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101.
Michael J. Lichtenstein Linda A. Pruski Carolyn E. Marshall Cheryl L. Blalock Yan Liu Rosemarie Plaetke 《Educational gerontology》2013,39(7):541-561
ABSTRACT This study tested the effectiveness of 2 dissemination methods for the Positively Aging® teaching materials. In San Antonio, Texas, 4 middle schools participated in a 3-year controlled trial of dissemination via distance electronic support alone (control) compared to distance electronic support plus in-school support from study staff (intervention). Web site and classroom utilization of lessons were tracked. The results demonstrated that in-school staff support was necessary to disseminate these materials. Potential dissemination barriers included competition for instructional time with other curricula, teacher variability in teacher computer use, teacher and student turnover, and the effects of mandatory testing on the educational process. 相似文献
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Using the analytical tools of broadening, burrowing and storying and restorying, this narrative inquiry examines a middle school teachers’ knowledge of her pedagogical practices through the strand of pearls’ metaphor that she employs to explain her teaching to herself, a beginning teacher whom she mentors and ourselves as researchers. Throughout the discussion, careful attention is paid to the pearl metaphor’s emergent, novel qualities and how the metaphor is held and expressed in the teacher’s unfurling practice. In the final analysis, four significant themes are unpacked: (1) the image of teacher as curriculum maker; (2) the idea of pearls, non-pearls and yellowed pearls; and (3) the concept of metaphors and the nature of metaphorical truth. Finally, a discussion of the veracity of the strand of pearls as way to understand teaching practice concludes the article. 相似文献
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M. Jenice Goldston Jeanelle Bland Day Cheryl Sundberg John Dantzler 《International Journal of Science and Mathematics Education》2010,8(4):633-648
The purpose of this paper is to describe the procedures and the analysis of an instrument designed to measure preservice teachers’
ability to develop appropriate 5E learning cycle lesson plans. The 5E inquiry lesson plan (ILP) rubric is comprised of 12 items with a scoring range of zero to four points per item. Content validity was determined
through the expertise of a panel of five science educators. Sixty six preservice teachers enrolled in elementary science methods
at three universities prepared lesson plans, which were scored by their instructors using the ILP rubric. Using a Pearson
two-tailed correlation, inter-rater reliability was established at a value of 0.83. An exploratory factor analysis provided
evidence of construct validity, with three factors. The factors included (1) explore, (2) engage/explain/elaborate, and (3)
evaluate. In addition, a secondary analysis revealed the means and standard deviations of the students' performance on each
of the phases of the 5E that include: engage, explore, explain, elaborate, and evaluate. The engage item held the highest
mean rating, and the evaluation items had the lowest mean ratings. Examination of the instrument's structure in light of the
5E phases is discussed and provides directions for future revisions and research. 相似文献
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Written as four scenes that span a five-year period, this article examines the summative evaluation of an organized school reform programme in the United States from the teacher perspective. The study provides fine-grained details of how the evaluation of the particular reform effort went “awry” in the view of some teachers who directly participated. The inclusion of two teacher narratives particularly demonstrates how practitioners' intents and desires became overtaken by evaluators' stances and theoretical frames. The international value of the research is that it discusses problems of summative evaluators entering longitudinal reform endeavors too late in the change process, difficulties relating to non-participant observation, issues associated with not negotiating final evaluation reports, and failure of evaluation studies to enter into human subjects agreements with teachers. Lastly, the lack of congruence between formative planning and evaluation and summative evaluation constitutes an overarching theme. 相似文献
110.
Cheryl Marie McElvain 《Journal of Research in Reading》2010,33(2):178-205
This study examines a problem that many mainstream teachers face today: how to successfully improve reading comprehension for English language learners (ELLs) in an English‐only environment. The researcher examines both the academic and psychosocial effects of the Transactional Literature Circles (TLC) programme on a treatment group of 75 fourth to sixth grade, at‐risk, ELLs to a comparable control group who did not participate in the study. The results of this study report that TLC positively affected the reading comprehension of the programme participants. The students in the TLC programme outperformed the students in the control group on standardised reading tests, and in 7 months increased one grade level in reading. Teacher interviews and student surveys reported an increase in student reading engagement and motivation that positively affected reading self‐efficacy, confidence and a willingness to participate in class discussions. 相似文献