Introduction to the Special Section—Breaking With Tradition: Effective Counseling Services for Nontraditional Students     

Atticia P. Bundy  Timothy B. Smith 《Journal of College Counseling》2004,7(1):3-4

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Quality of graduate productivity in sociology as measured by the citation index: A longitudinal overview     

David Lewis Smith  Thomas Roche  William Snizek 《Research in higher education》1980,13(4):343-352

The discipline of sociology generally has not analyzed the differential productivity among graduates of doctoral programs. When such productivity has been assessed, quantity rather than quality of publications has been the basis for comparisons. The present study uses data compiled from the Social Science Citation Index to measure the differential contributions to sociology by the graduates of a number of long established and prestigious doctoral programs in the field. Based on these data, a number of interesting patterns emerge concerning the quality of graduates' productivity, both across departments and within various alumni cohorts of the same department.No special merit should be attached to the order of names. The authors contributed equally to this article.  相似文献   

Learning disabilities and vocational rehabilitation.     

C A Dowdy  T E Smith  C H Nowell 《Journal of learning disabilities》1992,25(7):442-447

Students with learning disabilities have received services in special education programs for many years. Unfortunately, many of these students continue to need services after they exit high schools. Vocational rehabilitation has begun to provide services for young adults with learning disabilities; however, there continues to be a discrepancy between the number of adults with learning disabilities who need vocational rehabilitation services and those who are receiving them. This article describes the definitions and eligibility criteria used by vocational rehabilitation agencies to serve adults with learning disabilities. By understanding the vocational rehabilitation system, teachers, it is hoped, will be better able to access these services for their students with learning disabilities.  相似文献   

Where are learning communities now? National leaders take stock     

Jean MacGregor  Barbara Leigh Smith 《About Campus》2005,10(2):2-8

A multiyear effort to understand and improve the practice of learning communities across North America has revealed encouraging trends and areas in which work should continue. The authors asked nearly sixty educators involved in the work to write and talk about the state of learning communities.  相似文献   

Female Participation as Top-Producing Authors,Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016     

Hannah K. Greenbaum  Hayden L. Goodsir  M Cecil Smith  Daniel H. Robinson 《Educational Psychology Review》2018,30(4):1283-1289

This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four previous studies (Evans et al. Educational Psychology Review, 17(3), 263–271, 2005; Fong et al. Educational Psychology Review, 21(3), 267–277, 2009; Greenbaum et al. Educational Psychology Review, 28, 215–223, 2016; Robinson et al. Contemporary Educational Psychology, 23, 331–343, 1998) and also compare top female authors to the top male authors. The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004.  相似文献   

’Process’ and Educational Analysis     

Richard Smith 《British Journal of Sociology of Education》1987,8(4):391-405

The intention of this paper is to investigate the use of the term ‘process’ in educational analysis. Drawing on a model proposed by Apple & Weis (1985) for conceptualising ideological reproduction in education, the paper argues that ‘process’ is in greater need of clarification than the terms to which it refers. The claim is that ‘process’ has become a taken‐for‐granted but untheorised term in writing about ideology in particular and has become what Ardener (1978) calls, a ‘language shadow’. By this he means a metaphoric circumlocution that ambiguously sketches ideas that are beyond the capacity of real language to express. To this extent, ‘process’ masks rather than explicates the very mechanisms that are said to set in motion terms such as ideology. Consequently, it is argued that the process model of Apple & Weis requires additional elements for the theoretical explanation of ideological reproduction and for establishing a fit between the model and the world it depicts. Finally, the paper attempts to extend Apple & Weis's analysis by proposing a closer focus on the discursive practices of schools so that their complexity is accounted for in theoretical models.  相似文献   

The emancipatory potential of transformative mixed methods designs: informing youth participatory action research and restorative practices within a district-wide school transformation project     

Bernice Raveche Garnett  Lance C. Smith  Colby T. Kervick  Tracy A. Ballysingh  Mika Moore  Eliaquin Gonell 《International Journal of Research & Method in Education》2019,42(3):305-316

ABSTRACT

This paper considers the emancipatory potential of incorporating youth participatory action research (YPAR) and restorative practices (RP) implementation into a transformative mixed methods study design as a means to create equitable and caring school systems for marginalized youth. The utilization of transformative mixed methods research offers a methodological orientation to legitimize, illuminate, and prioritize perspectives from marginalized youth that may be undervalued, decontextualized, and oversimplified in traditional quantitative and qualitative research methodologies. Furthermore, the authors suggest that YPAR and RP align with Critical Theory and Quantitative Criticalism, which are theoretical and methodological frameworks consistent with the transformative paradigm. The integration of these various theoretical, methodological and applied frameworks provides researchers opportunities to flatten hierarchies and actively engage marginalized youth to address the structural and programmatic inequities they experience in schools. Informed by the authors’ multi-year university-school district action research partnership, this paper explores how the alignment of YPAR, RP, and transformative mixed methods may promote critical consciousness amongst students, families, staff, and administration in schools. Finally, we also demonstrate how social science researchers can blend YPAR, RP, and transformative mixed methods design to partner with school districts to address structural societal problems, such as racism and inequity.  相似文献   

Separating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior     

Aaron PG  Joshi RM  Palmer H  Smith N  Kirby E 《Journal of learning disabilities》2002,35(5):425-35, 447

Conventional methods of differentiating reading disability (RD) caused by deficits in decoding skills or comprehension from poor reading performance caused by inconsistent attention associated with attention-deficit/hyperactivity disorder (ADHD) have produced equivocal results. This study presents a model of differential diagnosis of attentional problems and RD that differs from these conventional approaches. The new diagnostic procedure uses intraindividual differences seen in the performance of at-risk learners on tasks related to reading that vary in their sensitivity to the sustained attention required for successful performance. The hypothesis is that children with inconsistent attention would perform more poorly on tests that require sustained attention, such as listening comprehension, than on tests that are more tolerant of inattention, such as reading comprehension. Such differences would not be seen in the test scores of children who have only RD, because their performance is determined more by the difficulty level of the reading tests than by the degree of sensitivity of the task to attention. The validity of this new model was evaluated by determining the capability of the differences seen in the scores of tests that differ in their sensitivity to sustained attention to predict the degree of inconsistency in sustained attention as measured by a continuous performance test. The data obtained from 39 children who are at risk for RD suggest that this is a viable model.  相似文献   

Another look at the “C” in CBM: Does it really matter if curriculum‐based measurement reading probes are curriculum‐based?     

Kelly A. Powell‐Smith  Kathy L. Bradley‐Klug 《Psychology in the schools》2001,38(4):299-312

This study investigated differences between two types of reading probe material to monitor students' oral reading fluency over time. Thirty‐six second‐grade students participated in this study. Twice each week for 5 weeks, participants read two passages from each of two sources. One source was the curriculum in which the child was being instructed at school, and the second source was the “Tests of Reading Fluency,” a set of generic (curriculum‐independent) passages. Standardized curriculum‐based measurement administration and scoring procedures were used. Level and rate of improvement (slope) of oral reading fluency were the dependent measures. Level and slope data were analyzed using two, two‐tailed t‐tests. Also, readability of passages was calculated using two readability formulas. Correlational analyses were used to examine the relation between the readability and reading fluency. Correlations among readability and words read correct were not significant. Results of the analyses examining level and slope indicated that students read significantly more words correct in the generic reading passages than in the curriculum‐based passages. However, rate of progress was not significantly different. These results suggest that practitioners could use either set of passages to gauge students' reading progress over time. Implications for future research and practice are discussed. © 2001 John Wiley & Sons, Inc.  相似文献   

The European teaching force: Conditions,mobility and qualifications     

Janet Smith 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(6):641-657

Full realisation of the original aims of the EC — freedom of movement, services, capital and labour — coincides with an increasing focus on the role and function of teachers, on their supply and management and on their level of qualifications and expertise as the key to the provision of the high quality education provision which the new single Europe needs. As the largest occupational group within the EC with a pivotal position in the restructuring of education, lifelong learning and the management of human resources, teachers have come under the political spotlight. How they are selected, trained and qualified, what a government expects from their work and how their contribution to society is recognised and recompensed varies from country to country. This article provides basic facts on the conditions of service in the teaching forces in Member States and considers whether the Single Market principle can be extended to educational provision and teacher mobility in the light of evidence from the EC and the Nordic countries.

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Zusammenfassung Die Verwirklichung der ursprünglichen Ziele der EG — grenzüberschreitende Mobilität und Dienstleistungen, grenzüberschreitender Kapital- und Arbeitsmarkt — fällt mit einer wachsenden Bedeutung der Rolle und Funktionen der Lehrer zusammen. Gleichzeitig rücken Ausrüstung and Management sowie Qualifikation und Expertise der Lehrer als Schlüssel zu einem qualitativ anspruchsvollen Bildungsangebot, das für ein neues gemeinsames Europa eine wesentliche Rolle spielt, in den Brennpunkt. Lehrer sind als größte Berufsgruppe innerhalb der EG mit einer Schlüsselrolle in der Umstrukturierung des Bildungsangebots, lebenslangen Lernens und der Organisation menschlicher Ressourcen in das politische Interesse gerückt. Ihre Auswahl, Ausbildung und Qualifikation, die Ansprüche der Regierungen an ihre Arbeit und ihre Anerkennung durch die Gesellschaft unterscheidet sich von Land zu Land. Dieser Artikel vermittelt grundsätzliche Fakten über die Dienstleistungsbedingungen der Lehrerschaft in den Mitgliedstaaten und anhand von Erfahrungen der EG und der nordischen Länder wird diskutiert, ob das Prinzip eines gesamteuropäischen Marktes auf Bildungsangebot und Lehrermobilität ausgedehnt werden kann.

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Résumé La pleine réalisation des fins primordiales de la CE — liberté de mouvement, de services, de capital et de travail — coïncide avec l'accent grandissant mis sur le rôle et la fonction des enseignants, sur leur nombre et leur gestion, sur leurs qualifications et leur expertise comme la clé d'un enseignement de haute qualité dont la nouvelle Europe unique a besoin. Etant le plus grand groupe professionnel au sein de la CE et occupant une position clef dans la restructuration de l'éducation, de l'apprentissage permanent et de la gestion des ressources humaines, les enseignants en sont venus à occuper une place de premier plan sur la scène politique. La manière dont ils sont recrutés, formés et qualifiés, les exigences d'un gouvernement vis-à-vis de leur travail, la reconnaissance et la récompense de leur contribution apportée à la société varient d'un pays à un autre. On présente dans cet article les éléments essentiels des conditions d'emploi des enseignants dans les Etats membres et on se demande si le principe du marché unique peut s'étendre à l'enseignement et à la mobilité des enseignants en tenant compte des données fournies par la CE et les pays du Nord.

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