Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement     

Sara A. Schmitt  Megan E. Pratt  Megan M. McClelland 《Early education and development》2014,25(5):641-660

Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer report (the Observed Child Engagement Scale), and a direct assessment (the Head–Toes–Knees–Shoulders task) relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Practice or Policy: Discussion focuses on the domain specificity of behavioral self-regulation assessments and the importance of utilizing multiple measurement tools when assessing behavioral self-regulation and its relations to early achievement.  相似文献   

On Martyn Hammersley's Critique of Bassey's Concept of the Fuzzy Generalisation     

Nick Pratt 《牛津教育评论》2013,39(1):27-32

This article is a further contribution to a critique of Michael Bassey's concept of 'fuzzy generalisations' as a form of dissemination of educational research. Martyn Hammersley has questioned both the uniqueness, and validity, of 'fuzzy' generalisation; the former in terms of a misunderstanding about the nature of generalisation as a whole, and the latter in relation to the potential for circumventing the research community's role in validation. It is argued here that, whilst in agreement with the first of these criticisms, the second depends upon the perspective taken, and that, from the perspective of the practitioner--as opposed to the researcher--(external) validity is a question of 'usefulness' within a particular context rather than generalisability across contexts. Furthermore, generalisations which state what will happen to a practitioner may fail to take account of the fact that he or she is far from being a passive recipient of the research.  相似文献   

The effect of short-duration sprint interval exercise on plasma postprandial triacylglycerol levels in young men     

Edward Allen  Partick Gray  Angeliki Kollias-Pearson  Erlend Oag  Katrina Pratt  Jennifer Henderson 《Journal of sports sciences》2013,31(10):911-916

Abstract

It is well established that regular exercise can reduce the risk of cardiovascular disease, although the most time-efficient exercise protocol to confer benefits has yet to be established. The aim of the current study was to determine the effects of short-duration sprint interval exercise on postprandial triacylglycerol. Fifteen healthy male participants completed two 2 day trials. On day 1, participants rested (control) or carried out twenty 6 s sprints, interspersed with 24 s recovery (sprint interval exercise – 14 min for total exercise session). On day 2, participants consumed a high-fat meal for breakfast with blood samples collected at baseline, 2 h and 4 h. Gas exchange was also measured at these time points. On day 2 of control and sprint interval exercise trials, there were no differences (P < 0.05) between trials in plasma glucose, triacylglycerol, insulin or respiratory exchange ratio (RER). The area under the curve for plasma triacylglycerol was 7.67 ± 2.37 mmol · l^–1.4 h^–1 in the control trial and 7.26 ± 2.49 mmol · l^–1.4 h^–1 in the sprint interval exercise trial. Although the sprint exercise protocol employed had no significant effect on postprandial triacylglycerol, there was a clear variability in responses that warrants further investigation.  相似文献   

Bridging Education and Practice With a Competency-Based Learning Contract     

Veronica Molina  Tammy Molina-Moore  Francine E. Pratt 《Journal of Teaching in Social Work》2018,38(1):18-27

ABSTRACT

Field work programs have a substantial responsibility for providing support and gatekeeping functions while ensuring an educational experience that allows students to master the nine holistic, multidimensional social work accreditation competencies. With additional emphasis on field as a “signature pedagogy,” field directors are tasked with finding placements that can support these explicit competencies. Through the utilization of a learning contract that combines the Council on Social Work Education Educational Policy and Accreditation Standards competencies (including component behaviors) students and supervisors can begin to discuss their joint progress on meeting each of these prior to the final evaluation. This process will ensure that students have demonstrated the necessary outcomes to become a generalist social work practitioner.  相似文献   

Liaison services for a remotely located biotechnology research center     

G F Pratt 《Bulletin of the Medical Library Association》1991,79(4):394-401

In April 1989, the Houston Academy of Medicine-Texas Medical Center (HAM-TMC) Library initiated a prototype liaison program with the Baylor College of Medicine (BCM), Center for Biotechnology (CBT). The library was interested in examining the benefits and costs of the outreach concept and in supporting Houston's efforts to develop into a center for biotechnology research. Located thirty-five miles from the HAM-TMC Library, CBT was receptive to an outreach project that would improve its access to the library's collection and services. This article describes the objectives and development of the pilot project, the services provided, feedback from the biotechnologists, and program costs. Although limited in scope, the project has provided the HAM-TMC Library with useful data about the information needs of a particular group of biotechnologists and strengthened relationships with these scientists. In addition, the knowledge and experience gained from this effort are being used to plan outreach efforts for other client groups.  相似文献   

Inquiry and groups: student interactions in cooperative inquiry-based science     

Amanda Woods-McConney  Marold Wosnitza  Keryn L. Sturrock 《International Journal of Science Education》2016,38(5):842-860

Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic inquiry based primary science class setting. Thirty-one upper primary students were videotaped working in cooperative inquiry based science activities. Cooperative talk and negotiation of the science content was analysed to identify any high-level group interactions. The data show that while all groups have incidences of high-level content-related group interactions, the frequency and duration of these interactions were limited. No specific pattern of preceding events was identified and no episodes of high-level content-related group interactions were immediately preceded by the teacher’s interactions with the groups. This in situ study demonstrated that even without any kind of scaffolding, specific skills in knowing how to implement cooperative inquiry based science, high-level content-related group interactions did occur very briefly. Support for teachers to develop their knowledge and skills in facilitating cooperative inquiry based science learning is warranted to ensure that high-level content-related group interactions and the associated conceptual learning are not left to chance in science classrooms.  相似文献   

Producing assessment truths: a Foucauldian analysis of teachers’ reorganisation of levels in English primary schools     

Nick Pratt  Julie Alderton 《British Journal of Sociology of Education》2019,40(5):581-597

This article considers a recent policy initiative in assessment in English primary schools (ages 5–11?years) in which curriculum ‘levels’ used by teachers to judge pupils’ attainment were suddenly removed. Previous work has largely focused on assessment of pupils, but we examine assessment as an activity through which teachers reproduce their professional standing. Using data from a small-scale study we investigate how teachers responded to these changes and what this tells us about the way in which the economy, and politics, of assessment practices operate at school level. Using Foucault as a theoretical framework, we make visible how this system was reorganised by teachers through the construction of new regimes of truth. Implications include evidence of a potentially damaging changing relationship between teachers and pupils, the key role of technology and the deleterious effect of neoliberalism on teachers’ and pupils’ relationships with both the process and subject matter of learning.  相似文献   

Learning together: a transdisciplinary approach to student–staff partnerships in higher education     

Alex Baumber  Giedre Kligyte  Mieke van der Bijl-Brouwer  Susanne Pratt 《高等教育研究与发展》2020,39(3):395-410

ABSTRACT

Partnership in higher education has gained prominence over recent decades, but recent studies have identified a lack of research exploring how partnership practices unfold in specific disciplinary contexts. This article explores how a transdisciplinary approach can be used to better understand and facilitate student–staff partnerships where staff and students have diverse disciplinary backgrounds and knowledge. We present a case study of the Bachelor of Creative Intelligence and Innovation at the University of Technology Sydney, focusing on the adaptation of our curriculum co-creation processes by drawing on multiple knowledge types through a reflexive process of mutual learning. We conclude that explicit consideration of these principles, which are common to both transdisciplinary and partnership frameworks, have the potential to enhance consideration of diverse perspectives and the roles played by worldviews, norms and values when building student–staff partnerships around curriculum co-creation.  相似文献   

Professional Development Scholarships Increase Qualifications of Diverse Providers     

Shannon T. Lipscomb  Sara A. Schmitt  Megan E. Pratt 《Journal of Early Childhood Teacher Education》2013,34(3):232-249

Efforts to improve school readiness call for improvements in the professional qualifications of the early childhood workforce. It is critically important that these efforts are inclusive of a diverse workforce. Providers from diverse ethnic and linguistic backgrounds make up a sizable portion of the early childhood workforce, yet diversity continues to be disproportionally concentrated among providers with lower qualifications. This study examines the effect of a state-wide scholarship program on increasing qualifications for nondegree-seeking providers from diverse groups caring for children in early childhood settings. Data from two components of Oregon’s Quality Rating and Improvement System for early care and education were linked with individual provider identification numbers (N = 1,783): the Oregon Child Care Professional Development Registry (PD Registry) and the state-wide Betty Gray Scholarship Program. Findings revealed that providers from ethnic and linguistic minority backgrounds had lower qualifications, on average, but also accessed scholarships at elevated rates. Scholarships were associated with modest increases in professional qualifications for all groups of providers but did not reduce the gap in qualifications between providers from minority and nonminority backgrounds. Implications for teacher educators who deliver training and/or education to providers are discussed. Directions for future research and programming related to qualifications of early childhood providers are also presented.  相似文献   

Great American city: Chicago and the enduring neighborhood effect     

Travis C. Pratt 《Journal of Criminal Justice Education》2013,24(2):255-257

Establishing causal relationships is an elusive process for criminal justice researchers. Elimination of rival causal factors tends to be the most problematic area. This practice note first describes the methodology of a recent study conducted by the authors and then elaborates on the methodological problems inherent in the search to establish a causal relationship between course work and attitudinal change among students enrolled in introductory criminal justice classes.  相似文献