Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity     

Douglas H. Clements  Julie Sarama  Christopher B. Wolfe  Mary Elaine Spitler 《Early education and development》2015,26(3):427-449

Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy: Although a logical expectation would be that, after the cessation of external support and professional development provided by the intervention, teachers would show a pattern of decreasing levels of fidelity, these teachers actually demonstrated increasing levels of fidelity, continuing to demonstrate high levels of sustained fidelity in their implementation of the underlying curriculum 2 years past exposure. Different profiles of variables predicted separate aspects of sustainability.  相似文献   

Classroom Writing Environments and Children’s Early Writing Skills: An Observational Study in Head Start Classrooms     

Chenyi Zhang  Jinhee Hur  Karen E. Diamond  Douglas Powell 《Early Childhood Education Journal》2015,43(4):307-315

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Is Word-Problem Solving a Form of Text Comprehension?     

Lynn S. Fuchs  Douglas Fuchs  Donald L. Compton  Carol L. Hamlett  Amber Y. Wang 《Scientific Studies of Reading》2015,19(3):204-223

This study’s hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of the 2nd grade, children (n = 206; on average, 7 years, 6 months) were assessed on general language comprehension, working memory, nonlinguistic reasoning, processing speed (a control variable), and foundational skill (arithmetic for WPs; word reading for text comprehension). In spring, they were assessed on WP-specific language comprehension, WPs, and text comprehension. Path analytic mediation analysis indicated that effects of general language comprehension on text comprehension were entirely direct, whereas effects of general language comprehension on WPs were partially mediated by WP-specific language. By contrast, effects of working memory and reasoning operated in parallel ways for both outcomes.  相似文献   

Arguing with Stephanie Allais. Are National Qualifications Frameworks instruments of neoliberalism and social constructivism?     

Douglas Blackmur 《Quality in Higher Education》2015,21(2):213-228

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Where Does the Money Go? Trends in Supporting California English Learners in District Local Control Accountability Plans     

Alejandro Gonzalez Ojeda  Nancy Frey  Douglas Fisher  Diane Lapp 《Peabody Journal of Education》2019,94(2):193-208

In 2013, the Local Control Funding Formula (LCFF) was enacted to replace the previous California school finance system. The purpose was to stream various funding sources (e.g., basic revenues, categorical funds, block grants) such that districts could engage in comprehensive planning to support all students. Additional monies designated for English Learners, foster youth, and students living in poverty supplement district funding. We analyzed district Local Control Accountability Plans developed for the 2017–18 school year (n = 50) using qualitative document analysis. Seven coding categories emerged: EL status, personnel, curriculum, instruction, monitoring, counseling, and parent involvement. The second stage of our analysis was in identifying goals, supports, programs, and interventions for English Learners that fell within one of four divisions across two planes. The first is general versus specific, meaning that the approach was intended for all designated groups or for EL students alone. The second plane we used is conventional versus innovative approaches. We saw both conventional and innovative elements across each of the seven categories. Collectively, these findings highlight the strategic ways in which districts are committing to goals and actions in allocating LCFF funding to impact their English Learner populations in meaningful ways.  相似文献   

Reexamining the Verbal Environments of Children From Different Socioeconomic Backgrounds     

Douglas E. Sperry  Linda L. Sperry  Peggy J. Miller 《Child development》2019,90(4):1303-1318

Amid growing controversy about the oft-cited “30-million-word gap,” this investigation uses language data from five American communities across the socioeconomic spectrum to test, for the first time, Hart and Risley's (1995) claim that poor children hear 30 million fewer words than their middle-class counterparts during the early years of life. The five studies combined ethnographic fieldwork with longitudinal home observations of 42 children (18–48 months) interacting with family members in everyday life contexts. Results do not support Hart and Risley's claim, reveal substantial variation in vocabulary environments within each socioeconomic stratum, and suggest that definitions of verbal environments that exclude multiple caregivers and bystander talk disproportionately underestimate the number of words to which low-income children are exposed.  相似文献   

Should Anger Be Encouraged in the Classroom? Political Education,Closed‐Mindedness,and Civic Epiphany     

Douglas Yacek 《Educational theory》2019,69(4):421-437

In light of recent political developments in Western democracies, several political commentators and theorists have argued that encouraging anger in citizens may contribute to social justice and should therefore constitute an aim of civic education. In this article, Douglas Yacek investigates these claims in depth. In doing so, he expands on previous work on the political and educational significance of anger — particularly by critical and “agonistic” theorists of civic education — in two distinct ways. First, Yacek explores the psychological costs and benefits of cultivating student anger. Second, he examines the potential cultural effects of anger in Western democratic societies. While sympathetic to the defenses of anger that have been recently offered in political and educational theory, Yacek concludes that we should be cautious about embracing anger in civic education. In particular, he argues that anger involves serious psychological risk, may exacerbate the social problems that it sets out to solve, and can lead to a disposition of adversarial and politically counterproductive closed‐mindedness. In the closing sections, Yacek suggests that experiences he calls “civic epiphanies” are central to cultivating a politically beneficial form of open‐mindedness, and argues that such experiences should therefore be encouraged in civic education.  相似文献   

Using learning analytics to scale the provision of personalised feedback     

Abelardo Pardo  Jelena Jovanovic  Shane Dawson  Dragan Gašević  Negin Mirriahi 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):128-138

There is little debate regarding the importance of student feedback for improving the learning process. However, there remain significant workload barriers for instructors that impede their capacity to provide timely and meaningful feedback. The increasing role technology is playing in the education space may provide novel solutions to this impediment. As students interact with the various learning technologies in their course of study, they create digital traces that can be captured and analysed. These digital traces form the new kind of data that are frequently used in learning analytics to develop actionable recommendations that can support student learning. This paper explores the use of such analytics to address the challenges impeding the capacity of instructors to provide personalised feedback at scale. The case study reported in the paper showed how the approach was associated with a positive impact on student perception of feedback quality and on academic achievement. The study was conducted with first year undergraduate engineering students enrolled in a computer systems course with a blended learning design across three consecutive years (N₂₀₁₃ = 290, N₂₀₁₄ = 316 and N₂₀₁₅ = 415).  相似文献   

Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms     

Negin Mirriahi  Daniyal Liaqat  Shane Dawson  Dragan Gašević 《Educational technology research and development : ETR & D》2016,64(6):1083-1106

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Self-concept, motivation, and competence among preschoolers from maltreating and comparison families     

Joan I. Vondra  Douglas Barnett  Dante Cicchetti 《Child abuse & neglect》1990,14(4):525-540

Maltreated children are at risk for impaired cognitive and school functioning. In this study, the role that home environment, self-concept, and mastery motivation play in this relation was investigated. Thirty-six preschool children and their mothers, representing three family backgrounds (12 low-income maltreating, 12 low-income comparison, 12 middle-income comparison), were assessed in a preschool/home study. Children from maltreating families scored lower than their peers on several measures of cognitive and physical competence and on ratings of motivation. At the same time, these children significantly overrated their physical competence, and self-ratings of competence and acceptance tended to be higher (and less realistic) than those of their low-income peers. An overall difference in developmental quality of the home environment of maltreating families was largely accounted for by socioeconomic status (SES), but the tendency of these homes to be less clean and safe remained significant even after SES was controlled. Various aspects of the home environment were associated with superior task performance, but not with motivation or self-perceptions. Whereas the general home environment may affect competence, relationship factors implicated in maltreatment may be more important in shaping self-concept and motivation.  相似文献