Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on ... more Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre-including this research content-immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
Autonomous motivation based on self‐determination theory has been posited as an important common ... more Autonomous motivation based on self‐determination theory has been posited as an important common factor. This study tested whether its influence on outcome extended to mildly distressed clients treated by counselor trainees at a university counseling training center. The study was naturalistic and examined 138 clients, who were mildly distressed according to the Outcome Questionnaire‐45 (OQ‐45). Clients completed the OQ‐45 every session and their motivation after the third session. Hierarchical linear modeling revealed that after controlling for autonomous and controlled types of motivation, intrinsic motivation had the strongest impact on reducing client symptoms over time. Findings suggested that the positive influence of autonomous motivation extends to moderately distressed clients treated by novice counselors. However, the positive impact of autonomous motivation may depend on client severity. Implications for future research and counseling practice were discussed.
Few studies have investigated the interactions of gender and social class as they relate to the d... more Few studies have investigated the interactions of gender and social class as they relate to the decision made by adolescent students concerning college attendance, particularly in light of socio-cultural assumptions about men's and women's changing roles. We use evidence from the Education Longitudinal Study of 2002 (ELS:02) to investigate this complicated relationship, using parent data to establish family socioeconomic status. Using participants' tenth grade answers to questions about their personal values, and their plans and reasons for attending college, we tested whether social class as well as 10th grade values toward family and work functioned differently for male and female students in their path to and enrollment in post-secondary education. Our findings reveal important gender differences in the relative importance of adolescent values in linking to post-secondary educational goals.
Educational Evaluation and Policy Analysis, Jun 1, 1997
This study investigated how the organization of the mathematics curriculum in U.S. high schools a... more This study investigated how the organization of the mathematics curriculum in U.S. high schools affects how much students learn in that subject. The study used data on the background and academic proficiency of 3,056 high school seniors in 123 public high schools from the 1990 National Assessment of Educational Progress (NAEP) in mathematics. These data were linked with information from students’ high school transcripts and with information from their high schools about courses offered during that period. To accommodate the nested structure of the data and research questions, we used Hierarchical Linear Modeling (HLM) methods, including a subroutine (HLM2PV) that simplifies the proper use of multiple plausible values estimates for NAEP proficiency scores. Results provide support for our hypothesis about curriculum constraint: Students learn more in schools that offer them a narrow curriculum composed mostly of academic courses. Difficulties in conducting school effects studies using NAEP proficiency score outcomes, particularly the procedures for estimating plausible values, are discussed.
Page 1. How High School Organization Influences the Equitable Distribution of Learning in Mathema... more Page 1. How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science Valerie E. Lee University of Michigan Julia B. Smith University of Rochester Robert G. Croninger University of Maryland ...
This paper examines the formation of the Women’s Studies Department at Simon Fraser University. W... more This paper examines the formation of the Women’s Studies Department at Simon Fraser University. While the struggle to establish this, the first credit Women’s Studies program in Canada, was a significant part of the second wave women’s movement and a crucial step towards achieving the broader goal of reinserting women back into academic discourse, in many disciplines the study of women continues to remain peripheral to “traditional” areas of inquiry. This paper will argue that although the establishment of the Women’s Studies department was a monumental achievement for women at the time and has undoubtedly greatly improved the status of women’s voices within academic research, it is not enough. What is required now is the incorporation of these voices into the mainstream disciplines; the ideal being an academic world that fully reflects the pluralistic society in which we live.
Riverside High School grid and group typology for school environment ..........161 Riverside High... more Riverside High School grid and group typology for school environment ..........161 Riverside High School grid and group typology for professional development strategies .
This paper examines how students' reading and mathematics achievement gains over the high school ... more This paper examines how students' reading and mathematics achievement gains over the high school years are influenced by the size of the high school they attend. Analyses of three waves of data from the National Educational Longitudinal Study of 1988 used hierarchical linear modeling methods to examine three questions: (1) which size high school is most effective for students' learning; (2) which size is most equitable; and (3) whether the effects of school size are consistent across high schools defined by their social compositions. Results indicate that the ideal high school, defined in terms of effectiveness (learning), enrolls 600-900 students. Students learn less in schools smaller than this, but students in very large high schools (over 2,100 students) learn considerably less. Learning is more equitable, however, in very small high schools, with equity defined by the relationship between learning and student socioeconomic status (SES). Important for educational policy is the finding that the influence of school size on learning is different in schools that vary by student SES and in schools with differing proportions of minorities. Enrollment size has a stronger effect on learning in schools with lower-SES students, and also in schools with high concentrations of minority students. Implications for educational policy are discussed. Contains 38 references and 11 figures and data tables. (Author/SV) Reproductions supplied by EDRS are the best that can be made from the original document.
This study considers the quality of classroom instruction in the context of the reform efforts of... more This study considers the quality of classroom instruction in the context of the reform efforts of the Chicago, Illinois, public schools. Surveys completed by 2,036 elementary and high school teachers were used in this study. The survey analyses are supplemented by observations of more than 800 language arts and mathematics classes in 8 elementary schools and 7 high schools. Teacher responses and observations show that when teachers have to juggle considerations about the students they teach and the learning goals they attempt to reach, unaligned and incoherent instructional programs can emerge. This research makes it clear that external guidelines and mandates do not, by themselves, prevent troubling differences in teaching and learning from occurring. Standards documents must be understood as only the first step in educational change. Good teacher communication and collaboration play a vital role in bringing standards from paper to practice and in shaping how instruction develops and progresses across classrooms and grades. Closer physical and social proximity among members of a school community (small school size) can help reform efforts. A negative relationship was found between high levels of student mobility and instructional pacing and coherence. The school characteristics that this research found to be significantly related to grade-level pacing and instructional coherence, stronger professional community, smaller school size, and lower levels of student mobility can all be influenced by policy action. (Contains 12 figures, 17 endnotes, and 20 references.) (SLD) Improvillg hicago rStilools Consortium on
Archives of Pediatrics & Adolescent Medicine, 2012
Objective: To assess long-term developmental outcome in children who received iron-fortified or l... more Objective: To assess long-term developmental outcome in children who received iron-fortified or lowiron formula. Design: Follow-up at 10 years of a randomized controlled trial (1991-1994) of 2 levels of formula iron. Examiners were masked to group assignment.
This study explores cultural messages about teachers and teaching, as delivered by current childr... more This study explores cultural messages about teachers and teaching, as delivered by current children\u27s literature. Our findings confirmed that teachers are still portrayed, in text and picture, as White, kind, conservative, women who teach for the love of children. More surprisingly, we also found that: 1) the stories conveyed strong themes of students acting as agents of teachers’ identity work, 2) that students often position teachers as sex objects, and 3) that teachers’ social class is characterized as working class. The results imply ambivalence about teachers’ identities and suggest that the teaching profession keeps women in a powerless and objectified job
This study explores cultural messages about teachers and teaching, as delivered by current childr... more This study explores cultural messages about teachers and teaching, as delivered by current children's literature. Our findings confirmed that teachers are still portrayed, in text and picture, as White, kind, conservative, women who teach for the love of children. More surprisingly, we also found that: 1) the stories conveyed strong themes of students acting as agents of teachers’ identity work, 2) that students often position teachers as sex objects, and 3) that teachers’ social class is characterized as working class. The results imply ambivalence about teachers’ identities and suggest that the teaching profession keeps women in a powerless and objectified job. Since its re-emergence after WWII as a popular medium of entertainment in the United States (Meigs, 1953) researchers have analyzed children‘s fiction as a possible tool for cultural dissemination (Adams, 1953; Fraser, 1978; Jan, 1974; Kohl, 1995; Sadker & Sadker, 1977). Apart from general inquiries about the nature and...
This study examines the Civil Rights Data Collection of 2014, consisting of 49,605,534 students f... more This study examines the Civil Rights Data Collection of 2014, consisting of 49,605,534 students from 95,635 public schools covering grades from Kindergarten to 12 grade. The primary focus of this study was to examine the relative distribution of different types of discipline between ethnic groups and genders. In every category, the levels reported for either African-American or Native American students were much higher than any other group. Native American levels were highest for referral to law enforcement and for expulsion with or without school services. For almost every gender comparison within each ethnic group, male students were more likely to receive punishment than female students. For Native American students, girls were more likely than boys to receive inschool suspension, out-of-school suspension, expulsion either with or without educational services, and to be referred to law enforcement or experience school-related arrest.
Effective teaching, as endorsed by the current standards movement, describes an effective teacher... more Effective teaching, as endorsed by the current standards movement, describes an effective teacher as one who is "highly-qualified." No Child Left Behind (2001) defines a highly qualified teacher as one who possesses a bachelor's degree, full state certification or licensure, and prove that they know each subject they teach. Essentially, policymakers have defined the qualities of effective teachers only in terms of the teachers' academic abilities. In contrast, research suggests that teacher candidates' conceptions of the characteristics of effective teachers may vary greatly from the teacher quality definitions provided by current high stakes policies (Book, Byers & Freeman, 1983; Reeves & Kazelskis, 1985). As early as the 1980s, Lasley (1980) identified a fundamental belief held by teacher candidates regarding the characteristics of a good teacher is
Association. Reprinted and Translated with permission of the publisher". Com os agradecimentos da... more Association. Reprinted and Translated with permission of the publisher". Com os agradecimentos da Fundação Carlos Chagas à American Educational Research Association e à Educational Evaluation and Policy Analysis pela licença para tradução e publicação deste artigo. Tradução de Nícia M. Bessa, PhD. minorías sociales. Implicaciones para la política educacional son discutidas. Palabras-clave: Tamaño de la escuela y aprendizaje, modelos jerárquicos lineares, desarrollo en lectura y matemáticas, composición social, nivel socio económico.
The role of personal and contextual factors in predicting principals' age, gender, experience, se... more The role of personal and contextual factors in predicting principals' age, gender, experience, self-concept, and personal incentives is examined in this exploratory study. Contextual factors include characteristics of the school, staff, and community, and the district's psychological environment. In a sample of 160 Illinois principals, multiple regression was used to identify significant predictors of two leadership behaviors and three management behaviors. Findings indicate that the most influential personal characteristics are individual goals and incentives, and the most influential contextual factors are district psychological environment. Staff characteristics are associated with four of the five administrative behaviors, and community characteristics are unrelated to either management or leadership functions. Four tables are included. (25 references) (LMI)
ABSTRACT This study used Hierarchical Linear Modeling to analyze the relationship between school ... more ABSTRACT This study used Hierarchical Linear Modeling to analyze the relationship between school organizational behaviors and practices (at the school level) on teachers' reports of internal and external physiological sources of efficacy. Six hundred sixty-one teachers from 42 schools in the United States were surveyed to measure both individual sources of teacher efficacy and their school's professional learning community organizational behaviors. Findings from this study support existing research which suggests a relationship between collaborative organizational culture and these efficacy sources. It also adds to existing research by demonstrating which efficacy sources have a positive or negative relationship to the organizational behaviors.
Background-Iron-deficiency anemia (IDA) is associated with alterations in infant behavior and dev... more Background-Iron-deficiency anemia (IDA) is associated with alterations in infant behavior and development that may not be corrected with iron therapy. Objective-To determine if a home-based intervention to foster child development improves behavior and development of infants with IDA. Methods-Infants with IDA and nonanemic infants aged 6 and 12 months were treated with oral iron and randomly assigned to a year of surveillance or intervention. Infants in the surveillance group were visited weekly, and information on iron intake, feeding, and health were recorded. Infants in the intervention were visited weekly, and the home visits included an hour-long program to foster child development by providing support to the mother-infant relationship. The number of infants enrolled was 128 (66 who received intervention) and 149 (70 intervention) at 6 and 12 months, respectively. Psychologists who were unaware of iron status and intervention assignment assessed infants' cognitive, motor, and social-emotional development (Bayley Scales) at the beginning, midpoint, and end of the year; 116 6-month-olds and 134 12-month-olds had at least 2 assessments. Hierarchical linear modeling was used to analyze change over time. Results-Infants with IDA, regardless of enrollment age, were rated as less positive in socialemotional behavior at baseline. There were significant interactions between iron status and intervention associated with change in cognitive performance and positive social-emotional behavior. Infants with IDA who received intervention had developmental trajectories comparable to those of nonanemic infants in the intervention and surveillance groups, but these infants did not catch up in social-emotional behavior. Infants with IDA who received surveillance showed less increase in cognitive scores and had declines in positive social-emotional ratings.
Archives of Pediatrics & Adolescent Medicine, 2006
To assess change in cognitive functioning after iron deficiency in infancy, depending on socioeco... more To assess change in cognitive functioning after iron deficiency in infancy, depending on socioeconomic status (SES; middle vs low).
Although the effort to restructure the American high school is in high gear, little attention has... more Although the effort to restructure the American high school is in high gear, little attention has been directed to how changes in high schools' organizational structures might affect the dynamic of equity in student learning-the ways that schooling outcomes reflect students' social background. This paper aims to identify organizational properties of schools that are simultaneously associated with both effectiveness and equity, with a focus on equity. The investigation addresses the ways that achievement gains in mathematics and science correspond to the social distribution of family sucioeconomic status. Using data from the first three waves of the National Education Longitudinal Study (1988), researchers compared the equity of achievement between schools that follow restructured reform practices to those following more traditional practices. In addition to finding improved achievement and equity in restructuring schools, the study identified specific characteristics of these schools' academic and social organization that help explain their improved student performance. These include smaller school size; a restricted, unified academic curriculum; and a strong commitment to viewing learning resources as a public, rather than a private good. Included are several tables and 36 references.
Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on ... more Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre-including this research content-immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
Autonomous motivation based on self‐determination theory has been posited as an important common ... more Autonomous motivation based on self‐determination theory has been posited as an important common factor. This study tested whether its influence on outcome extended to mildly distressed clients treated by counselor trainees at a university counseling training center. The study was naturalistic and examined 138 clients, who were mildly distressed according to the Outcome Questionnaire‐45 (OQ‐45). Clients completed the OQ‐45 every session and their motivation after the third session. Hierarchical linear modeling revealed that after controlling for autonomous and controlled types of motivation, intrinsic motivation had the strongest impact on reducing client symptoms over time. Findings suggested that the positive influence of autonomous motivation extends to moderately distressed clients treated by novice counselors. However, the positive impact of autonomous motivation may depend on client severity. Implications for future research and counseling practice were discussed.
Few studies have investigated the interactions of gender and social class as they relate to the d... more Few studies have investigated the interactions of gender and social class as they relate to the decision made by adolescent students concerning college attendance, particularly in light of socio-cultural assumptions about men's and women's changing roles. We use evidence from the Education Longitudinal Study of 2002 (ELS:02) to investigate this complicated relationship, using parent data to establish family socioeconomic status. Using participants' tenth grade answers to questions about their personal values, and their plans and reasons for attending college, we tested whether social class as well as 10th grade values toward family and work functioned differently for male and female students in their path to and enrollment in post-secondary education. Our findings reveal important gender differences in the relative importance of adolescent values in linking to post-secondary educational goals.
Educational Evaluation and Policy Analysis, Jun 1, 1997
This study investigated how the organization of the mathematics curriculum in U.S. high schools a... more This study investigated how the organization of the mathematics curriculum in U.S. high schools affects how much students learn in that subject. The study used data on the background and academic proficiency of 3,056 high school seniors in 123 public high schools from the 1990 National Assessment of Educational Progress (NAEP) in mathematics. These data were linked with information from students’ high school transcripts and with information from their high schools about courses offered during that period. To accommodate the nested structure of the data and research questions, we used Hierarchical Linear Modeling (HLM) methods, including a subroutine (HLM2PV) that simplifies the proper use of multiple plausible values estimates for NAEP proficiency scores. Results provide support for our hypothesis about curriculum constraint: Students learn more in schools that offer them a narrow curriculum composed mostly of academic courses. Difficulties in conducting school effects studies using NAEP proficiency score outcomes, particularly the procedures for estimating plausible values, are discussed.
Page 1. How High School Organization Influences the Equitable Distribution of Learning in Mathema... more Page 1. How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science Valerie E. Lee University of Michigan Julia B. Smith University of Rochester Robert G. Croninger University of Maryland ...
This paper examines the formation of the Women’s Studies Department at Simon Fraser University. W... more This paper examines the formation of the Women’s Studies Department at Simon Fraser University. While the struggle to establish this, the first credit Women’s Studies program in Canada, was a significant part of the second wave women’s movement and a crucial step towards achieving the broader goal of reinserting women back into academic discourse, in many disciplines the study of women continues to remain peripheral to “traditional” areas of inquiry. This paper will argue that although the establishment of the Women’s Studies department was a monumental achievement for women at the time and has undoubtedly greatly improved the status of women’s voices within academic research, it is not enough. What is required now is the incorporation of these voices into the mainstream disciplines; the ideal being an academic world that fully reflects the pluralistic society in which we live.
Riverside High School grid and group typology for school environment ..........161 Riverside High... more Riverside High School grid and group typology for school environment ..........161 Riverside High School grid and group typology for professional development strategies .
This paper examines how students' reading and mathematics achievement gains over the high school ... more This paper examines how students' reading and mathematics achievement gains over the high school years are influenced by the size of the high school they attend. Analyses of three waves of data from the National Educational Longitudinal Study of 1988 used hierarchical linear modeling methods to examine three questions: (1) which size high school is most effective for students' learning; (2) which size is most equitable; and (3) whether the effects of school size are consistent across high schools defined by their social compositions. Results indicate that the ideal high school, defined in terms of effectiveness (learning), enrolls 600-900 students. Students learn less in schools smaller than this, but students in very large high schools (over 2,100 students) learn considerably less. Learning is more equitable, however, in very small high schools, with equity defined by the relationship between learning and student socioeconomic status (SES). Important for educational policy is the finding that the influence of school size on learning is different in schools that vary by student SES and in schools with differing proportions of minorities. Enrollment size has a stronger effect on learning in schools with lower-SES students, and also in schools with high concentrations of minority students. Implications for educational policy are discussed. Contains 38 references and 11 figures and data tables. (Author/SV) Reproductions supplied by EDRS are the best that can be made from the original document.
This study considers the quality of classroom instruction in the context of the reform efforts of... more This study considers the quality of classroom instruction in the context of the reform efforts of the Chicago, Illinois, public schools. Surveys completed by 2,036 elementary and high school teachers were used in this study. The survey analyses are supplemented by observations of more than 800 language arts and mathematics classes in 8 elementary schools and 7 high schools. Teacher responses and observations show that when teachers have to juggle considerations about the students they teach and the learning goals they attempt to reach, unaligned and incoherent instructional programs can emerge. This research makes it clear that external guidelines and mandates do not, by themselves, prevent troubling differences in teaching and learning from occurring. Standards documents must be understood as only the first step in educational change. Good teacher communication and collaboration play a vital role in bringing standards from paper to practice and in shaping how instruction develops and progresses across classrooms and grades. Closer physical and social proximity among members of a school community (small school size) can help reform efforts. A negative relationship was found between high levels of student mobility and instructional pacing and coherence. The school characteristics that this research found to be significantly related to grade-level pacing and instructional coherence, stronger professional community, smaller school size, and lower levels of student mobility can all be influenced by policy action. (Contains 12 figures, 17 endnotes, and 20 references.) (SLD) Improvillg hicago rStilools Consortium on
Archives of Pediatrics & Adolescent Medicine, 2012
Objective: To assess long-term developmental outcome in children who received iron-fortified or l... more Objective: To assess long-term developmental outcome in children who received iron-fortified or lowiron formula. Design: Follow-up at 10 years of a randomized controlled trial (1991-1994) of 2 levels of formula iron. Examiners were masked to group assignment.
This study explores cultural messages about teachers and teaching, as delivered by current childr... more This study explores cultural messages about teachers and teaching, as delivered by current children\u27s literature. Our findings confirmed that teachers are still portrayed, in text and picture, as White, kind, conservative, women who teach for the love of children. More surprisingly, we also found that: 1) the stories conveyed strong themes of students acting as agents of teachers’ identity work, 2) that students often position teachers as sex objects, and 3) that teachers’ social class is characterized as working class. The results imply ambivalence about teachers’ identities and suggest that the teaching profession keeps women in a powerless and objectified job
This study explores cultural messages about teachers and teaching, as delivered by current childr... more This study explores cultural messages about teachers and teaching, as delivered by current children's literature. Our findings confirmed that teachers are still portrayed, in text and picture, as White, kind, conservative, women who teach for the love of children. More surprisingly, we also found that: 1) the stories conveyed strong themes of students acting as agents of teachers’ identity work, 2) that students often position teachers as sex objects, and 3) that teachers’ social class is characterized as working class. The results imply ambivalence about teachers’ identities and suggest that the teaching profession keeps women in a powerless and objectified job. Since its re-emergence after WWII as a popular medium of entertainment in the United States (Meigs, 1953) researchers have analyzed children‘s fiction as a possible tool for cultural dissemination (Adams, 1953; Fraser, 1978; Jan, 1974; Kohl, 1995; Sadker & Sadker, 1977). Apart from general inquiries about the nature and...
This study examines the Civil Rights Data Collection of 2014, consisting of 49,605,534 students f... more This study examines the Civil Rights Data Collection of 2014, consisting of 49,605,534 students from 95,635 public schools covering grades from Kindergarten to 12 grade. The primary focus of this study was to examine the relative distribution of different types of discipline between ethnic groups and genders. In every category, the levels reported for either African-American or Native American students were much higher than any other group. Native American levels were highest for referral to law enforcement and for expulsion with or without school services. For almost every gender comparison within each ethnic group, male students were more likely to receive punishment than female students. For Native American students, girls were more likely than boys to receive inschool suspension, out-of-school suspension, expulsion either with or without educational services, and to be referred to law enforcement or experience school-related arrest.
Effective teaching, as endorsed by the current standards movement, describes an effective teacher... more Effective teaching, as endorsed by the current standards movement, describes an effective teacher as one who is "highly-qualified." No Child Left Behind (2001) defines a highly qualified teacher as one who possesses a bachelor's degree, full state certification or licensure, and prove that they know each subject they teach. Essentially, policymakers have defined the qualities of effective teachers only in terms of the teachers' academic abilities. In contrast, research suggests that teacher candidates' conceptions of the characteristics of effective teachers may vary greatly from the teacher quality definitions provided by current high stakes policies (Book, Byers & Freeman, 1983; Reeves & Kazelskis, 1985). As early as the 1980s, Lasley (1980) identified a fundamental belief held by teacher candidates regarding the characteristics of a good teacher is
Association. Reprinted and Translated with permission of the publisher". Com os agradecimentos da... more Association. Reprinted and Translated with permission of the publisher". Com os agradecimentos da Fundação Carlos Chagas à American Educational Research Association e à Educational Evaluation and Policy Analysis pela licença para tradução e publicação deste artigo. Tradução de Nícia M. Bessa, PhD. minorías sociales. Implicaciones para la política educacional son discutidas. Palabras-clave: Tamaño de la escuela y aprendizaje, modelos jerárquicos lineares, desarrollo en lectura y matemáticas, composición social, nivel socio económico.
The role of personal and contextual factors in predicting principals' age, gender, experience, se... more The role of personal and contextual factors in predicting principals' age, gender, experience, self-concept, and personal incentives is examined in this exploratory study. Contextual factors include characteristics of the school, staff, and community, and the district's psychological environment. In a sample of 160 Illinois principals, multiple regression was used to identify significant predictors of two leadership behaviors and three management behaviors. Findings indicate that the most influential personal characteristics are individual goals and incentives, and the most influential contextual factors are district psychological environment. Staff characteristics are associated with four of the five administrative behaviors, and community characteristics are unrelated to either management or leadership functions. Four tables are included. (25 references) (LMI)
ABSTRACT This study used Hierarchical Linear Modeling to analyze the relationship between school ... more ABSTRACT This study used Hierarchical Linear Modeling to analyze the relationship between school organizational behaviors and practices (at the school level) on teachers' reports of internal and external physiological sources of efficacy. Six hundred sixty-one teachers from 42 schools in the United States were surveyed to measure both individual sources of teacher efficacy and their school's professional learning community organizational behaviors. Findings from this study support existing research which suggests a relationship between collaborative organizational culture and these efficacy sources. It also adds to existing research by demonstrating which efficacy sources have a positive or negative relationship to the organizational behaviors.
Background-Iron-deficiency anemia (IDA) is associated with alterations in infant behavior and dev... more Background-Iron-deficiency anemia (IDA) is associated with alterations in infant behavior and development that may not be corrected with iron therapy. Objective-To determine if a home-based intervention to foster child development improves behavior and development of infants with IDA. Methods-Infants with IDA and nonanemic infants aged 6 and 12 months were treated with oral iron and randomly assigned to a year of surveillance or intervention. Infants in the surveillance group were visited weekly, and information on iron intake, feeding, and health were recorded. Infants in the intervention were visited weekly, and the home visits included an hour-long program to foster child development by providing support to the mother-infant relationship. The number of infants enrolled was 128 (66 who received intervention) and 149 (70 intervention) at 6 and 12 months, respectively. Psychologists who were unaware of iron status and intervention assignment assessed infants' cognitive, motor, and social-emotional development (Bayley Scales) at the beginning, midpoint, and end of the year; 116 6-month-olds and 134 12-month-olds had at least 2 assessments. Hierarchical linear modeling was used to analyze change over time. Results-Infants with IDA, regardless of enrollment age, were rated as less positive in socialemotional behavior at baseline. There were significant interactions between iron status and intervention associated with change in cognitive performance and positive social-emotional behavior. Infants with IDA who received intervention had developmental trajectories comparable to those of nonanemic infants in the intervention and surveillance groups, but these infants did not catch up in social-emotional behavior. Infants with IDA who received surveillance showed less increase in cognitive scores and had declines in positive social-emotional ratings.
Archives of Pediatrics & Adolescent Medicine, 2006
To assess change in cognitive functioning after iron deficiency in infancy, depending on socioeco... more To assess change in cognitive functioning after iron deficiency in infancy, depending on socioeconomic status (SES; middle vs low).
Although the effort to restructure the American high school is in high gear, little attention has... more Although the effort to restructure the American high school is in high gear, little attention has been directed to how changes in high schools' organizational structures might affect the dynamic of equity in student learning-the ways that schooling outcomes reflect students' social background. This paper aims to identify organizational properties of schools that are simultaneously associated with both effectiveness and equity, with a focus on equity. The investigation addresses the ways that achievement gains in mathematics and science correspond to the social distribution of family sucioeconomic status. Using data from the first three waves of the National Education Longitudinal Study (1988), researchers compared the equity of achievement between schools that follow restructured reform practices to those following more traditional practices. In addition to finding improved achievement and equity in restructuring schools, the study identified specific characteristics of these schools' academic and social organization that help explain their improved student performance. These include smaller school size; a restricted, unified academic curriculum; and a strong commitment to viewing learning resources as a public, rather than a private good. Included are several tables and 36 references.
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