Operationalizing and validating disciplinary literacy in secondary education     

Hiller A. Spires  Shea N. Kerkhoff  Abbey C. K. Graham  Isaac Thompson  John K. Lee 《Reading and writing》2018,31(6):1401-1434

The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy.  相似文献   

Private and Public Schooling in Ghana: A Census and Comparative Survey     

James Tooley  Pauline Dixon  Isaac Amuah 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(4):389-415

A census and survey of schools in the district of Ga, Ghana, explored the nature and extent of private education, and compared inputs to public and private schooling. Three quarters of all schools found were private, with almost as many unregistered private as government schools. Several important differences between registered and unregistered private schools were noted, including age, fee levels charged, teacher salaries and class size. A range of inputs, such as teacher activity, availability of desks, chairs, libraries, toilets and drinking water, were used to compare inputs to government, unregistered and registered private schools. Some conclusions are explored about the potential role for the private sector in helping meet “education for all” targets.  相似文献   

The Right Hand's Cunning     

Isaac Toubin 《Journal of Jewish Education》2013,79(2-3):44-47

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Rumford falls power company     

Isaac Norris 《Journal of The Franklin Institute》1902,154(3):186-187

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Franklin Institute     

Isaac Norris 《Journal of The Franklin Institute》1880,110(6):426-432

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On the successful working,by locomotive power,over gradients of 1 in 17, and curves of 300 feet radius,on inclines in America     

T.S. Isaac 《Journal of The Franklin Institute》1859,67(6):368-372

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Investigating inclusive education in primary schools in Ghana: what inclusive cultures,environment, and practices support implementation?     

Isaac Opoku-Nkoom  Francis R. Ackah-Jnr 《Support for Learning》2023,38(1):17-36

Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple-scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school-wide professional development for sharing inclusive knowledge, enhancing teachers' pedagogical competence and promoting supportive inclusive cultures.  相似文献   

Linking and Aligning Scores and Scales by Dorans,N.J., Pommerich,M., & Holland,P.W.     

Isaac I. Bejar 《Journal of Educational Measurement》2010,47(2):255-260

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Reminiscence and Appreciation: A Personal Tribute     

Isaac B. Berkson 《Journal of Jewish Education》2013,79(1-2):45-48

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Earthen filtering plates     

Isaac Norris 《Journal of The Franklin Institute》1880,110(2):142-143

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