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澳洲阿德萊德代寫 幼兒園教育

Keywords:澳洲阿德萊德代寫 幼兒園教育

對于延遲入學或留在幼兒園的學生,很難得出明確的長期結果。許多研究人員只研究了短期結果,而忽視了這些行為可能帶來的長期后果。另一些人只檢查了延遲入學或提前保留的學生,但沒有將這兩組學生與單一組群中一般進步的學生進行比較。此外,盡管研究人員已經開始考慮其他已知與成績相關的變量,但仍不清楚與留校率相關的更多負面結果是否與該群體中較弱勢學生的過多代表有關。Lincove和畫家(2006)報道,一些學生更積極的結果沒有redshirted (E.X。不可能在高中被逮捕,更有可能參加4年學院或大學),在Lincove和畫家的研究(2006),延遲條目顯示優越的模式結果保留學生之前調整后的協變量上的差異。例如,在吃午餐的孩子中,被保留的那一組,在這個特殊的組中,被安排在1-5年級接受特殊教育的可能性是被延遲入學組的孩子的六倍多。在那些享受免費或特價午餐的孩子中,被保留的那一組的孩子接受特殊教育的可能性是被推遲的那一組的三倍多。三年級和五年級的教師對注意力的評分顯示,延遲入學的學生比符合入學條件進入幼兒園的學生表現出同樣的積極結果。在五年級,推遲入學的孩子也被老師評為對學校的態度明顯更好。關于標準化考試成績,數據顯示,延遲入學組的分數明顯高于保留入學組。
澳洲阿德萊德代寫 幼兒園教育
  It is difficult to draw firm conclusions regarding long-term outcomes for students who experience delayed entry or kindergarten retention. Many researchers have investigated only short-term outcomes, neglecting the long-term consequences that could result from these practices. Others have examined only delayed entry or early retention but have not compared these two groups to typically progressing students in a single cohort of students. Additionally, although researchers are beginning to take into consideration other variables known to be related to achievement in examining outcomes, it remains unclear if the more negative outcomes that have been associated with retention are related to the overrepresentation of less privileged students in this group.Lincove and Painter (2006) reported some outcomes that were more positive for students that were not redshirted (E.X.: Not as likely to be arrested in high school, more likely to attend a 4 year college or university), in Lincove’s and Painter’s study (2006), delayed entry students showed a pattern of superior outcomes to retained students after the adjustment of prior differences in covariates. For example, among children with paid lunch, those in the retained group, in this specific group, were over six times more likely to be placed in special education in Grades 1–5 than children in the delayed entry group. Among those receiving free or reduced-price lunch, children in the retained group were over three times more likely to be placed in special education than children in the delayed entry group. Teacher ratings of attention in Grades 3 and 5 showed the same pattern of more positive outcomes for delayed entry than students that entered into kindergarten when they were eligible. In fifth grade, delayed entry children also were rated by teachers as having significantly better attitudes toward school. With regard to standardized test scores, the data show a clear pattern of higher scores among the delayed entry group than the retained group.
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