104 research outputs found
Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners
A proposed avenue for increasing studentsâ vocabulary knowledge and reading comprehension is instruction that promotes studentsâ enthusiasm and attention to words, referred to as word consciousness. This study seeks to investigate, at the utterance level, whether and how word consciousness talk is used in classrooms with young word learners and whether this type of talk is associated with student gains in general vocabulary knowledge. Using videotaped classroom (N = 27) observations, this study found evidence of word consciousness talk, with variability of use across classrooms. Multilevel modeling revealed that this kind of teacher talkâoperationalized as reinforcing studentsâ use of words, affirming studentsâ recognition of word meanings, and helping students make personal connections to wordsâwas positively associated with student gains in general vocabulary knowledge at the end of kindergarten. Findings from this study can provide guidance for teachers seeking strategies to increase studentsâ general vocabulary knowledge, beyond words taught
District administrator perspectives of current and ideal approaches to identifying and supporting student social, emotional, and behavioral needs
IntroductionLeadership support has been identified as a key facilitator to successful implementation of school-based initiatives. School leadership contributions to student academic success and school reform have been documented, but less work has focused on the effects of leadership on school mental health initiatives such as social, emotional, and behavioral (SEB) screening. Few studies have investigated administrator knowledge and support for SEB screening or compared their current and ideal approaches to SEB screening, both of which are important to informing directions for implementation supports.MethodsUsing a nationally representative sample of U.S. public school districts, we investigated tensions between school district administratorsâ (nâ=â1,330) current and ideal approaches to SEB screening within the current study. We fit binomial and multinomial logistic regression models to determine predictors of positive, negative, or no tensions based on the administratorsâ current approach to SEB screening, administratorsâ beliefs about the role of schools in student SEB concerns, and district demographics.ResultsNearly half of administrators (46.7%) reported using an approach to SEB screening that was not their ideal approach. Higher beliefs scores commonly predicted administrator desire for more proactive approaches, whereas district characteristics yielded varied results.DiscussionResults call for targeted next steps, including implementation supports, funding, and knowledge building aligned with administrator and district characteristics
Signaling in Secret: Pay-for-Performance and the Incentive and Sorting Effects of Pay Secrecy
Key Findings: Pay secrecy adversely impacts individual task performance because it weakens the perception that an increase in performance will be accompanied by increase in pay; Pay secrecy is associated with a decrease in employee performance and retention in pay-for-performance systems, which measure performance using relative (i.e., peer-ranked) criteria rather than an absolute scale (see Figure 2 on page 5); High performing employees tend to be most sensitive to negative pay-for- performance perceptions; There are many signals embedded within HR policies and practices, which can influence employeesâ perception of workplace uncertainty/inequity and impact their performance and turnover intentions; and When pay transparency is impractical, organizations may benefit from introducing partial pay openness to mitigate these effects on employee performance and retention
University student engagement inventory (USEI): psychometric properties
Academic engagement describes studentsâ investment in academic learning and achievement and is an important indicator of
studentsâ adjustment to university life, particularly in the first year. A tridimensional conceptualization of academic engagement
has been accepted (behavioral, emotional and cognitive dimensions). This paper tests the dimensionality, internal consistency
reliability and invariance of the University Student Engagement Inventory (USEI) taking into consideration both gender and the
scientific area of graduation. A sample of 908 Portuguese first-year university students was considered. Good evidence of
reliability has been obtained with ordinal alpha and omega values. Confirmatory factor analysis substantiates the theoretical
dimensionality proposed (second-order latent factor), internal consistency reliability evidence indicates good values and the results
suggest measurement invariance across gender and the area of graduation. The present study enhances the role of the USEI
regarding the lack of consensus on the dimensionality and constructs delimitation of academic engagement.Jorge Sinval received funding from the William James Center for Research, Portuguese Science Foundation (FCT UID/PSI/04810/2013). Leandro S. Almeida and Joana R. Casanova received funding from CIEd â Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. Joana R. Casanova received funding from the Portuguese Science Foundation (FCT) as a Doctoral Grant, under grant agreement number SFRH/BD/117902/2016.info:eu-repo/semantics/publishedVersio
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