자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Principles and Practice of Structural Equation Modeling (2nd ed.)

The process of defining underachievement, identifying underachieving gifted students, and explaining the reasons for this underachievement continues to stir controversy among practitioners, researchers, and clinicians. Despite this interest, the underachievement of gifted students remains an enigma. This article reviews and analyzes three decades of research on the underachievement of gifted students in an attempt to clarify the present state of research. The problems inherent in defining and identifing underachieving gifted students are given special attention. The authors also include suggestions for those interested in pursuing potentially promising new lines of research and inquiry in this area.

The underachievement of gifted students: What do we know and where do we go?

The Social and Emotional Development of Gifted Children: What Do We Know?

This article summarizes findings from a 3‐year study of 35 economically disadvantaged, ethnically diverse, academically talented high school students who either achieved or underachieved in their urban high school. In particular, the resilience of these two groups of high ability students is explored. Comparative case study and ethnographic methods were used to examine the ways in which some academically talented students develop and/or employ strategies associated with resilience to achieve at high levels. Both risk factors and protective factors are examined to explore participants’ pathways toward either positive or negative outcomes. The results of this study suggest that some protective factors helped some academically talented students to achieve at high levels. The protective factors include supportive adults; friendships with other achieving students; opportunity to take honors and advanced classes; participation in multiple extracurricular activities both after school and during the summer; the d...

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Understanding resilience in diverse, talented students in an urban high school

>> This experimental study examined the effect of a differentiated, enriched reading program on students’ oral reading fluency and comprehension using the schoolwide enrichment model–reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools. Using multilevel modeling, significant differences favoring the SEM-R were found in reading fluency in two schools (Cohen’s d effect sizes of .33 and .10) and in reading comprehension in the high-poverty urban school (Cohen’s d = .27), with no achievement differences in the remaining schools. These results demonstrate that an enrichment reading approach, with differentiated instruction and less whole group instruction, was as effective as or more effective than a traditional whole group basal approach.

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The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

Using the first 4 waves of data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), this piecewise 3-level (time-student-school) growth-curve model provides a portrait of students' reading growth over the first 2 years of school. On average, students make much greater reading gains in 1st grade than they do in kindergarten. First-grade monthly reading growth averages 2.65 points per month, whereas kindergarteners make approximately 1.67 points of reading growth per month. Student-level variables (including socioeconomic status, ethnicity, kindergarten entry age, and gender) were better able to explain between-schools variability in students' initial reading scores and students' reading growth than school-level variables (percentage of minority students, percentage of free-lunch students, and sector). Although socioeconomic status had a minimal impact on reading growth while school was in session, it had a larger impact on summer reading growth. These results suggest that between-schools differences in achievement are largely explained by the differences in school clientele, rather than differences in instruction or resource allocation. These results also underscore the potential importance of preschool and summer programs for low-socioeconomic status children.

Sally M. Reis

Papers

The underachievement of gifted students: What do we know and where do we go?

The Social and Emotional Development of Gifted Children: What Do We Know?

Understanding resilience in diverse, talented students in an urban high school

The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

Growing readers : A hierarchical linear model of children's reading growth during the first 2 years of school