Search

Your search keyword '"Clarke, Pamela"' showing total 5 results
Start Over Author "Clarke, Pamela" Publication Type Reports
5 results on '"Clarke, Pamela"'

1. Architecture for Education: New School Designs from the Chicago Competition.

Author

Joyce Foundation, Chicago, IL., National Endowment for the Arts (NFAH), Washington, DC., Robbins, Mark, Moelis, Cindy S., Clarke, Pamela H., Robbins, Mark, Moelis, Cindy S., Clarke, Pamela H., Joyce Foundation, Chicago, IL., and National Endowment for the Arts (NFAH), Washington, DC.

Abstract

This volume documents the work that resulted from the Chicago Public Schools Design Competition, explaining research and policies underlying the competition's criteria. The volume has three parts. Book 1, "The Chicago Experience," written by the competition's organizers, describes the competition's process and explains how it allowed community members, educational experts, and architects to collaborate in the design of schools that will foster the education of students, support quality teaching, and increase community involvement. It also chronicles the changing trends in public school architecture in Chicago. Book 2, "New School Designs," offers plans and ideas for schools designed for the 21st century. The competition's two winning designs and those of the finalists are extensively documented in drawings and renderings. Book 3, "Policies and Principles," explores policies that provided the impetus for the Chicago competition. It discusses the advantages of smaller learning environments; the benefits to students, teachers, and communities of universal design; application of sustainable design to the creation of public schools; and the importance of cost feasibility when building on a public budget. The section ends with a complete list of the winning, finalist, and notable architectural firms involved in the competition and a list of professional resources for creating new schools. (SM)

Published
2003

2. Analysis of the Success for All and School Development Programs and Their Effects on Reading Comprehension.

Author

Clarke, Pamela A.

Abstract

This study was conducted to determine whether the Success for All whole school reform model or Comer School Development Program had a significant effect on fourth graders' reading comprehension. Twelve students in experimental group A were homogeneously grouped to be taught using the Success for All whole school reform model. Twelve students in experimental group B were heterogeneously grouped and participated under the Comer whole school reform model. The study took place over a period of 10 weeks in an urban New Jersey school district. The California Achievement Test 5 (CAT5) was used as a pre- and post-test instrument to measure achievement in reading comprehension. Findings suggested that both models seemed to have a positive effect on reading comprehension; however neither program produced a statistically significant difference over the other. (Contains 43 references and 2 tables of data. Appendixes contain permission letter, and the Reading Comprehension component of the CAT5 standardized test used in the study.) (Author/RS)

Published
2001

3. Factors Influencing the Severity and Appropriateness of Disciplinary Decisions Made by Adolescent Peer Juries.

Author

Clarke, Pamela and Letchworth, George

Abstract

Responses of 127 rural high school sophomores and juniors were used to examine 3 factors influencing judgments and disciplinary decisions of adolescent peer juries. The factors were levels of moral reasoning, gender of offender, and severity of the offender's act. Subjects first responded to a questionnaire testing moral development. The 113 usable questionnaires were ranked according to the percentage of principled reasoning; the upper and lower 36 were included in the remainder of the study. These 72 subjects were randomly assigned to read 1 of 4 vignettes describing identical misbehaviors by males or females. On the basis of questionnaire scores, they were assigned to high, low, or mixed score dyads. Statistical analysis revealed that the level of a student's moral development did not influence disciplinary decisions; disciplinary decisions were more severe for serious female misbehavior than for male; and disciplinary decisions made by dyads were not different from individual decisions or from each other. Future investigations could control for the sex of the subject and utilize a different sample, revised vignettes, and another model of moral development. Tables summarize responses of individuals and dyads. The four vignettes are appended. (PB)

Published
1983

4. Doctoral Education in Community Health Nursing: A National Survey.

Author

Clarke, Pamela N.

Abstract

According to responses from 23 of 52 doctoral nursing program directors and interviews with 16, newer programs tend to offer more general rather than specialized curricula. Only four identified community health nursing as a specialty, all in older, long-standing programs. (SK)

Published
1996

5. Parental Identification, Traditionality, and Identity Status in Adolescent Females.

Author

Clarke, Pamela and Kleine, Paul F.

Abstract

One of the major developmental tasks of adolescence is establishing a unified self-concept, or identity. Four identity statuses (conceptualized by J. E. Marcia as identity achievement, foreclosure, identity diffused and moratorium) are related to (1) the presence or absence of crisis, and (2) a resulting commitment to goals. To examine the relationship between parental identification, traditionality, and identity status in females, 55 college women participated in identity status interviews and completed the Index of Sex Role Questionnaire and the Parental Identification Protocol. An analysis of the results showed that foreclosure subjects ranked highest on both measures of traditionality, while identity achieved women ranked last. Women in moratorium ranked highest in mother identification, followed by identity achieved, foreclosure, and identity diffusion subjects. There was no relationship between mother identification and traditionality, suggesting that these are separate and distinct concepts. Finally, there was a significant relationship between identity achieved and foreclosure subjects' perceptions of their traditionality, suggesting that identity formation through achievment or foreclosure sharpens self-perceptions. The findings suggest that women who have passed through crises become nontraditional in their orientation to work and family, in contrast to women who have accepted a parental or societally-chosen identity who adopt a traditional orientation. (BL)

Published
1984

Catalog

Books, media, physical & digital resources
See catalog results