education -  相似文献