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Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed. 相似文献
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Hui Jin Peter van Rijn John C. Moore Malcolm I. Bauer Yamina Pressler Nissa Yestness 《International Journal of Science Education》2019,41(10):1324-1346
This article provides a validation framework for research on the development and use of science Learning Progressions (LPs). The framework describes how evidence from various sources can be used to establish an interpretive argument and a validity argument at five stages of LP research—development, scoring, generalisation, extrapolation, and use. The interpretation argument contains the interpretation (i.e. the LP and conclusions about students’ proficiency generated based on the LP) and the use of the LP. The validity argument specifies how the evidence from various sources supports the interpretation and the use of the LP. Examples from our prior and current research are used to illustrate the validation activities and analyses that can be conducted at each of the five stages. When conducting an LP study, researchers may use one or more validation activities or analyses that are theoretically necessary and practically applicable in their specific research contexts. 相似文献
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This paper presents the results of a study of interviews (N = 17) conducted with members of a community of practice (CP) comprised of school principals, vice principals, and department
heads responsible for teacher supervision in their respective schools. This CP met once a month over the course of 2 years
to work on adapting the New Brunswick Department of Education’s Francophone Teacher Evaluation Program. Using Wenger’s (Communities of practice: Learning, meaning and identity. Cambridge University Press, New York, 1998) CP theoretical framework centered on four main concepts, namely meaning, practice, community, and identity, our study reveals
that participants acquired knowledge by sharing their teacher supervision experiences. The participants learned new knowledge
from others, enriched their supervision practices, and also gained indispensable practical skills with regard to the supervisory
process. Furthermore, their fruitful discussions resulted in the creation of friendships and a sense of collegiality as they
became agents for change. 相似文献
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