Sustaining continued acceleration in reading comprehension achievement following an intervention     

Mei Kuin Lai  Stuart McNaughton  Helen Timperley  Selena Hsiao 《Educational Assessment, Evaluation and Accountability》2009,21(1):81-100

Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well designed interventions, but there is little research into whether these gains can be sustained. The present study examines the extent to which acceleration in achievement made during a three-year literacy intervention and the associated school-based practices were continued. Statistical modelling showed continued acceleration in student achievement (four months in addition to expected progress) at a rate similar to the intervention. The school-based practices associated with sustainability were part of a process of change (rather than a specific instructional programme) comprising two dimensions — organisational learning through ongoing inquiry into solving problems arising from teaching and learning and the development of professional learning communities to promote organisational learning. Effectiveness was enhanced by schools embedding the process into their normal school routines as part of a coherent instructional programme and the availability of expertise.

Selena HsiaoEmail:

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Preparing novice principals in Australia and Turkey: How similar are their needs?     

Helen Wildy  Simon Clarke  Irene Styles  Kadir Beycioglu 《Educational Assessment, Evaluation and Accountability》2010,22(4):307-326

Part of a 13-nation, cross-cultural study of the extent to which principals perceive their pre-appointment experiences had prepared them for the job, the International Study of Principal Preparation (ISPP), this paper compares the responses of novice principals in Turkey and Western Australia. Using a survey based on data from case studies of principals in their first 3 years, the views of 50 Western Australian and 60 Turkish principals were examined in terms of the difficulty of the problems they faced and the extent to which they felt prepared for these problems. Responses were analysed by sex, qualification, age at appointment, school size, and school location. Respondents from both countries found that managing the budget and achieving work/life balance presented challenges for them while working with parents and acquiring adequate resources were not challenging. For Turkish respondents, building positive relationships with staff was more challenging than it was for the Australian respondents. Surprisingly respondents felt well prepared for the tasks they faced, with Australians, females, principals of small schools in rural and remote locations reporting significantly more positive views about their preparation than their counterparts.  相似文献   

Buddhist and arts-based practices for addressing racial oppression: building upon Cleveland and Tobin’s mindfulness in education     

Kwah  Helen 《Cultural Studies of Science Education》2019,14(4):1123-1131

Cultural Studies of Science Education - In this response to Richard Cleveland’s review of the Special Issue on Mindfulness in Education by Kenneth Tobin (Learn Res Pract 4(1):112–125,...  相似文献   

Strange things happen at sea: training and new technology in a multi-billion global industry     

Helen Sampson  Lijun Tang 《Journal of Education & Work》2016,29(8):980-994

It is not unusual to find that employers operating in low-pay sectors are reluctant to provide vocational training. Frequently they fear benefitting competitors as better-skilled employees command a more competitive position in the labour market and may choose to leave one employer and take their newly acquired skills elsewhere. However, in contrast the expectation might reasonably be that employers in more skilled sectors would be more enthusiastic about such training particularly when the financial, environmental and human costs, of errors are high. This paper therefore analyses vocational training provision in the more skilled sector of professional seafaring. In this sector, accidents may cause massive environmental damage and loss of life, and may incur substantial fines and financial penalties. Using a mix of qualitative and quantitative data, the paper focuses upon the adequacy of the training that is provided to seafarer officers in relation to the introduction of new technology aboard their vessels.  相似文献   

Aftermath: Legacies and Memories of War in Europe, 1918–1945–1989     

Helen Steele 《Cultural and Social History》2017,14(1):125-126

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Culturally Responsive Teaching and the Brain     

Helen Maniates 《Multicultural Perspectives》2016,18(2):118-120

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Challenges in Developing a Rubric to Assess Community‐Based Learning     

Helen Rosenberg  Laurie Marks 《Assessment Update》2016,28(3):8-12

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Obituary     

Neville Davies  Helen MacGillivray 《Teaching Statistics》2014,36(3):97-98

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Lincolnesque     

Helen G. Jefferson 《The Educational forum》2013,77(3)

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Spring Storm     

Helen Benson 《The Educational forum》2013,77(4)

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