6 A Longitudinal Study of Emergent Bilinguals among Chinese Pupils at a Japanese Public School: A Focus on Language Policies and Inclusion

2021 ◽  
pp. 93-111
Author(s):  
Junko Majima ◽  
Chiho Sakurai
Keyword(s):  
Longitudinal Study ◽  
Public School ◽  
Emergent Bilinguals ◽  
Language Policies

The Dentition of the Growing Child: A Longitudinal Study of Dental Development Between 3 and 18 Years of Age

PEDIATRICS ◽  
1960 ◽  
Vol 25 (3) ◽  
pp. 520-521
Author(s):  
HOWARD V. MEREDITH
Keyword(s):  
Longitudinal Study ◽  
Public School ◽  
Child Health ◽  
Dental Development ◽  
Dental Arch ◽  
Tooth Size ◽  
White Children ◽  
Health And Development ◽  
Dental Casts

This research monograph is based on dental casts for 184 white children residing in Massachusetts and Delaware. The topics discussed pertain to tooth size, dental arch size, and positional interrelationships of the teeth in the two arches. On each subject, the investigator had available a series of dental casts "covering the transition from the primary to the secondary dentition" (p. 40). The casts were amassed in part at the Center for Research in Child Health and Development, Boston (Dr. Harold C. Stuart), and in part at a public school in Wilmington, Delaware (Dr. Richard H. Stucklen).

When Public School “Choice” Is Not Academic: Findings From the National Education Longitudinal Study of 1988

1992 ◽  
Vol 14 (1) ◽  
pp. 35-52 ◽  
Author(s):  
Lauren A. Sosniak ◽  
Corinna A. Ethington
Keyword(s):  
Public Schools ◽  
Longitudinal Study ◽  
Public School ◽  
School Choice ◽  
Empirical Test ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Public School Choice ◽  
Education Longitudinal Study ◽  
Principles Of Practice

Public schools of choice are fast becoming part of national educational debate and practice. This article presents an empirical test of the claim that choice encourages something other than standardized education. We draw our data from the National Education Longitudinal Study of 1988. Our analyses center on questions at the heart of curriculum studies: What knowledge is of most worth and what principles of practice govern work with curricular content? Using multiple measures of curriculum content and of the procedures governing work with that content, we find little support for the argument that public school choice, as currently implemented, is an inventive mechanism for altering the academic lives of students and teachers.

Public School Choice: Some Evidence From the National Education Longitudinal Study of 1988

1996 ◽  
Vol 18 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Barbara Schneider ◽  
Kathryn S. Schiller ◽  
James S. Coleman
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Longitudinal Study ◽  
Public School ◽  
School Choice ◽  
School Students ◽  
Schools Of Choice ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Education Longitudinal Study

Programs to provide parents with opportunities to choose among public schools have increased to the point that more American high school students are enrolled in public “schools of choice” than private schools. Using indicators of students’ “exercise of choice “ and enrollment in a public school of choice from The National Education Longitudinal Study of 1988, this article explores certain groups’ propensities to take advantage of opportunities to choose in the public sector. Controlling on the availability of opportunities for choice in their schools, African Americans and Hispanics show a greater propensity to take advantage of those opportunities than Whites and Asian Americans. Students whose parents have lower levels of education are also more likely than those with more education to take advantage of opportunities to choose.

School Achievement and Adult Qualifications among Adoptees: A Longitudinal Study

1998 ◽  
Vol 39 (5) ◽  
pp. 669-685 ◽  
Author(s):  
Barbara Maughan ◽  
Stephan Collishaw ◽  
Andrew Pickles
Keyword(s):  
Longitudinal Study ◽  
School Achievement

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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