Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project     

Karen L. Bierman  Rebecca M. Sanford DeRousie  Brenda Heinrichs  Celene E. Domitrovich  Mark T. Greenberg  Sukhdeep Gill 《Early education and development》2013,24(8):1194-1213

Research Findings: Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers 1 year after their involvement in the REDI (REsearch-based, Developmentally Informed) research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high quality and to explore possible preintervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the Promoting Alternative THinking Strategies curriculum) but decreased implementation of other components (the language/literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Practice or Policy: Implications for practice and policy are discussed.  相似文献   

Toward a Pedagogy of Transformation     

Joseph P. Keating  Rosario Diaz‐Greenberg  Mark Baldwin 《Teaching Education》2013,24(2):155-162

An on-going challenge in teacher education programs is how best to support new teachers in connecting their university coursework with their professional identity development and pedagogical practice in the schools. The reading and writing of case studies is one promising strategy teacher educators have explored as a means of assisting teachers in developing and cultivating a self-reflective, theory and practice reflexive, style of learning in the teacher education classroom and beyond. In the present paper, I present a case study of my own journey as a developmental and educational psychologist responsible for co-teaching a secondary teacher education course called "Adolescent Development for Teachers", in which having student-teachers research and write-up a case study of a single adolescent became the focus of the course and our pedagogy. I describe events that brought about the use of the case study in the course, the influence the use of the case study had on myself as an instructor as well as the students, and what students say are the educational benefits and difficulties of completing the adolescent case study. Implications for infusing a developmental focus into teacher education programs are discussed.  相似文献   

Why Do We Really Get Tattoos?     

Simon Doonan 《考试》2013,(2):35-37

A theory. It is the first morning of our vacation.I wake up bright and early and trot down to the 0cean where I make a shocking and bone-chilling discovery:I am the only personae on the beach whose epidermis is unadorned with tattoos.Everyone is inked up except moi.According to the FDA,more than 45 million Americans are now tatted up.This past weekend,they all hit  相似文献   

Imagining the New Order Nation: Materiality and Hyperreality in Indonesia     

Bart Simon  Joshua Barker 《Culture, Theory & Critique》2013,54(2):139-153

This paper examines the tension between the materiality of information and communications technologies and the hyperreality which they are thought to produce. The setting for our analysis is Indonesia, where the most recent innovations in communications technologies co-exist alongside ancient – but still functional – ‘predecessor’ devices. Building upon Benedict Anderson's work on late-colonial Indonesia and Chandra Mukerji's work on seventeenth-century French formal gardens, we examine how the national imaginaries specific to Suharto's New Order state are embedded in the materiality of the present.  相似文献   

Reviews in the time of COVID     

Simon  Jonathan 《Metascience》2020,29(3):355-356

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Efficacy of using non-linear pedagogy to support attacking players’ individual learning objectives in elite-youth football: A randomised cross-over trial     

Simon J. Roberts  James R. Rudd  Matthew J. Reeves 《Journal of sports sciences》2020,38(11-12):1454-1464

ABSTRACT

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players’ individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.  相似文献   

And the sky is grey: The ambivalent outcomes of the California Master Plan for Higher Education          下载免费PDF全文

Simon Marginson 《Higher Education Quarterly》2018,72(1):51-64

In the 1960 Master Plan for Higher Education, California in the United States famously combined the principles of excellence and access within a steep three‐tiered system of Higher Education. It fashioned the world's strongest system of public research universities, while creating an open access system that brought college to millions of American families for the first time. Since 1960, the Master Plan has been admired and influential across the world. Yet the political and fiscal conditions supporting the Master Plan have now evaporated. California turns away hundreds of thousands of prospective students each year, and the University of California, facing spiralling deficits, finds it more difficult to maintain operating costs and compete with top private universities for leading researchers. The paper discusses the rise and partial fall of the Californian system as embodied in the Master Plan, and identifies general lessons for Higher Education systems.  相似文献   

Remote vocational learning opportunities—A comparative eye-tracking investigation of educational 2D videos versus 360° videos for car mechanics     

Felix Hekele  Jan Spilski  Simon Bender  Thomas Lachmann 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):248-268

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Dr. James’s Fever Powder and other Georgian remedies     

Simon  Jonathan 《Metascience》2020,29(3):425-427

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Afterword: inexhaustible cultural learning     

Frank Simon 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):342-346

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