Factors promoting and hindering data-based decision making in schools     

Kim Schildkamp  Cindy Poortman  Hans Luyten  Johanna Ebbeler 《School Effectiveness & School Improvement》2017,28(2):242-258

Although data-based decision making can lead to improved student achievement, data are often not used effectively in schools. This paper therefore focuses on conditions for effective data use. We studied the extent to which school organizational characteristics, data characteristics, user characteristics, and collaboration influenced data use for (1) accountability, (2) school development, and (3) instruction. The results of our hierarchical linear modeling (HLM) analysis from this large-scale quantitative study (N = 1073) show that, on average, teachers appear to score relatively high on data use for accountability and school development. Regarding instruction, however, several data sources are used only on a yearly basis. Among the factors investigated, school organizational characteristics and collaboration have the greatest influence on teachers’ data use in schools.  相似文献   

The Relationship Between Students’ Perceptions of “Good Practices for Undergraduate Education” and the Paradigmatic Development of Disciplines in Course-Taking Behavior     

Cindy A. Kilgo  K. C. Culver  Ryan L. Young  Michael B. Paulsen 《Research in higher education》2017,58(4):430-448

Our study uses data from the Wabash National Study of Liberal Arts Education to interrogate the affinity disciplines hypothesis through students’ perceptions of faculty use of six of Chickering and Gamson’s (AAHE Bull 39(7):3–7, 1987) principles of good practice for undergraduate education. We created a proportional scale based on Biglan’s (J Appl Psychol 57(3):195–203, 1973) classification of paradigmatic development (with higher scores on the scale corresponding to students taking a higher proportion of courses in ‘hard’ fields compared to ‘soft’ fields), our study tests differences by the paradigmatic development of the disciplines or fields in which students take their courses within the first year of college. Our findings suggest that as paradigmatic development increases (toward a higher proportion of courses taken in hard disciplines), student perceptions of both faculty use of prompt feedback and faculty use of high expectations/academic challenge decrease, while student perceptions of cooperative learning increase. Further, no statistically significant differences were found between the paradigmatic development of fields in which students’ take their courses and students’ perceptions of faculty use of student-faculty contact, active and collaborative learning, or teaching clarity and organization. This study replicates the findings from Braxton et al. (Res High Educ 39(3):299–318, 1998) using student-level rather than faculty-level reports of faculty use of good teaching practices.  相似文献   

The Informational Text Structure Survey (ITS2): An exploration of primary grade teachers’ sensitivity to text structure in young children's informational texts     

D. Ray Reutzel  Cindy D. Jones  Sarah K. Clark  Tamara Kumar 《The Journal of educational research》2016,109(1):81-98

There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending informational texts. The authors report the development of the Informational Text Structure Survey (ITS²). Prior to training, primary grade teachers demonstrated low accuracy and reliability in identifying traditional expository text structures in well-structured children's grade level–appropriate informational texts. Results after training with the ITS² instrument showed significant improvements in the teachers’ accuracy and reliability in identifying traditional informational text structures in well-structured children's grade level–appropriate informational texts after training with the ITS² instrument.  相似文献   

A theory-driven approach to assessing the cognitive effects of PBL     

Hmelo  Cindy E.  Gotterer  Gerald S.  Bransford  John D. 《Instructional Science》1997,25(6):387-408

Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning.  相似文献   

Young Children's Knowledge Building and Literacy Development Through Knowledge Forum®     

Janette Pelletier  Richard Reeve  Cindy Halewood 《Early education and development》2006,17(3):323-346

This study examined how the use of Knowledge Forum (KF)®, a networked, Internet-based learning environment, was related to the literacy development of 4-year-old children in a laboratory school affiliated with the University of Toronto. Over the course of the year, children participated in a longitudinal photo journal project. With adult support, children posted their photo journals and ideas to KF® in the form of electronic “notes”, which allowed children to view each other's work and to build on ideas by posting their responses and comments. A comparison group employed a paper-only format to write notes about their photos. Results showed that children were motivated to read others' notes and to respond using invented spelling. There were gender differences in the number of notes posted. Implications of the study are discussed regarding the motivation for literacy among boys and girls and the benefits of having electronic archives of literacy development.  相似文献   

Fostering Authentic Problem Seeking: A Step Toward Social Justice Engagement     

Micah N. Bruce-Davis  Cindy M. Gilson  Michael S. Matthews 《Roeper Review》2017,39(4):250-261

Because of these learners’ potential as future leaders, it is imperative that educators develop gifted students’ ability to identify and solve complex social justice problems. Nourishing students’ affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help students to recognize and seek out authentic problems. This article examines the nuances around the creative problem-solving process and how educators can infuse the curriculum with opportunities to develop and strengthen the skills students need to become engaged, real-world problem seekers, as we call it, and problem solvers. Through the combination of social justice issues and creative problem seeking, students can be motivated to engage with the community and promote positive change in the world.  相似文献   

Dragons,Ladybugs, and Softballs: Girls’ STEM Engagement with Human-Centered Robotics     

Gomoll  Andrea  Hmelo-Silver  Cindy E.  Šabanović  Selma  Francisco  Matthew 《Journal of Science Education and Technology》2016,25(6):899-914

Journal of Science Education and Technology - Early experiences in science, technology, engineering, and math (STEM) are important for getting youth interested in STEM fields, particularly for...  相似文献   

Young Children's Exposure to Mathematics: The Child Care Context   总被引：2，自引：0，他引：2  

Theresa A. Graham  Cindy Nash  Kim Paul 《Early Childhood Education Journal》1997,25(1):31-38

Four preschool teachers from two preschool settings were observed to explore the contribution of child care experiences on the development of young children's understanding of mathematics. Teachers were also interviewed regarding their attitudes and beliefs about the importance of early education, children's understanding of mathematics prior to formal schooling, and their role in facilitating mathematical knowledge. Although the programs and teachers differed in terms of program orientation, teaching style, student participation, and interactions with students, the programs did not differ in terms of the amount or content of mathematics presented to children. During the classroom observations that were conducted, very little mathematics was presented in any of the classrooms either directly or indirectly to students. In contrast, teachers said that they believed that mathematics was important and that they engaged in mathematical discussions in their classroom interactions. Discussion of the lack of math presented in the classroom and the discrepancy of teachers' beliefs and teaching behaviors are discussed.  相似文献   

Development of a Questionnaire Assessing Teacher Perceived Support for and Attitudes About Social and Emotional Learning     

David Schultz  Archana Ambike  Laura M. Stapleton  Celene E. Domitrovich  Cindy M. Schaeffer  Barbara Bartels 《Early education and development》2013,24(6):865-885

Research Findings: In the past 20 years school districts have increasingly adopted classroom-based social and emotional development programs. The dissemination of these programs, however, has surpassed our understanding of and ability to assess factors that influence program implementation. The present study responded to this gap by developing a questionnaire that focuses on teacher perceptions of implementation support and teacher attitudes about social–emotional learning and by assessing its psychometric properties. One hundred forty-five Baltimore City Head Start preschool teachers completed the questionnaire. Factor analyses suggested 6 underlying constructs, which we termed administrative support, training, competence, program effectiveness, time constraints, and academic priority. Several of these scales predicted teacher reports of program implementation. Practice or Policy: The questionnaire holds significant promise as a tool for assessing readiness and barriers to social and emotional program implementation.  相似文献   

Textbook adoption and other landmark decisions: The coverage of court cases in criminal justice textbooks, 1986 to 1995     

Richard A. Wright  Cindy Sheridan  Rolando V. Del Carmen 《Journal of Criminal Justice Education》2013,24(2):145-162

We examine the coverage of court cases in 23 introductory criminal justice textbooks published from 1986 to 1995. The 30 cases receiving the most coverage (in inches of print) in the textbooks are identified and ranked by the amount of attention each receives. Collectively these cases can be considered the “landmark” decisions in the textbooks. We then evaluate the criminal justice textbooks by how extensively they cover (1) court cases in general and (2) the landmark cases in particular. We conclude with some recommendations of textbooks for course adoption.  相似文献