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Raquel Magidin de Kramer Jessica Masters Laura M. O'Dwyer Sheralyn Dash Michael Russell 《The Teacher Educator》2013,48(3):236-259
Online professional development (OPD) has potential to improve teacher quality by improving teachers' knowledge and instructional practices. These changes, in turn, have potential to improve student achievement. Unfortunately, there is a dearth of scientific research on the effects of OPD on teachers and, more importantly, on students. This article presents the results of a randomized controlled trial exploring the effects of a series of three learning-community model OPD workshops on teachers' content knowledge, teachers' instructional practices, students' content knowledge, and students' practices in the context of seventh-grade English language arts. There were statistically significant effects on teachers' vocabulary and overall English language arts content knowledge and on vocabulary and writing practices. The effect sizes of these changes ranged from small to medium. There were statistically significant effects on students' reading comprehension practices. 相似文献
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Abstract abstract There is plenty of evidence that Britain has underinvested in education and now has a smaller base of educated manpower than many industrial competitors. While much debate has centred on what the government can do about it, the government itself now places much hope on the private sector. Yet much government and business policy is at odds with this objective which seems to owe more to romanticism about capitalism than to hard‐headed appreciation of where the market really can deliver the educational goods by creating appropriate private incentives. 相似文献
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The persistence and generality of the contextual interference (CI) effect was tested using a rapid sequential aiming task. Participants (N=48) practiced three movement patterns for three blocks of 18 trials under a blocked (BL) or random (RA) schedule. Movement patterns were displayed and KR provided throughout practice and testing. A 24-hr delayed knowledge of results (KR) retention test included three blocks of 18 trials, followed by a transfer test of a single new movement pattern. In contradiction of the CI effect, RA practice provided an advantage for RA retention only, not BL retention. Furthermore, group differences at transfer were not persistent. Hence, RA practice does not necessarily provide enhanced, context-free learning, but it is essential training for task switching. Overall the findings reveal limited persistence and generality of the CI effect. 相似文献
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