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1.
《教育心理学家》2013,48(2):177-207
The emergence of compensatory education and special education as two distinct entities within the larger educational system can be readily understood in terms of each program's unique social and historical background. An argument for continued separation of treatment along programmatic lines cannot be supported, however, due to growing evidence that the educational rationale for separate systems does not hold. That is, specific instructional treatments tend not to vary across programs, and particular strategies found to be effective are effective for both compensatory and special education students. Drawing upon a diverse pool of studies, we review the findings on the features of effective instructional practices that help to move the lower quartile of students closer to the mean and that are not setting bound. The article concludes with a discussion of the implications of effective instruction research for future research, reform policies, and current educational practices. 相似文献
2.
《华东师范大学学报(教育科学版)》2021,(3):14-22
本文提出了“证据驱动的教育改革”的基本概念和基本原理,比较了证据驱动的教育改革在中国、美国、英国的发展状况,指出了证据驱动的改革可以帮助各国学习如何让证据在教育决策中发挥更加重要的作用,并提出了促进全球证据驱动的教育改革发展的建议,可供各国学者参考。 相似文献
3.
Jennifer Chung 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):207-219
AbstractBackground: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform. 相似文献
4.
《Teaching and Teacher Education》2001,17(5):547-566
Since the mid-eighties, national organizations have been working together in an effort to reform schools and, more specifically, to reform teaching. Paralleling the movement toward developing curriculum standards for students, professional standards for teachers have also been developed for the purpose of teacher education program accreditation. The objective of this national coalition is to strengthen the teaching profession and raise its standards—eventually enhancing the quality of student learning—by redesigning teacher licensing and accountability requirements for teacher education programs, and engaging teachers in on-going professional development. In this study we address three specific questions: (1) what representations of teaching and teachers are portrayed in the professional teaching standards, their related policies and assessment? (2) how are standards-based reform policies affecting teacher education programs? (3) what representations or conceptions of teaching and teachers are currently reflected in teacher education programs in the context of this reform? To address these questions two states were selected as test cases. Reform documents, policies and practices, as well as interviews with key participants in the reform (e.g., teacher educators, state-level administrators) are described and analyzed, and constitute the evidential basis for this study. The patterns emerging from the data indicate that teacher educators’ degrees of resistance or cooperation with externally imposed frameworks is influenced by their conception of teaching, education and its purpose. Further, as teacher educators uncritically participate in the standards-based movement it becomes impossible for them to entertain alternative perspectives on teaching and education outside of the framework provided to them by the standards. 相似文献
5.
Child maltreatment can lead to a variety of negative outcomes in childhood including physical and mental health problems that can extend into adulthood. Given the transactional nature of child maltreatment and the difficulties that many maltreating families experience, child protection services typically offer various kinds of programs to maltreated children, their parents, and/or their families. Although the specific difficulties experienced by these families may vary, sub-optimal parenting practices are typically part of the picture and may play a central role in maltreated children’s development. Hence, to deal with child maltreatment, programs that focus on parenting practices are essential, and identifying the common components of effective programs is of critical importance. The objectives of the present study were to: 1) describe the components of evidence-based parenting programs aimed at parents who have maltreated their elementary school-aged children or are at-risk for doing so and 2) identify the components that are common to these programs, using the approach proposed by Barth and Liggett-Creel (2014). Fourteen evidence-based parenting programs aimed at parents who had maltreated their elementary school-aged children (ages 6–12) or were at-risk for doing so were identified using both a review of relevant online databases of evidence-based programs (California Evidence-Based Clearinghouse for Child Welfare, Blueprints for Healthy Youth Development, Youth.gov, and the National Registry of Evidence-based Programs and Practices). Common components were identified (operationalized as components present in two thirds of programs) and discussed. The identification of common components of evidence-based programs may help clinicians choose the best intervention methods. 相似文献
6.
Curriculum tracking creates incentives in the years before its start, and we should therefore expect test scores to be higher during those years. I find robust evidence for incentive effects of tracking in the UK based on the UK comprehensive school reform. Results from the Swedish comprehensive school reform are inconclusive. Internationally, I find a large and widening test score gap between early and late tracking countries. Incentive effects of tracking show how early age scores can be endogenous with respect to later-age policies, and add to a growing literature on incentives in education. 相似文献
7.
Research into factors underlying the dissemination of evidence-based practice is limited within the field of Applied Behaviour Analysis (ABA). This is pertinent, particularly in the UK where national policies and guidelines do not reflect the emerging ABA evidence base, or policies and practices elsewhere. Theories of evidence-based practice in education and policy suggest that decision makers’ ‘perceptions’ of evidence are significant factors in dissemination. For professionals, scientific evidence is often critical. For others, including parents, experiential and anecdotal evidence can be as important. Within autism education, parents are often, and not necessarily by choice, key decision makers. This study is the first to try to identify and quantify UK parents’ beliefs about ABA in the education and support of children with autism. We developed and tested, using an internet survey method, the Parental Beliefs about ABA and Autism scale (P-BAA). Current and/or past use by parents of any behaviorally based approach including ABA was a significant predictor of P-BAA scores as were parent education, household income and child diagnosis: experience of a behaviorally based approach, higher levels of education and income and children at the more ‘severe’ end of the autism spectrum were associated with more positive beliefs about ABA. 相似文献
8.
Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers’ perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and findings revealed that (a) teachers believe they are using evidence-based practices, (b) teachers’ awareness of research varies, and (c) teachers’ personalization of research varies by awareness level. Awareness levels of credible evidence-based practices ranged from Aware, Partially Aware, and Unaware. Sources of evidence varied greatly from university coursework, research articles, co-workers’ ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed. 相似文献
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10.
Preparing physical educators for the 21st century will require professional preparation programs to address both a growing diverse studentlclient population and a more technologically advanced society (Tyson, 1996). How well do the pedagogical practices within our preparation programs represent these transformations? The case method has potential to be the pedagogy change in physical education higher education. The selected research in this review describes the use of cases to reform other professional preparation programs. Possibilities and pitfalls for using case method to address reflection, multicultural education, and technology integrative practice also are outlined. In 1915, John Dewey challenged us to modify our methods of instruction to incorporate more active and constructive processes. Physical educational professionals are entering work environments that demand skills reflecting a changing world, and our pedagogical practices also need to mirror these complex decision-intensive environments. The case method deserves consideration. 相似文献
11.
“NAEYC’s Key Attributes of Quality Preschool Programs” Applied to the Jordanian Kindergarten Context
Tagreed Fathi Abu Taleb 《Early Childhood Education Journal》2013,41(4):307-314
Jordan’s education system is currently undergoing rigorous and comprehensive reform processes that focus on improving the status of educational policies and experiences for students in kindergarten through 12th grade. Kindergarten education in Jordan has been dominated until recently, by the private-sector. For the past decade, the Ministry of Education has taken initiative to provide government-funded kindergarten programs. The main objective of this research was to evaluate program practices implemented by private and public-sector programs and examine their alignment with Developmentally Appropriate Practices. Using NAEYC’s “Top 10 Signs of a Good Kindergarten Classroom” as evaluative guidelines, observational data was collected from 118 classrooms (50-private, 68-public). Demographic data were also obtained from classroom teachers; level of education, specialty, and years of experience. The results of the analysis revealed significant differences in application of the 10 NAEYC guidelines between public and private-sector programs. Ministry of Education kindergarten classroom practices were found to be closely aligned to best practices compared to private-sector programs. Also, teachers with bachelor’s degrees and those with early childhood education backgrounds outperformed their counterparts in the application of Developmentally Appropriate Practices. Years of experience yielded no significant results for this sample of teachers. Reflecting on the results of this study, several recommendations were posed. 相似文献
12.
Researchers conducted a national survey of administrators at doctorate-granting universities to determine the current status of institutional policies and practices related to the organization and governance of online courses, faculty incentives to develop and teach online, and course ownership. Survey results document a wide variation in policies and practices, yet they also identify common practices. About 82% of the universities gave extra pay to faculty to develop online courses, and 94% provided campus-based faculty development workshops or training on online education. The large majority of institutions hired professional course designers (84%) and provided technical assistance to students (86%). Another 84% had an intellectual property policy in place or were developing one, and 77% shared revenues from online courses with academic colleges, schools, or departments. Although these practices existed on campuses, they were not always instituted campuswide. The researchers found statistically significant relationships for a number of faculty incentives and support services and faculty willingness to be involved in online education. 相似文献
13.
The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools. 相似文献
14.
Bryan G. Cook Lauren W. Collins Sara Cothren Cook Lysandra Cook 《Learning disabilities research & practice》2020,35(1):6-13
Evidence-based reviews are a type of systematic literature review used to identify evidence-based practices. When conducting an evidence-based review, researchers apply predetermined standards to identify evidence-based practices—practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence-based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence-based reviews. We conclude with two examples of evidence-based reviews in the field of learning disabilities. Our take-home message is that evidence-based reviews are a trustworthy approach for identifying generally effective instructional practices—but no practices, not even evidence-based practices, are effective for all learners. 相似文献
15.
Christa van Kraayenoord 《International Journal of Disability, Development & Education》2003,50(4):363-365
Policies of inclusive education are emerging from many ministries and departments of education in countries around the world. McLesky and Waldron (2002) have argued that when teachers and administrators in schools begin to have discussions about inclusion the discussions often lead to two conclusions about how schools must change: (a) the change must address the needs of all students, not just those with disabilities, and (b) “school improvement” replaces references to inclusion. That is, teachers and administrators begin to rethink and restructure their programs in special and general education to improve the education of all students. In having to reform their practices general education teachers, in particular, must develop new understandings related to inclusion and reconceptualise how students with disabilities and learning difficulties might best be taught. As a consequence these teachers are recognising that they must change their practices in curriculum, pedagogy, and assessment. However, in order to make the changes and to develop new classroom practices general education teachers often reveal a need for inservice training. Thus there is a call from general education teachers for professional development in various areas. Several authors have described a range of initiatives in professional development in the context of school improvement. For example, there are alliances between teachers and researchers through teacher-researcher professional development groups (e.g., Vaughn, Hughes, Schumm, & Klinger, 1998) and collaborative communities (e.g., Englert & Zhao, 2001); professional development schools (PDS) where special educators are viewed as “catalysts” who further the knowledge of both inservice and preservice teachers (Voltz, 2001); “critical friend(s) groups” which are teacher support groups (Bambino, 2002); “Friday Forums” where teachers within a school use internal school expertise to inservice each other (Hudson, 2002); and professional learning communities or networks of various types, sometimes developed by professional organisations and itinerant specialists who are assigned to school districts to work on school reform with schools and teachers. 相似文献
16.
Ayesha K. Hashim Katharine O. Strunk Tasminda K. Dhaliwal 《Peabody Journal of Education》2018,93(2):174-189
To address disproportionalities in suspensions for students of color, many districts have prohibited schools from suspending students for willful defiance of school authorities and implemented restorative justice programs (RJP) that address student misconduct using alternative conflict resolution practices. However, there is limited evidence on the efficacy of these new policies. This article examines how the Los Angeles Unified School District's (LAUSD) suspension ban and RJP are associated with student suspensions over time, as well as suspensions across different groups of students and schools targeted by these policies. We employ an interrupted time series design using 12 years of studentlevel administrative data from the 2003–2004 to 2014–2015 school years, which allows us to examine trends in student suspensions in LAUSD before and after its suspension ban in 2011–2012 and rollout of restorative justice practices and training to schools in 2014–2015. We find large rates of decline in suspensions in the years following LAUSD's suspension ban relative to the years leading up to the ban, as well as evidence of reduced suspension gaps between frequently disciplined students and their less-disciplined peers. Additionally, we find the district's public identification of schools most in need of continued reform, and provision of restorative justice training to these schools, is associated with further reductions in suspensions. Despite this progress, suspension gaps between black and non-black students, and between special education (SPED) and non-SPED students, still persist in our data, suggesting that districts may need more time and comprehensive strategies to fully resolve these inequities. 相似文献
17.
Frank A. Schmidtlein 《Tertiary Education and Management》2013,19(2):159-174
Abstract Interest in ‘performance budgeting’ is growing despite a lack of research on its effectiveness. U.S. states have largely used ‘incremental’ and ‘formula’ budgeting processes to fund higher education. However, more than half of them are experimenting with some form of ‘performance budgeting’. There have been similar attempts to reform budget practices in the U.S. in the past, but most of these processes have been largely abandoned. Governmental ‘performance budgeting’ for higher education assumes policy objectives are stable, complex decisions on budget trade‐offs can be made at governmental levels on the basis of data, institutions operate as bureaucracies, resources can be linked to outcomes, outcomes are identifiable and can be agreed upon, accountability can be achieved through budget policies, and current practices create incentives to enrol unqualified students. These assumptions are not realistic. Consequently, ‘performance budgeting’ will not meet proponents expectations and will suffer the fate of past budget fads. 相似文献
18.
Paul Morris 《教育政策杂志》2013,28(1):89-107
Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a façade to legitimate preferred policy options. 相似文献
19.
Patrick J. McEwan 《Teaching and Teacher Education》1999,15(8):136
Monetary and non-monetary incentives for rural teacher recruitment are a prominent feature of developing-country education systems. Despite the widespread use of incentives, there is little theoretical or empirical evidence on their effectiveness. This paper interprets incentive policies within the framework of the economic theory of compensating differentials. The discussion clarifies the implicit assumptions of incentive policies and aids in organizing further empirical work on their effectiveness. Existing evidence on compensating differentials, mainly in the United States, shows that teachers tend to trade off monetary wages against non-monetary aspects of their jobs, such as geographic location and class size. 相似文献
20.
The purpose of this qualitative case study was to explore what aspects of two first‐year elementary teachers' practices were most consistent with an inquiry‐based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio‐recorded interviews, video‐recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question‐driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well‐started beginning elementary teachers implementing inquiry‐based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university‐based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661–686, 2010 相似文献