13 results on '"White, Thomas G."'
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2. Replicating the Effects of a Teacher‐Scaffolded Voluntary Summer Reading Program: The Role of Poverty
- Author
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White, Thomas G., Kim, James S., Kingston, Helen Chen, and Foster, Lisa
- Abstract
A randomized trial involving 19 elementary schools (K–5) was conducted to replicate and extend two previous experimental studies of the effects of a voluntary summer reading program that provided (a) books matched to students' reading levels and interests and (b) teacher scaffolding in the form of end‐of‐year comprehension lessons. Matched schools were randomly assigned to implement one of two lesson types. Within schools, students were randomly assigned to a control condition or one of two treatment conditions: a basic treatment condition replicating procedures used in the previous studies or an enhanced treatment condition that added teacher calls in the summer. During summer vacation, students in the treatment conditions received two lesson books and eight books matched to their reading level and interests. Overall, there were no significant treatment effects, and treatment effects did not differ across lesson type. However, there was a significant interaction between the treatment conditions and poverty measured at the school level. The effects of the treatments were positive for high‐poverty schools (Cohen's d= .08 and .11, respectively), defined as schools where 75–100% of the students were receiving free or reduced‐price lunch (FRL). For moderate‐poverty schools (45–74% FRL), the effects of the treatments were negative (Cohen's d= −.11 and −.12, respectively). The results underscore the importance of looking at patterns of treatment effects across different contexts, settings, and populations. 研究者在19所美国小学(幼儿园至小学五年级)中进行一项随机研究试验,以复制和扩展先前两项暑期自愿阅读计划效应的实验研究;该阅读计划提供给学校(1)切合学生阅读水平和兴趣的读本和(2)年终阅读理解课程形式的教师支援。匹配的学校被随机分配并实施两种授课类型的其中一种。在每所校内,学生被随机分配到控制组或干预组,而干预组有两个:基本干预组(复制先前研究的干预程序)和强化干预组(附加教师在暑期到访的干预程序)。在暑假期间,干预组的学生获派发两本教学课本和八本切合他们阅读水平和兴趣的书籍。总的来说,研究结果显示干预效应并不显著,而且两种授课类型的干预效果之间亦没有差异。然而,干预效果与学校贫困程度之间,却产生显著的相互作用。干预效果对于高贫困的学校是正面的(效应值分别为.08 和.11),高贫困学校的界定为校内有75%或以上的学生正在领取免费或减价午餐(简称为 FRL)的学校。对于中度贫困的学校(有45‐74%FRL学生)而言,干预效果是负面的(效应值分别为−.11和−.12)。本研究的结果强调在考查横跨不同的环境、设置和研究对象总体的情况时,检视干预效果样式的重要性。 Se hizo una prueba al azar de 19 escuelas primarias (K–5) para replicar y ampliar dos estudios experimentales anteriores de los efectos de un programa de lectura voluntaria durante el verano que proporcionó (a) libros que concordaban con los intereses y el nivel de lectura de los estudiantes y (b) el apoyo de los maestros en términos de lecciones de comprensión de final del año. Se combinaron las escuelas y se les dio, al azar, uno de dos tipos de lecciones para que lo implementaran. Dentro de las escuelas, se les asignaron, al azar, a los estudiantes la condición de control o una de dos condiciones de tratamiento: una condición de tratamiento básica que replicaba los procedimientos usados en el estudio anterior o una condición de tratamiento mejorada que añadía llamadas hechas por los maestros durante el verano. Durante las vacaciones de verano, los estudiantes en las condiciones de tratamientos recibieron dos libros de lecciones y ocho libros que correspondían a sus intereses y nivel de lectura. En total, no hubo efectos importantes de tratamiento, y los efectos del tratamiento de eran diferentes a través de los tipos de lecciones. Sin embargo, se encontró una interacción importante entre las condiciones de tratamiento y la pobreza medida a nivel de la escuela. El efecto de los tratamientos fueron positivos en las escuelas de algo grado de pobreza (según Cohen, respectivamente, d= .08 y .11), las cuales fueron definidas como escuelas donde del 75 al 100% de los estudiantes recibían almuerzo gratis o subsidiado (FRLpor sus siglas en inglés). Para escuelas con un grado moderado de pobreza (45–74% FRL) los efectos de los tratamientos fue negativo (según Cohen respectivamente, d= 1.11 y 1.12). Los resultados muestran la importancia de tomar en cuenta los patrones de efectos de tratamientos a través de diferentes contextos, ambientes y poblaciones. لقد أجريت تجربة ذات الاختيار العشوائي شملت 19 مدرسة ابتدائية (من الروضة حتى الصف الخامس) ليقلد ويمدد تجربتين سابقتين ذات الاختيار العشوائي وكذلك فحصت تأثيرات برنامج القراءة الصيفي الطوعي الذي وفر (أ) كتباً تناسب مستوى الطالب القرائي واهتماماته و(ب) سقالة المعلم التي تأخذ شكل دروس الاستيعاب في نهاية العام الدراسي. وقد تحدد بعض المدارس لتنفيذ نوع من نوعي الدرس. وفي تلك المدارس، تحدد الطلاب عشوائياً لظرف ضابط أو لظرف من ظرفي العلاج: ظرف علاج أساسي يقلد الإجراءات المستخدمة في الدراسات السابقة أو ظرف علاج متعزز وقد تمت الإضافة إليها مكالمات المعلمين أثناء فصل الصيف. أما أثناء إجازة الصيف، فالطلاب في ظروف العلاج استلموا مقررين وثمانية كتب تتلاءم مع مستواهم القرائي واهتماماتهم. وعموماً لم يكن ثمة تأثيرات علاج هامة، ولم تختلف تأثيرات العلاج عبر نوع الدرس. وبالرغم من هذا، كان ثمة ارتباط هام بين ظروف العلاج والفقر ينقاس على مستوى المدرسة. وكانت تأثيرات العلاج إيجابية للمدارس ذات الفقر الشديد (حجم التأثير د = 08، و11، على التوالي) وهذا يُعرَّف كالمدارس حيث 75‐100% من الطلاب كانوا يستلمون غداءهم بالمجان أو بأسعار منخفضة جداً. وبالنسبة إلى المدارس ذات الفقر المعتدل (45‐74% للغداء المجان أو أسعاره منخفضة) كانت تأثيرات العلاج سلبية (حجم التأثير د = 11،‐ و12،‐ على التوالي). تؤكد النتائج أهمية النظر إلى أنماط تأثيرات العلاج عبر فروق في السياقات والمواقف والتجمعات السكانية. Paндoмизиpoвaннoe иccлeдoвaниe, пpoвeдeннoe в 19 нaчaльныx шкoлax (c 1 пo 5 клacc), былo пpизвaнo вocпpoизвecти и pacшиpить двa пpeдыдyщиx экcпepимeнтaльныx иccлeдoвaния peзyльтaтoв дoбpoвoльнoй пpoгpaммы лeтнeгo чтeния, в кoтopoй: (a) книги пoдбиpaлиcь пo ypoвню читaтeльcкиx нaвыкoв и интepecaм yчaщиxcя, (б) yчитeль в кoнцe yчeбнoгo гoдa пpoвoдил пoдгoтoвитeльныe зaнятия для лyчшeгo пoнимaния тeкcтoв. Шкoлaм‐yчacтницaм экcпepимeнтa былo пpeдлoжeнo – пo cлyчaйнoмy пpинципy – ocyщecтвить oдин из двyx пpeдлoжeнныx пoдxoдoв. B caмиx шкoлax yчaщиxcя, oпять жe пo cлyчaйнoмy пpинципy, oпpeдeлили либo в кoнтpoльнyю гpyппy, либo в oднy из двyx экcпepимeнтaльныx гpyпп: в пepвoй вocпpoизвoдилиcь пpoцeдypы, иcпoльзoвaвшиecя в пpeдыдyщиx иccлeдoвaнияx, вo втopoй пoмoщь дeтям былa pacшиpeнa в видe пoддepживaющиx звoнкoв yчитeля в лeтнee вpeмя. Ha лeтниe кaникyлы yчaщиecя из oбeиx экcпepимeнтaльныx гpyпп пoлyчили пo двa yчeбныx пocoбия и вoceмь книг, пoдoбpaнныx пo иx ypoвню чтeния и интepecaм. B цeлoм, ни в oднoй из гpyпп нe oтмeчeнo cyщecтвeннoй динaмики peзyльтaтoв. Oднaкo пpocлeживaeтcя cyщecтвeннaя зaвиcимocть мeждy peзyльтaтaми и ypoвнeм бeднocти ceмeй yчaщиxcя, xapaктepнoм для тoй или инoй шкoлы. Эффeктивнocть дoбpoвoльнoй пpoгpaммы чтeния oкaзaлacь вышe в шкoлax c выcoким ypoвнeм бeднocти: вeличинa эффeктa пo Дж.Кoэнy (d) = .08 и .11, в пepвoй и втopoй экcпepимeнтaльныx гpyппax cooтвeтcтвeннo. Кpитepий для пpичиcлeния шкoл к выcoкoмy ypoвню бeднocти: 75‐100% yчaщиxcя пoлyчaют бecплaтнoe или льгoтнoe питaниe (FRL). Для шкoл yмepeннoй бeднocти, гдe FRLcocтaвляeт 45‐74%, эффeктивнocть пpoгpaммы oкaзaлacь oтpицaтeльнa: d Кoэнa = −.11 и −.12, cooтвeтcтвeннo. Peзyльтaты пoдчepкивaют, чтo вaжнo paccмaтpивaть peзyльтaты любoй пpoгpaммы c yчeтoм кoнтeкcтa, ycлoвий и cocтaвa yчacтникoв. Un essai aléatoire impliquant 19 écoles élémentaires (du jardin d'enfants à la 5eannée élémentaire) a été réalisé afin de répliquer et d’étendre deux études expérimentales précédentes portant sur les effets d'un programme libre de lecture d’été offrant a) des livres adaptés aux niveaux et aux intérêts des élèves et b) un étayage du professeur sous forme de leçons de compréhension de fin d'année. Des écoles appariées ont été choisies au hasard pour bénéficier d'une des deux leçons‐type. Dans les écoles, les élèves ont été assignés au hasard à l'une ou l'autre des conditions de contrôle suivantes : une condition de traitement de base répliquant les procédures utilisées dans les études antérieures ou une condition de traitement renforcé constituée d'appels téléphoniques au professeur pendant l’été. Pendant les vacances d’été, les élèves placés dans les conditions expérimentales ont reçu deux livres de leçons et huit livres adaptés à leur niveau de lecture et à leurs intérêts. De façon générale, on n'observe pas d'effets significatifs des traitements expérimentaux, et les effets des traitements ne varient pas selon la leçon‐type. On note cependant une interaction significative entre les conditions de traitement et la pauvreté mesurée au niveau de l’école. Les effets des traitements sont positifs pour les écoles très pauvres (dde Cohen = .08 and .11, respectivement) définies comme les écoles où 75 à 100% des élèves ne paient pas la cantine ou ne la paient qu'en partie. Pour les écoles moins pauvres (45 à 74% du prix de la cantine), les effets du traitement sont négatifs (dde Cohen= −.11 and −.12, respectivement). Ces résultats minimisent l'importance à accorder aux structures des effets des traitements qui prennent en compte les contextes, les situations et les populations.
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- 2014
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3. Teacher and Parent Scaffolding of Voluntary Summer Reading
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White, Thomas G. and Kim, James S.
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The authors designed and implemented a voluntary reading program that was intended to reduce loss in reading achievement over the summer months, particularly for low‐income and ethnic minority children. The program had two major components:
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- 2008
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4. Effects of systematic and strategic analogy‐based phonics on grade 2 students' word reading and reading comprehension
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WHITE, THOMAS G.
- Abstract
Fifteen regular grade 2 teachers used a set of 150 written lessons that were designed to develop, over the course of a school year, low and normally achieving students' ability to decode by analogy (i.e., to read unknown words using known words). The lessons provided (1) a planned sequence for teaching phonic elements including common spelling patterns and initial sounds, (2) teacher modeling of an analogy decoding strategy, and (3) analogy decoding practice with opportunities for students to transfer decoding skills to unfamiliar words. The lessons were delivered in the context of a comprehension‐oriented reading program, and teachers prompted students to use an analogy decoding strategy during reading activities apart from the lessons. Results of Hierarchical Linear Modeling analyses showed significant positive relationships between the number of lessons that teachers completed and students' gains on standardized tests of word reading and reading comprehension, controlling for previous reading achievement. On additional posttests, students read 89% of the base words taught in the program and, when prompted to decode by analogy, 83% of a set of novel one‐syllable words. The results show the feasibility of improving word reading and comprehension outcomes through systematic and strategic analogy‐based phonics. Quince docentes de 2° grado usaron un conjunto de 150 lecciones escritas diseñadas para desarrollar, en el curso de un año escolar, las habilidades de decodificar por analogía (i.e. leer palabras desconocidas usando palabras conocidas) de estudiantes de nivel bajo y normal. Las lecciones proporcionaron: 1) una secuencia planificada para enseñar elementos fónicos incluyendo patrones de escritura comunes y sonidos iniciales, 2) la elaboración de los docentes de una estrategia de decodificación por analogía y 3) la práctica de decodificación por analogía con oportunidades para que los estudiantes transfirieran las habilidades de decodificación a palabras desconocidas. Las lecciones se llevaron a cabo en el contexto de un programa de lectura orientado a la comprensión y los docentes incentivaron a los estudiantes al uso de una estrategia de decodificación por analogía durante las actividades de lectura aparte de las lecciones. Los resultados de los análisis de la modelización lineal jerárquica mostraron relaciones positivas significativas entre el número de lecciones que los docentes completaron y los logros de los estudiantes en las pruebas estandarizadas de lectura de palabras y comprensión lectora, controlando el nivel previo de lectura. En los post‐tests adicionales, los estudiantes leyeron un 89% de las palabras básicas del programa y cuando fueron incentivados a decodificar por analogía, leyeron el 83% de un conjunto de palabras monosilábicas nuevas. Los resultados muestran la viabilidad de mejorar la lectura de palabras y la comprensión mediante la intervención fónica sistemática basada en estrategias de analogía. Fünfzehn vollberuflich Lehrer der zweiten Klasse benutzten einen Satz von 150 schriftlichen Lektionen, die im Verlauf eines Schuljahres darauf ausgerichtet waren bei langsam und normal leistungsfähigen Schülern die Fähigkeit zum Entziffern durch Analogie zu entwickeln, (d.h. unbekannte Worte unter Zuhilfenahme von bekannten Wörtern zu lesen). Die Unterrichtsstunden bestimmten (1) einen vorgezeichneten Ablauf zum Unterrichten phonischer Elemente einschließlich gewöhnlicher Buchstabierregeln und Anfangslauten, (2) das Modellieren der Lehrer von einer Analogiestrategie zum Entziffern und (3) Analogieentzifferungsübungen mit Möglichkeiten für Schüler Entzifferungsfähigkeiten auf unbekannte Worte zu übertragen. Die Lektionen wurden im Rahmen eines auf Verständnis orientierten Leseprogrammes erteilt und die Lehrer veranlaßten Schüler eine Analogieentzifferungsstrategie bei der Leseteilnahme unabhängig vom Unterricht anzuwenden. Ergebnisse der hirarchischen linearen Modellanalyse zeigte deutlich positive Verbindungen zwischen der Anzahl der von den Lehrern durchgeführten Lektionen und der Fortschritte der Schüler bei standartisierten Tests im Lesen von Worten und beim Leseverständnis, sowie in der Kontrolle von früheren Leseleistungen. Bei zusätzlichen Folgeprüfungen lasen die Schüler 89% der im Programm unterrichteten Grundworte und nach Aufforderung zum Entziffern durch Analogie 83% einer Anzahl ungewohnter einsilbiger Worte. Die Ergebnisse zeigen Möglichkeiten zur Verbesserung des Lesens und Verstehens von Worten als Erfolg durch systematische und strategische analogie‐basierte Phonetik. Quinze enseignants ordinaires de 2èmeannée ont utilisé un ensemble de 150 leçons écrites conçues pour développer, tout au long d'une année scolaire, la capacité d'élèves faibles et moyens à décoder par analogie (c'est‐à‐dire à lire des mots inconnus en se servant de mots connus). Les leçons fournissaient 1) une séquence planifiée pour enseigner des éléments phonétiques comportant des structures courantes à l'écrit et des attaques phonémiques, 2) un modelage pour l'enseignant d'une stratégie de décodage analogique, et 3) une pratique de décodage analogique permettant aux élèves de transférer des compétences de décodage à des mots nouveaux. Les leçons ont été délivrées dans le contexte d'un programme de lecture orienté vers la compréhension, et les enseignants ont incité les élèves à faire usage d'une stratégie de décodage pendant les activités de lecture hors des leçons. Les résultats des analyses d'un Modèle Linéaire Hiérarchique ont montré des relations positives significatives entre le nombre de leçons que les enseignants ont effectuées et les progrès des élèves dans des tests standardisés de lecture de mots et de compréhension de lecture, compte tenu des résultats antérieurs en lecture. A des posttests supplémentaires, les élèves ont lu 89% des mots de base enseignés dans le programme et, encouragés à décoder par analogie, 83% d'un ensemble de mots monosyllabiques. Ces résultats montrent qu'il est possible de développer les résultats en lecture de mots et en compréhension au moyen d'une didactique phonétique systématique et stratégique basée sur l'analogie.
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- 2005
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5. Bronchopleurocutaneous Fistula Due to Infection with Histoplasma Capsulatum
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Johns, Leo E., Garrison, Robert G., and White, Thomas G.
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We report the case of a patient admitted with a draining sinus tract of the chest wall, which was shown to be a bronchopieurocutaneous fistula. Numerous colonies of both albino and brown filamentous Histoplasma capsulatum were demonstrated subsequently from both sputum and sinus tract drainage material. Exhaustive cultural procedures were negative in an attempt to establish an etiologic relationship of the fistula with other bacterial or fungal organisms. Therapy was instituted with intravenous amphotericin B followed by subsidence of symptoms and healing of the fistulous tract We believe this to be the first case report of pulmonary histoplasmosis presenting in this manner.
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- 1973
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6. FERMENTATION REACTIONS OF ERYSIPELOTHRIX RHUSIOPATHIAE
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White, Thomas G. and Shuman, Richard D.
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White, ThomasG. (U. S. Department of Agriculture, Ames, Iowa), and Richard D. Shuman. Fermentation reactions of Erysipelothrix rhusiopathiae. J. Bacteriol. 82:595–599. 1961.—A study was made to determine the effect of four different basal media, to which fermentable carbon compounds had been added, upon 22 selected strains of Erysipelothrix rhusiopathiae(insidiosa). Acid production was measured by (i) chemical indicator, (ii) change in pH, and (iii) production of titrable acidity. At least two determinations, usually four, were made for each test on each strain.The fermentation pattern varied according to the medium, the indicator, and the method of measuring acid production. Andrade's base plus serum was the most dependable medium because it permitted the least variation in the total number of different patterns. Of the three methods used to measure acid production, the chemical indicator gave the most valid and reproducible results.The within-strain variation was not extreme and most strains persisted in a given fermentation pattern under like conditions of growth and acid production. Results of the study indicated that, regardless of the medium and indicator routinely used, one should be familiar with the fermentation pattern of known strains of the erysipelas organism.
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- 1961
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7. Rabbit Arthritis Induced by Cell-Free Extracts of Erysipelothrix
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White, Thomas G., Puls, Jerry L., and Mirikitani, Frank K.
- Abstract
A cell-free crude extract of Erysipelothrix rhusiopathiaeinjected intravenously in rabbits induced pathological lesions of the synovial tissue similar to the lesions seen in rheumatoid arthritis. Fluorescence techniques utilizing tagged specific antiserum and fluorescent-tagged antigen injected into nonsensitized rabbits demonstrated the localization of antigen exclusively in the synovium. Localized concentration of fluorescence was demonstrated as early as 1 hr after injection, before histological changes were apparent. After 48 hr, the fluorescence was concentrated in focal areas and early pathological changes characterized as “mesenchymal activation” were observed. A consideration of the significant role of exogenous antigen in the sensitivity arthritides is discussed.
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- 1971
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8. Induction of Experimental Chronic Arthritis in Rabbits by Cell-free Fragments of Erysipelothrix
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White, Thomas G. and Puls, Jerry L.
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A cell-free crude extract of Erysipelothrix rhusiopathiaeinjected by high pressure jet into the knee-joint of rabbits stimulated an acute, mild inflammatory reaction. Additional injections at 3-day intervals induced a chronic condition characterized by hyperplasia of the synovial cells and hypertrophy of the villi, due to infiltration by lymphocytes and plasma cells which formed aggregates resembling Allison-Ghormley bodies. There was also extensive proliferation of stroma vasculature and fibrous tissue. A similar jet injection of the diluent produced an early, transient, acute, and mild inflammation. A mechanism is postulated for fixation of one or more of the chemically characterized antigens in or near the synovium as a means of inducing the localized inflammatory response that predisposes the joint to infection.
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- 1969
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9. Folie Simultanée in Monozygotic Twins
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White, Thomas G
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Objective To present a case report of folie simultanée in monozygotic twins. The literature describing folie à deux in twins is also reviewed and the common clinical findings are presented.Method Case presentation and review of the literature.Results Clinical observations of monozygotic twins with folie simultanée suggest that the delusions tend to progress over time with each twin reinforcing the delusion in the second.Conclusions The concept of a delusion resonating between individuals may account for the rapid progression and escalation of these delusions.
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- 1995
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10. Diallel Analyses of Quantitatively Inherited Characters in Gossypium hirsutumL.
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White, Thomas G.
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Diallel analyses were made on a 5‐parent complete diallel cross for 6 characters: yield, lint percent, boll size, seed index, lint index, and earliness. The objectives were: (1) To study epistasis for these characters, and (2) to evaluate further the fit of these parents to the assumptions necessary for the diallel analysis. Yield and boll size were the only characters for which dominance was significant. These same characters had shown dominance in an earlier experiment. Over‐all epistasis was barely significant for boll size and seed index, but no individual epistatic deviations were significant. Yield, seed index, and lint index apparently met all requirements for the diallel analysis. Multiple allelism appeared to be present in lint percent, boll size, and earliness.
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- 1966
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11. X-Ray On-Stream Analysis As An Operational Tool
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White, Thomas G.
- Published
- 1977
12. Antigens of Histoplasma capsulatum. I. Serologic Differences between Histoplasmins Derived from Albino and Brown Filamentous Isolates
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White, Thomas G., Garrison, Robert G., Clark, Joy L., and Johns, Leo E.
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Recent studies indicate that Histoplasma capsulatum may be separated culturally into two distinct morphologic types, albino (A) and brown (B), at the time of primary isolation from clinical materials, and that the B variety appears to be the more virulent for the experimental animal. It is probable that the diagnostic antigens presently used may have been derived from the less virulent A filamentous form since A displaces B unless separated at the time of primary isolation. The antigens of histoplasmins prepared from primary isolates of A and B were compared with each other, and with antigens from standard HKC-43 histoplasmin, using DEAE-cellulose, gel-column chromatography and agar-precipitin analysis. Preliminary studies of the chromatography profiles did not reveal distinct qualitative or even quanitative differences between A- and B-derived histoplasmins. However, the gel-precipitin analyses verify the presence of an antigen unique to the B-derived histoplasmin. Since the B antigen appears also to be strain specific, these results suggest the need to develop specific diagnostic antigens derived from the B as well as the A varieties for the serologic study of histoplasmosis.
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- 1972
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13. ANNIVERSARY OF THE JERRY RESCUE.
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Thomas, John, Matlack, Lucius C., May, Samuel J., Fuller, James, and White, Thomas G.
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- 1856
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