Expanding the Learning Network: How Teachers Use Pinterest     

Stephanie Schroeder  Rachelle Curcio  Lisa Lundgren 《Journal of Research on Technology in Education》2019,51(2):166-186

This exploratory qualitative study of 117 teachers explores how educators engage with Pinterest, an online social networking site, specifically asking: (1) What similarities and differences exist in how elementary-level preservice and elementary-level in-service teachers engage with Pinterest? (2) What similarities and differences exist in how secondary-level in-service teachers and elementary-level in-service teachers engage with Pinterest? Findings indicate teachers at all levels tend to use Pinterest to search for educational resources and adapt resources to suit their classroom needs. Preservice teachers identify a more complex interaction with Pinterest than in-service teachers when determining quality resources. Findings indicate a need for future research into teacher education practices and the complex interactions preservice teachers engage in with Pinterest resources.  相似文献   

Podcasts and Productivity: A Qualitative Uses and Gratifications Study     

Lisa Glebatis Perks  Jacob S. Turner 《Mass Communication and Society》2019,22(1):96-116

Through analysis of five focus groups with people who “usually (more often than not) listened to at least one podcast episode a week” in the last two months, this uses and gratifications (U&G) study uncovers several prominent themes among podcast listener experiences. In an effort to integrate old and new media use typologies within U&G research, our results are presented in two parts: emerging typologies and expansions of existing typologies. The emerging section includes reasons for podcast displacement of other media, customizable experiences, and multitasking (which involves both temptation bundling and feeding the brain). The expansion builds on the existing typologies of companionship and interaction by analyzing avenues for parasocial relationship formation and identifying social opportunities as well as social frustrations surrounding podcasts. We ultimately conclude that podcasts offer an endless supply of engaging content that travels with listeners, allowing them to be “productive” in various physical and mind-expanding ways. The enjoyment is facilitated in part by forging connections with hosts and other listeners.  相似文献   

Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention   总被引：11，自引：0，他引：11  

Blackwell LS  Trzesniewski KH  Dweck CS 《Child development》2007,78(1):246-263

Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders ( N =48) promoted positive change in classroom motivation, compared with a control group ( N =43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group.  相似文献   

Design Approaches to Support Preservice Teachers in Scientific Modeling     

Lisa?KenyonEmail author  Elizabeth?A.?Davis  Barbara?Hug 《Journal of Science Teacher Education》2011,22(1):1-21

Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling in teacher education.  相似文献   

The Impact of School Improvement Grants on Student Outcomes: Findings From a National Evaluation Using a Regression Discontinuity Design     

Lisa Dragoset  Jaime Thomas  Mariesa Herrmann  John Deke  Susanne James-Burdumy  Dara Lee Luca 《Journal of research on educational effectiveness》2019,12(2):215-250

As part of the American Recovery and Reinvestment Act of 2009, the School Improvement Grants (SIG) program received more than $3 billion with the goal of substantially improving student achievement. The SIG program’s funding was to help states turn around the nation’s persistently lowest-achieving schools using one of four school intervention models—transformation, turnaround, restart, or closure. We used a regression discontinuity design and a large sample of schools from more than 20 states to evaluate the impact of implementing a SIG-funded intervention model on use of SIG-promoted practices and student outcomes. Our regression discontinuity design exploited cutoff values on the continuous variables used to define the SIG eligibility tiers to compare outcomes in schools that just met the eligibility cutoff for receiving SIG funding to outcomes in schools that just missed it. We found that SIG had no impact on any of the outcomes we examined, including math and reading test scores, high school graduation rates, and college enrollment rates. Using a correlational analysis, we found the turnaround model was associated with larger student achievement gains in math than the transformation model for grades 6 through 12.  相似文献   

A Review of: “Social Thinking—Software Practice”     

Lisa Covi 《The Information Society》2006,22(1):53-54

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Executive impairment determines ADHD medication response: implications for academic achievement     

Hale JB  Reddy LA  Semrud-Clikeman M  Hain LA  Whitaker J  Morley J  Lawrence K  Smith A  Jones N 《Journal of learning disabilities》2011,44(2):196-212

Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed.  相似文献   

Development and reliability of the comprehensive crisis plan checklist     

Kathleen B. Aspiranti  Taylor K. Pelchar  Daniel F. McCLeary  Sherry K. Bain  Lisa N. Foster 《Psychology in the schools》2011,48(2):146-155

It is of vital importance that children are educated in a safe environment. Every school needs to have a well‐developed crisis management document containing plans for prevention, intervention, and postvention. We developed the Comprehensive Crisis Plan Checklist (CCPC) to serve as a valuable tool that can be used to assist practitioners with evaluation of their school crisis management plans. To use the CCPC, school personnel should match the items on the checklist to elements in their developing or existing crisis plan to determine missing elements. By comparing a school or district crisis plan to the CCPC, practitioners or school personnel will be able to determine strengths and weaknesses of the plan as well as provide feedback for making their plans more complete and comprehensive. In this study, we describe the development of the CCPC and report on reliability data using this checklist. © 2010 Wiley Periodicals, Inc.  相似文献   

Potential of one-to-one technologies in the classroom: teachers and students weigh in     

Divya Varier  Erika K. Dumke  Lisa M. Abrams  Sarah B. Conklin  Jamie S. Barnes  Nancy R. Hoover 《Educational technology research and development : ETR & D》2017,65(4):967-992

Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.  相似文献   

Invisible perceptions: understanding the perceptions of university tutors towards trainee teachers with parental responsibilities     

Lisa Murtagh 《Asia-Pacific Journal of Teacher Education》2017,45(4):383-398

In recent decades, Higher Education has undoubtedly changed giving rise to an increasingly diverse student population. However, there has been only limited research on students with parental responsibilities. When they are considered, this is often in a somewhat pejorative way. The challenges faced by such trainees are often invisible. This paper is focused on the contextual understandings and perspectives of university based staff involved in training pre-service teachers with parental responsibilities. The theoretical framework of this paper is based on the concept of institutional habitus, and questions whether the actions of individuals and practices within the often rigid structures of universities make teacher training more difficult for some groups than others.  相似文献