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This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research. 相似文献
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John William McKenna Mikyung Shin Michael Solis Min Mize Kathleen Pfannenstiel 《Psychology in the schools》2019,56(4):608-629
This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed. 相似文献
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This study investigated the extent to which early education classrooms across Indiana implemented evidence-based practices and how well the classrooms of different types of early education programs in our state compared with one another. Evidence-based effective curricula increase children’s learning compared to those that are not effective. This article addresses the question: “Are the curricula used by the teachers effective?” The 81 participating classrooms included 28 in licensed child care centers, 27 in Head Start, and 26 in public school prekindergarten. Of the 81 classrooms, 80 teachers responded to the question: “What curriculum or curricula do you use in your classroom?” We used a three-step process to determine whether each response named a curriculum based on the Head Start definition; whether studies of the curriculum met the What Works Clearinghouse (WWC) guidelines for being evidence-based; and if the WWC reviews identified the curriculum as effective in increasing children’s learning. Findings revealed that only 2 of 80 responding teachers used a curriculum determined by WWC to be effective. Other teachers used curricula that did not meet the Head Start definition, used curricula that did not meet the WWC standards for evidence, or used curricula with evidence but that were ineffective. These findings suggest that administrators and teachers should opt for a curriculum determined to be effective and to choose whether the curriculum will be math- or literacy-based since no comprehensive curriculum has been determined to be effective. A challenge for implementation is that the WWC has shown only five curricula to be effective. 相似文献
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Eun Young Kang John William McKenna Sarah Arden Stephen Ciullo 《Learning disabilities research & practice》2016,31(1):22-33
In this systematic review of literature that spans 1975–2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study was evaluated according to the relevant What Works Clearinghouse (WWC) design standards. Eight of the 10 investigations were conducted with students in grades 4–8. While only 4 of the 10 studies met WWC design with or without reservations, results from these studies are encouraging. Study findings suggest several areas for immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students with who have academic difficulties. 相似文献
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A Systematic Review of Function‐Based Interventions for Students with Learning Disabilities 
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下载免费PDF全文 John William McKenna Andrea Flower Min Kyung Kim Stephen Ciullo Christa Haring 《Learning disabilities research & practice》2015,30(1):15-28
Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are prevalent in the extant research, but behavioral needs appear to receive less attention. The authors report the results of a systematic review investigating the evidence‐base for function‐based interventions for students with LD using the What Works Clearinghouse (WWC) criteria for evaluating single‐case studies. Fourteen studies with 17 participants met inclusion criteria, with the majority occurring in elementary settings. Although interventions tended to be effective, few included maintenance and generalization measures. Because of the small number of studies (n = 4) that met WWC design and effectiveness standards, the authors conclude that function‐based interventions, although promising, cannot currently be considered an evidence‐based practice for students with LD. Implications for practice, areas for future research, and study limitations are reported. 相似文献
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循证教育学理论及其实践——以美国有效教学策略网为例 总被引：1，自引：0，他引：1
杨文登 《宁波大学学报(教育科学版)》2012,(4):5-10
循证教育学理念起源于循证医学,属于当今开展得如火如荼的循证实践运动的一部分,主张教育必须基于严格的科学证据,要求教师在教育过程中将专业智慧与最佳、有效的经验证据整合起来进行教学决策。文章首先阐述了循证教育学的历史发展及具体内涵,以美国有效教学策略网(WWC)为例,介绍了循证教育学的证据评价标准、实施步骤及结局评价,并于文后对循证教育学进行了简要的评价。 相似文献
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Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality. 相似文献
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Umiati Jawas 《School Leadership & Management》2017,37(5):500-519
Empirical studies have shown that although leadership shares similar practices across East and West, some practices have inherently distinguished socio cultural characteristics. Understanding these characteristics is important in Asian contexts since socio-cultures are a major power in determining the success or failure of a change process. This study sought to explore and identify local leadership practices influenced by socio-cultural factors through in-depth interviews with principals and teachers from six different senior secondary schools in Malang Regency, Indonesia. Key local practices were identified: monitoring learning hours, improving the welfare of teachers, focusing on students’ character building, encouraging students’ participation in extracurricular programmes, increasing standards, and building partnership with stakeholders. Although some of the practices are similar to those recognised by empirical studies done in Western school context, others reflect local leadership practices influenced by school conditions, social practices, and economic factors. The findings imply that in Indonesian schools, practices of leadership are directly and indirectly dictated by the policies regulated by the government. This strong influence of government can be the impediment for school leaders to make necessary initiatives to promote instructional improvements in their schools. 相似文献
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Luis A. Huerta 《Peabody Journal of Education》2013,88(2):244-261
This article analyzes how macrolevel institutional forces persist and limit the expansion of decentralized schools that attempt to challenge normative definitions and practices of traditional school organizations. Using qualitative case study methodology, the analysis focuses on how one decentralized charter school navigated and reconciled its internal objectives linked to meeting the needs of a Latino, inner-city student population, with the institutional pressures and demands external to the organization. The findings suggest that decentralized school choice options which promise community-based participation and control are constrained by institutionalized rule-based demands that limit the expansion of alternative schooling models which may hold potential for promoting access, voice and equity for parents, students, and teachers. 相似文献
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Joanna Oldham 《English in Education》1999,33(1):36-46
This article concerns the ways in which moving image media enable secondary school students to improve their print literacy standards. It examines productive ways of using moving image media with literary texts to support and enhance the literacy skills of students. It contends that informed use of media enhances students' abilities in critically evaluating, consuming and producing texts and that engaging with print and media texts develops the literacy practices of students. 相似文献
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Wendy Lerner Lym 《Community College Journal of Research & Practice》2013,37(11):1053-1056
This article describes how one community college and region service center developed a collaborative of secondary and post-secondary English/Language Arts educational professionals to promote college readiness. Challenged by state mandates to test college readiness and by concerns about student performance in high school and college English classes, the collaborative examined standards and testing practices, high school and college cultures, college placement policies, course content, assessment practices, syllabi and sample assignments, and college preparation programs. The results of the two-year collaboration include a list of nine specific practices that educators can use to enhance students’ success in college Composition I. In addition, the collaborative implemented these recommendations in several area high schools. 相似文献
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Several studies provide preliminary evidence that computer use is positively related to academic performance; however, no clear relationship has yet been established. Using a national database, we analyzed how students’ school behavior (i.e., evaluated by English and math teachers) and standardized test scores (e.g., math and reading) are related to computer use for school work or other than school work for the tenth grade student. While controlling socioeconomic status (SES), home computer access, parental involvement, and students’ academic expectation variables, the students who used a computer for one hour per day showed more positive school behaviors and higher reading and math test scores. This article concludes with implications for future study to better understand the impact of computer use on adolescent academic development. 相似文献
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Chad Lykins 《Peabody Journal of Education》2013,88(4):500-509
The What Works Clearinghouse (WWC) aims to synthesize and disseminate the results of high-quality education research on areas of significant public interest. The WWC has come to serve as a concrete example of the growing willingness of the federal government to shape both the topic and methods chosen by researchers. However, the scope of research included in the WWC research synthesis is rather narrow, omitting a large number of studies on methodological grounds. This article reviews current WWC standards and argues that the scope of research used in WWC reports should be broadened in two ways. First, the research should include a wider range of scientific studies. Second, it should include conceptual and theoretical research, which often originates from humanities and arts-based disciplines. 相似文献
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This study investigates the effects of state testing programs on the instructional practices of elementary teachers and the effects of such practices on their gifted students’ attitudes toward school and motivation. Results obtained from a national survey of elementary teachers, representing a variety of metropolitan areas and school poverty levels, as well as qualitative case studies from teachers in three states suggest that the perceptions teachers have of standards, tests, and students shape their classroom actions. These findings indicate that teachers are not likely to engage in effective classroom practices but instead engage in one‐size‐fits‐all practices. Implications of these perceptions on professional development and talent development are discussed. 相似文献
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This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to the reading performance of Hong Kong and Taiwan students after controlling for the effects of students’ and parents’ reading attitudes, the availability of supportive home educational resources and student engagement in a range of reading practices. Out-of-school informational reading was found to be negatively associated with students’ reading attainment for both Hong Kong and Taiwan students. There was evidence that reading aloud in class in Taiwan classrooms significantly contributed to the Taiwan students’ poor reading performance. 相似文献
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One of the goals of school choice is to allow parents to send their children to higher-performing schools. Several studies have shown that distance to school is one of the main determinants of school choice, but challenges to address endogeneity issues remain. To address these concerns, in this paper I take advantage of the construction of a new subway line in Santiago, Chile, that crosses a large area of the city previously unconnected to the subway network. I provide convincing evidence to show that the introduction of the subway line was arguably exogenous for families living close to the new subway stations. With rich administrative data, which includes all high-school seniors that registered to take a national university entrance exam, I use a repeated cross-section difference-in-differences analysis and find that (i) students near the new subway stations travel significantly farther to school than students who live in nearby areas with no subway stations, and (ii) that students near the subway are willing to travel slightly farther to attend schools that perform better in standardized tests, although this effect is small and only significant for language test scores. This set of results is particularly informative in the context of the broader school-choice debate, contributing causal evidence on the effects of transit access on school-choice. 相似文献
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ABSTRACTIn the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for ‘raising standards for basic skills’. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault’s governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students’ literacy skills, the failed introduction of the numeracy test usurped most resources. 相似文献
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Alison Willis 《International journal of qualitative studies in education》2019,32(4):429-445
This paper articulates lessons learned about without-prejudice teaching and learning from a researcher-practitioner who has experience in both developing and developed contexts. Developing countries often look to Western countries for education standards, but Western countries rarely look to developing contexts where theory is being generated about divisions and access to education. This comparative study integrates lessons learned from both contexts. It uses an auto-ethnographic methodology and draws upon phenomenographic research and critical theory. The need for emic (insider) without-prejudice teaching and learning practices is articulated in three lessons: 1. culture privileges for or prejudices against students’ access to education; 2. beliefs systems allow or deny access to learning opportunities and environments; and 3. student–teacher relationship can interrupt prejudice. 相似文献