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1.
Three major evaluations of innovative projects designed and implemented in the US during the 1960s and 1970s provide models for the design and analysis of Information and Communication Technology (ICT) projects. Large in scope, sophisticated in design and explicit in reporting, the three evaluations were: an analysis of major factors in “change agent” projects conducted by the Rand Corporation; an evaluation of Follow Through, a program to continue supporting “disadvantaged” children in elementary school; and a multi-year evaluation of the Comprehensive School Mathematics Program, a multi-grade project designed to change mathematics instruction and, at the same time, develop suitable assessment tools. Each of the studies provides a model of how ICT projects, both those in place and those in the design stages, may be evaluated in order that important questions — “What happened?” and “Why?” and “To what effect?” — can be answered. The three evaluations stress the importance of defining project characteristics, working from clearly defined practices, assessing fidelity of implementation, studying the multiple reactions of all the stakeholders, and conducting assessments of pupil progress at appropriate times and with appropriate measures. The models can serve ICT educators as guidelines as they look for complex, meaningful and educationally sound ways of determining the impact of ICT on all stakeholders.  相似文献   

2.
Abstract

The CD‐ROM market in schools is generally expected to be a growth area for computer software developers world‐wide. As a developer, publisher and distributor of CD‐ROMs for schools, the author is interested in the characteristics of CD‐ROMs schools will buy and the potential market. This paper looks at what developers must take into account when considering producing materials for this market. It focuses on school requirements as regards CD‐ROMs rather than the process of producing an educational CD‐ROM.  相似文献   

3.
Ugur Sak 《Roeper Review》2013,35(4):216-222

In this case study the author explored a teacher's beliefs about creativity and gifted‐ness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi‐structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative children are those who are “free thinkers” and have “imaginative intelligence.” The thin line between an academically gifted child and a creatively gifted child is built by “imagination,” “emotional intensity,” and “curiosity.” In creative writing, she tried to implement activities such as learning to write poetry, personal narratives, research reports and essays posing solutions to real world problems, and mystery stories decorated with similes, metaphors and imaginative expressions. In reading, students analyzed characters, problems, places and times in stories and novels, and then rewrote stories.  相似文献   

4.
Abstract

This paper considers the professional growth of academic developers from a South African perspective. Locating themselves within broad political, institutional, academic and student dynamics, academic developers attempt to influence interpretations of quality, professional autonomy and accountability, academic literacy and Africanization. Capacity‐building in academic development which is aligned with teaching and learning processes within institutions and supports institutional transformation and redress, is emphasized. Using an interactionist model of participation between developer and those participating in development initiatives, the authors focus on both the contestable notion of the term ‘development’ and the need for authentic engagement between academic and academic developer.  相似文献   

5.
This paper describes a randomised controlled trial conducted with 10 secondary schools in England to evaluate the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy. Fresh Start is a synthetic phonics programme for small groups of pupils, here implemented three times per week over 22 weeks. The intervention was led by the schools themselves and assessed in cooperation with the independent evaluators. A group of 433 year 7 pupils (first year of secondary school) were identified by schools as having literacy attainment below “secure” KS2 level 4, and individually randomised to a treatment group or a waiting-list control. The pupils were assessed via GL’s New Group Reading Test. Missing data at pre- and post-test amounted to 3% of the total. The overall “effect” size in terms of gain scores from pre- to post-test was +0.24, and this was repeated in a sub-group analysis involving only FSM-eligible pupils. However, there was some imbalance between the two groups at the outset, and this must lead to a slight caution about the findings, and to some doubts about whether one or more schools unwittingly subverted the randomisation. Other than this, the aggregated trial shows that schools can conduct evaluations of their own interventions with firm guidance from experts, and under favourable conditions such as individual randomisation and lack of extended involvement by developers with a conflict of interests.  相似文献   

6.
Abstract

Program effectiveness reviews in education seek to provide educators with scientifically valid and useful summaries of evidence on achievement effects of various interventions. Different reviewers have different policies on measures of content taught in the experimental group but not the control group, called here treatment-inherent measures. These are contrasted with treatment-independent measures of content emphasized equally in experimental and control groups. The What Works Clearinghouse (WWC) averages effect sizes from such measures with those from treatment-independent measures, while the Best Evidence Encyclopedia excludes treatment-inherent measures. This article contrasts effect sizes from treatment-inherent and treatment-independent measures in WWC reading and math reviews to explore the degree to which these measures produce different estimates. In all comparisons, treatment-inherent measures produce much larger positive effect sizes than treatment-independent measures. Based on these findings, it is suggested that program effectiveness reviews exclude treatment-inherent measures, or at least report them separately.  相似文献   

7.
ABSTRACT

This paper draws on evidence from a study carried out in England to explore how schools can support one another’s improvement within a policy context that emphasises competition. The findings offer some reasons to be optimistic, and are suggestive of the capacity and potential of the school system in England to “self-improve” through collaborative means. However, light is also thrown on a number of barriers that need to be overcome to make such an approach work. The paper argues that developing a greater understanding of the social complexities involved in school-to-school support requires research that takes account of the views of those involved. With this in mind, the paper reflects on the experiences of a group of school leaders in England, leading to lessons that are likely to be relevant to those in other national contexts where competition is seen as a driver for school improvement.  相似文献   

8.
COMPASS-AIM is a set of processes and tools used by participants in a research–practice partnership (RPP) to improve organizational capacities and individual and team competencies for organizational learning and improvement. The “COMPASS” team includes teams of teachers and school leaders who work with a university researcher and expert professional developers. Improvement teams begin by COMParing practices in their own setting to those in higher performing schools identified through research. The next few phases involve Assessing priorities based on those comparisons, Selecting levers (i.e., drivers) to improve a priority area, and Setting a SMART (Specific, Measurable, Attainable, Relevant, Time-bound) goal or goals designed to address the priority area. Once a “COMPASS” team establishes a goal or goals, the process has it take AIM at Action planning, Implementation, and Monitoring progress through periodic “check the pulse” meetings. Throughout these phases, participants use self-assessment tools, case studies, and a variety of other research reports to inform their work. This research utilization-focused approach bridges research and practice, while accommodating for variability in desired outcomes, affordances, and constraints for change in different school and district contexts.  相似文献   

9.
A “digital revolution” has introduced new privacy violations concerning access to information stored on electronic devices. The present two studies assessed how U.S. children ages 5–17 and adults (N = 416; 55% female; 67% white) evaluated those accessing digital information belonging to someone else, either location data (Study 1) or digital photos (Study 2). The trustworthiness of the tracker (Studies 1 and 2) and the privacy of the information (Study 2) were manipulated. At all ages, evaluations were more negative when the tracker was less trustworthy, and when information was private. However, younger children were substantially more positive overall about digital tracking than older participants. These results, yielding primarily medium-to-large effect sizes, suggest that with age, children increasingly appreciate digital privacy considerations.  相似文献   

10.
ABSTRACT

In the spring of 2002 we conducted a structure-focused case study at 4 North Carolina community colleges to understand how selected senior campus leaders assessed a new legislatively-mandated institutional-accountability program. Using confidential interviews and document analysis we collected, analyzed, and interpreted data that revealed clear differences in how leaders regarded the accountability program. These distinct, campus-specific perspectives are characterized as “bureaucratic meddling,” “benign intrusion,” “an opportunity to demonstrate accountability,” and “the divided leaders.” Despite these distinct perspectives, however, we also found 2 overarching themes that illuminated common reactions to the accountability program. First, leaders at 3 of the 4 institutions reported that performance ratings under the accountability program were instrumental in prompting changes in instructional programs or staffing. Second, faculty leaders at 3 institutions exhibited an apathy or unawareness of state indicators, even though some state funding was linked to measures regarding student performance.  相似文献   

11.
Abstract

The “Readwell” program is an Australian‐designed approach to remediation of children's reading difficulties. Although used in most Australian states, the program has not been evaluated. This quasi‐experimental pilot study reports on a first phase of an evaluation of the program. It involves a preliminary examination of the program with a group of 18 grade six and seven students with significant reading delays. It was conducted over a ten‐week period during which students received 45‐minute group instruction with the Readwell program each day. In addition, interviews with the students and their teachers were conducted to examine perceived outcomes of the program. Surveys with selected parents of students who had completed the program 12 months previously were also conducted to gauge the endurance of students’ gains in reading competence. Some comparisons with the literature reporting on Reading Recovery programs are also included and some initial conclusions are draw in relation to the place of the Readwell program in remediation practices for students with a reading difficulty.  相似文献   

12.
ABSTRACT

The fact that the reform movement in public education has directed greater attention to the needs of underperforming students than to those of gifted and talented (G/T) students is both well documented and not surprising in the current political climate. Some advocates for G/T education greeted the growth of charter schools as promising a more receptive environment for G/T students and programs. Indeed, enthusiasm was so great that early critics of charter schools worried that they would result in “creaming” G/T students from the general population leaving public schools in worse shape than before (Wells et al., 1999). However, not only has evidence of this “creaming” not been found but, rather, only approximately 30% of charter schools report that they have a G/T program at all (Gruber et al., 2002). The charter schools in this study (n = 49) were found to provide varied instructional programs and employ recommended practices such as acceleration and project-based learning to meet the needs of their G/T students. They don't focus on identification of G/T students. While some schools are based on a philosophy that all students are gifted, others only recognize the gifts and talents as they emerge. We found that these schools provide flexible grouping and independent learning plans to assure that all students can progress as far as possible as quickly as possible.  相似文献   

13.
Abstract

This issue is the first of a special PRIMUS two-part issue collecting articles from experienced faculty mentors. We offer it as a valuable resource for faculty leading undergraduate research programs. It is inspired by the “Regional Faculty Workshop on REU Issues” in 2013 and the Joint Mathematics Meeting 2015 Mathematical Association of America’s “Themed Session on Perspectives and Experiences on Mentoring Undergraduate Students in Research.” This issue consists of seven papers focusing on the larger issues involved in creating, running, and sustaining an undergraduate research program in mathematics.  相似文献   

14.
Abstract

An earlier series of pilot studies and small-scale experimental studies had previously provided some evidence for the efficacy of a small group early literacy intervention program for young struggling readers. The present paper provides further evidence for efficacy based on a much larger sample of young, socially disadvantaged, at-risk readers. The participants comprised 14 successive intakes of Year 1 and Year 2 students into small group remedial literacy intervention programs hosted by two charitably run tutorial centres. In each semester, over the years 2005–2011, eight students (on average) attended each centre for one hour, for four days per week, for 15 weeks. Pre- and post-test assessment data on eight measures of early literacy performance were available on up to 194 students who completed the program. Substantial and statistically significant gains were evident on all literacy measures with large effect sizes. These results provide further evidence for the efficacy of the small group literacy intervention program.  相似文献   

15.
Abstract

This is a report on a new instrument for institutional research, (Transactional Analysis of Personality and Environment-(TAPE), based on the semantic differential and unique in its potential for analysis of the integration among students, faculty, and administration in a college, A total of 3,016 students from twenty-one colleges rated the following concepts on the 52 scales in Form A or the 52 scales in Form B: “My College,” “My Self,” “Students,” “Faculty,” “Administration,” and “Ideal College.” Ratings of satisfaction with aspects of college life also were made. The data presented indicate that individuals who perceive great discrepancies between themselves and their college tend to be dissatisfied and consider dropping out. Furthermore, those colleges which have large mean Self- College discrepancies also tend to have high mean dissatisfaction scores. Data are also presented to exemplify the intra- and inter-institutional research comparisons possible with TAPE.  相似文献   

16.
Abstract

This paper grows out of my academic journey from a long period teaching and researching geography to recently taking on the role of an educational developer. For most staff, their primary allegiance is to their discipline. In my experience, educational developers often fail to recognize and value staff's focus on their discipline ‐ or see it as an obstacle to improving the quality of their teaching. My central argument is that, to have a significant impact on the broad mass of staff, educational developers should work with these discipline‐based concerns. I detail how this can be achieved, drawing on much good practice from the UK, Australia and North America. Approaches include recognizing particular curricular and pedagogic concerns of the disciplines; helping staff to develop as scholars in the teaching of their discipline; for some staff to develop careers in the teaching of their discipline; and for educational developers to work with disciplinary organizations to promote discipline‐based teaching initiatives.  相似文献   

17.
Abstract

The issue of school choice and its effects on student performance have become a prevalent part of the educational landscape. This longitudinal investigation examines a group of students not typically associated with the school choice movement: high ability or “gifted” students. The study analyzed whether attending a private school through participation in the Cleveland Scholarship and Tutoring Program, which is among the longest running experimental evaluations of a school voucher program in the United States, resulted in differential performance on standardized achievement tests for topperforming students. Analyses showed that no statistically or practically significant differences were found between gifted students participating in the program and control group students who attended public schools.  相似文献   

18.
Abstract

This article argues the importance of adopting a “learning to learn” perspective in secondary agricultural education: school organisational development should take place in the perspective of active learning by students. Three factors affecting innovation processes are discussed: school policy-making capacity, school in-service training policy, and professional orientations of teachers. Moreover, a program to support schools for secondary agricultural education while implementing a “learning to learn” approach is presented. The implementation process is tuned to the individual teacher and teacher coaching and in-service training are provided. In this respect, the need for school management and school policy reflecting a clear educational perspective is stressed: fostering the quality of students' independent learning should take a central position on all levels in the school. Therefore, the school organisation as a whole should become a “learning organisation”.  相似文献   

19.
ABSTRACT

The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of the data set identified the following themes: “Feelings and Emotions”, “Engagement”, “Resilience”, “Hopes and Aspirations” and “Relationships”. The findings suggest the ELSA programme has a perceived positive impact on multiple components of pupil wellbeing. These components include positive emotions, negative feelings, engagement, resilience, optimism, accomplishment and relationships, as described by the New Economics Foundation (NEF) and Seligman’s “PERMA model”. The positive wellbeing changes experienced by the pupils occurred through strategies, talking, and forming a close relationship with the teaching assistant. Overall, this research provides evidence to suggest a positive impact of the ELSA programme on pupil wellbeing.  相似文献   

20.
BackgroundChildhood maltreatment is associated with eating disorders, but types of childhood maltreatment often co-occur.ObjectiveTo examine associations between childhood maltreatment patterns and eating disorder symptoms in young adulthood.Participants and SettingData came from the National Longitudinal Study of Adolescent to Adult Health (N = 14,322).MethodsLatent class analysis was conducted, using childhood physical neglect, physical abuse, and sexual abuse as model indicators. Logistic regression models adjusted for demographic covariates were conducted to examine associations between childhood maltreatment latent classes and eating disorder symptoms.ResultsIn this nationally representative sample of U.S. young adults (mean age = 21.82 years), 7.3% of participants reported binge eating-related concerns, 3.8% reported compensatory behaviors, and 8.6% reported fasting/skipping meals. Five childhood maltreatment latent classes emerged: “no/low maltreatment” (78.5% of the sample), “physical abuse only” (11.0% of the sample), “multi-type maltreatment” (7.8% of the sample), “physical neglect only” (2.1% of the sample), and “sexual abuse only” (0.6% of the sample). Compared to participants assigned to the “no/low maltreatment” class, participants assigned to the “multi-type maltreatment” class were more likely to report binge eating-related concerns (odds ratio = 1.97; 95% confidence interval [CI]: 1.52, 2.56) and fasting/skipping meals (OR = 1.85; 95% CI: 1.46, 2.34), and participants assigned to the “physical abuse only” class were more likely to report fasting/skipping meals (OR = 1.35; 95% CI: 1.04, 1.76).ConclusionsThis study provides evidence that distinct childhood maltreatment profiles are differentially associated with eating disorder symptoms. Individuals exposed to multi-type childhood maltreatment may be at particularly high risk for eating disorders.  相似文献   

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