Curriculum-Based Measurement as a Predictor of Performance on a State Assessment: Diagnostic Efficiency of Local Norms     

Karen L. Sandberg Patton  Amy L. Reschly  James Appleton 《Educational Assessment》2013,18(4):284-301

With the concurrent emphasis on accountability, prevention, and early intervention, curriculum-based measurement of reading (R-CBM) is playing an increasingly important role in the educational process. This study investigated the differences in diagnostic accuracy and utility between commercial norms and local norms when making high-stakes, local decisions. Scores on Dynamic Indicators of Early Literacy Skills Oral Reading Fluency for 1,374 students in Grades 2 to 5 were used to predict outcomes the Georgia reading achievement test, the Criterion Referenced Competency Tests. Local norms were generated using logistic regression and receiver operator characteristic curve analysis. The generated cut scores were compared to the commercial norms for differences in diagnostic efficiency. The generated cut scores were lower than the commercial norms and had improved diagnostic efficiency. Implications related to educational policy and the use of R-CBM are discussed.  相似文献   

A Review of Research on School Bullying Among African American Youth: An Ecological Systems Analysis     

Desmond Upton Patton  Jun Sung Hong  Abigail B. Williams  Paula Allen-Meares 《Educational Psychology Review》2013,25(2):245-260

School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors occurring in multiple settings, such as home, school, and neighborhood. As a holistic model, the social–ecological framework provides a context with which to situate and interpret findings and draw implications from a broader psychosocial framework, which can be applicable across various systems. We utilize Bronfenbrenner’s (American Psychologist 32:513–531, 1977) social–ecological framework as a springboard for investigating the accumulation of risk contributors and the presences of protective factors in relation to school bullying and peer victimization of African American youth. More specifically, we examine the risk and protective factors occurring in the micro- (i.e., parents, peers, school, and community), exo- (i.e., parental stress), and macrosystem levels (i.e., hypermasculinity, and gender role beliefs and stereotypes). We then discuss implications for research and school-based practice.  相似文献   

Differences in Career Attitude and Career Knowledge for High School Students with and without Paid Work Experience     

Creed  Peter A.  Patton  Wendy 《International Journal for Educational and Vocational Guidance》2003,3(1):21-33

A large sample (N =1,279) of high school students was assessedusing the Career Maturity Inventory (CDI-A;Lokan, 1984). The two composite scales ofCareer Development Attitude and CareerDevelopment Knowledge were examined in relationto age, gender and whether the students hadengaged in paid work experience. Levels ofcareer maturity increased with age, and ingeneral, females at all age levels reportedhigher levels of maturity than males. Studentswith paid work experience reported higherlevels of Career Development Attitude thanthose with no paid work experience. CareerDevelopment Knowledge was not associated withpaid work experience. Gender differences alsooccurred, with females with paid workexperience generally reporting higher levels ofcareer maturity than males with paid workexperience. Results are discussed in adevelopmental context.  相似文献   

Theoretical and Practical Perspectives for the Future of Educational and Vocational Guidance in Australia     

Patton  Wendy  McMahon  Mary 《International Journal for Educational and Vocational Guidance》2002,2(1):39-49

This article highlights therelationship between social change andeducational and vocational guidance provision,and emphasises the theoretical and practicalimperative to renew and refocus educational andvocational (career) guidance services. Afterdescribing the major influences on a changingeducational and vocational guidance nature andprovision, it describes a number of specificdevelopments in Australia.  相似文献   

Signature pedagogies in support of teachers’ professional learning     

Melissa Parker  Kevin Patton  Mary O'Sullivan 《Irish Educational Studies》2016,35(2):137-153

Signature pedagogies [Shulman, L. 2005 Shulman, L. 2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59. doi: 10.1162/0011526054622015[Crossref], [Web of Science ®] , [Google Scholar]. “Signature pedagogies in the professions.” Daedalus 134 (3): 52–59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development (PD). In all, 24 papers from the study of physical education PD projects with clearly articulated pedagogical objectives and documentation on achieving those objectives were included in the analysis. In total 479 teachers and 48 facilitators across the US and Europe were interviewed and/or surveyed. Three discrete PD signature pedagogies holding potential to enhance teacher growth and learning within the context of PD were identified: critical dialogue (process of acquiring knowledge through communicative interactions), public sharing of work (testing out practices in classrooms and share ideas with larger audiences), and communities of learners (collective learning around a shared concern or a passion). It is our hope in providing the beginnings of a common vocabulary for pedagogies of teacher professional learning we have encouraged additional steps toward developing signature pedagogies for learning across different PD settings and content areas.  相似文献   

Relations Between Dialect Variation, Grammar, and Early Spelling Skills     

Nicole Patton Terry 《Reading and writing》2006,19(9):907-931

Relationships among African American English (AAE), linguistic knowledge, and spelling skills were examined in a sample of 92 children in grades one through three whose speech varied in the frequency of morphosyntactic AAE features. Children were separated into groups of high (AAE speakers) and low (standard American English, SAE, speakers) use of AAE features in speech, and asked to produce, recognize, and spell four inflected grammatical morphemes because variable omission of these endings in speech is a morphosyntactic characteristic of AAE. The groups differed in their spelling and elicited spoken production of inflections, but not recognition of these forms. AAE speakers omitted the inflections more often at each grade. Density of morphosyntactic AAE features in speech was related directly to spelling inflections, but this effect was mediated by children’s understanding of standard grammatical forms.  相似文献   

Dialect variation,dialect-shifting,and reading comprehension in second grade     

Nicole Patton Terry  Carol McDonald Connor  Lakeisha Johnson  Adrienne Stuckey  Novell Tani 《Reading and writing》2016,29(2):267-295

The purpose of this study was to examine second graders’ (n = 680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills—in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring.  相似文献   

The Relationship Between Career Maturity and Work Commitment in a Sample of Australian High School Students     

Wendy Patton  Peter A. Creed 《Journal of Career Development》2002,29(2):69-85

The present study reports on a study conducted with 377 Australian students enrolled in grades 9 through 12. The Australian version of the Career Development Inventory (CDI-A; Lokan, 1984) and a work commitment measure modified for the Australian context (Rowley & Feather, 1987) were administered. Analyses were conducted with the four subscales of the CDI-A as the dependent measures, and two levels of work commitment (high/low), four levels of age (14–17) and gender (female/male) as the independent variables. Work commitment was moderately correlated with all subscales of the CDI-A. Gender differences were evident on work commitment and career maturity. A striking finding was the strong relationship between work commitment and the knowledge component of career maturity for females. Findings are discussed in the context of changing educational and labour market opportunities and the role of education programs in career maturity development.  相似文献   

A Critical Reflection on Career Development     

Peter McIlveen  Wendy Patton 《International Journal for Educational and Vocational Guidance》2006,6(1):15-27

The science and professional practices of vocational psychology and career development are brought into question via a critical polemic informed by the work of Foucault, with a particular focus on the application of theory and techniques of objective assessment and psychometrics. It is asserted that the scientific and professional discourse and constructs of traditional approaches to career development have been reified. The context of this discourse is discussed with respect to the risk that career development scientists and practitioners have become unwitting or complicit instruments of a broader economic and political discourse. Their alignment with the client is ultimately questioned.  相似文献   

Dialogical self: author and narrator of career life themes     

Peter McIlveen  Wendy Patton 《International Journal for Educational and Vocational Guidance》2007,7(2):67-80

This conceptual paper introduces the Theory of Dialogical Self to the career development literature. The life themes component of the Theory of Career Construction is the focus of application for dialogical self. It is proposed that the notion of dialogical self may contribute to understanding how individuals construct the career-related life themes. Dialogical self is thus presented as a promising theoretical construct to augment the explanatory capacity of the Theory of Career Construction and the constructivist, narrative approach to career theory in general. Implications for career counselling are presented.  相似文献