Findings From a Multiyear Scale-Up Effectiveness Trial of Open Court Reading     

Michael Vaden-Kiernan  Geoffrey Borman  Sarah Caverly  Nance Bell  Kate Sullivan  Veronica Ruiz de Castilla 《Journal of research on educational effectiveness》2018,11(1):109-132

This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K–5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court Reading over two years. Implementation study results demonstrated adequate to high levels of fidelity across the treatment schools. Intent-to-treat analyses revealed no statistically significant main effects on students’ reading performance in Year 1 and a small negative effect (d = – .09) in Year 2. There were positive impacts for particular subgroups, including kindergarten (d = .12) and Hispanic (d = .10) students in the first year. However, there were negative impacts for first grade (d = –.13), females (d = –.11), students who were not eligible for free or reduced-price lunch (d = –.19), and non-English language learners (d = –.10) in the second year of the study. Thus, relative to the “business-as-usual” reading curricula, no positive overall impacts of OCR and mixed impacts for student subgroups were found.  相似文献   

Discussing education by means of metaphors     

Alex Guilherme  Ana Lucia Souza de Freitas 《Educational Philosophy and Theory》2018,50(10):947-956

Abstract

Metaphors help us understand a concept by resorting to the imaginary because it is sometimes difficult to do so through the use of words alone. Thinkers have made use of metaphors to not only describe ‘falling in love’, ‘the pain of losing someone dear to us’, but also to describe particular concepts both in arts and sciences. In fact, the use of metaphors in some disciplines, particularly the sciences, is now regarded as something essential for the development of the field. We note that influential philosophers of education, such as Martin Buber, Paulo Freire, Michael Apple, Gert Biesta and Ilan Gur-Ze’ev have also made use of metaphors to discuss education and specific issues in educational contexts. In this article, we do two things: (i) we discuss the methodological importance of metaphors in helping us make better sense of concepts and particular problems; (ii) building on this methodological discussion, we critically discuss the problems posed by the current processes of ‘marketisation’ and ‘learnification’ in education. We conclude by arguing that metaphors do not provide us with ultimate answers to the problems we face; rather, they help us unveil a diversity of novel perspectives and a world of new possibilities.  相似文献   

Development and evaluation of a short RIASEC interest inventory     

Morgan  Brandon  de Bruin  Gideon P. 《International Journal for Educational and Vocational Guidance》2019,19(3):437-454

International Journal for Educational and Vocational Guidance - This study set out to develop a short interest inventory based on Holland’s model of vocational personality types using items...  相似文献   

Online Faculty Development and Assessment System (OFDAS): A Study of Academic Learning     

Luis Miguel Villar Angulo  Olga María Alegre de la Rosa 《Educational Assessment, Evaluation and Accountability》2007,20(1-2):21-41

The rapid growth of online learning has led to the development of faculty inservice evaluation models that are geared towards the demands of quality improvement of degree programs. Based on the best practices of student online assessment, the Online Faculty Development and Assessment System (OFDAS) created at the Canary Islands was designed to serve the dual purpose of faculty development and classroom learning environment assessment. Results of analyses showed that OFDAS maximized the potential of online faculty development to encourage staff to reflect on Curriculum and Teaching Capacities (CTC). Implications were discussed in terms of emphasizing the process of online CTC learning and incorporating perspectives to capture a comprehensive view of faculty teaching attitudes and their association with student classroom learning perceptions.  相似文献   

Concept-guided development of technology in ‘traditional’ and ‘innovative’ schools: quantitative and qualitative differences in technology integration     

Sandra de Koster  Monique Volman  Els Kuiper 《Educational technology research and development : ETR & D》2017,65(5):1325-1344

The integration of technology into the classroom remains a challenge for those involved. A concept-guided approach to the development of technology has been suggested as a way of meeting this challenge. This multiple case study was performed in the context of a project in which five elementary schools in The Netherlands with a school concept that was labeled as either ‘traditional’ or ‘innovative’ developed and realized up to four technology-supported learning arrangements in line with their schools’ educational concepts. Through embedded case studies, including analysis of the learning arrangements and focus group interviews with the teachers involved, we found that in general the developed technology use became integrated in the teachers’ classroom practices at all schools to a similar extent. Some differences were found between the schools, but hardly any were found between the school types. Both practical and theoretical implications of these findings are discussed.  相似文献   

Mid-career academic women and the prestige economy     

Camille B. Kandiko Howson  Kelly Coate  Tania de St Croix 《高等教育研究与发展》2018,37(3):533-548

Drawing on 30 semi-structured interviews with women academics based in London higher education institutions in the UK, this paper investigates the gendered nature of the prestige economy in academia. We explore how mid-career academic women strategise their career development and the opportunities and barriers they perceive, particularly in relation to the accrual of academic esteem. Concept maps were used to facilitate dialogue about career plans and provided an artefact from the interviewee’s own perspective. The analysis draws on the concept of prestige, or the indicators of esteem that help advance academic careers, against the backdrop of a higher education context which increasingly relies on quantitative data to make judgements about academic excellence. The interviews indicated that women generally feel that men access status and indicators of esteem more easily than they do. Many women also had ambivalent feelings about gaining recognition through prestige: they understood the importance of status and knew the ‘rules of the game’, but were critical of these rules and sometimes reluctant to overtly pursue prestige. The findings are valuable for understanding how women’s slow access to the highest levels of higher education institutions is shaped by the value that organisations place on individual status.  相似文献   

Developmental Relations Between Reading Comprehension and Reading Strategies     

Marloes M. L. Muijselaar  Nicole M. Swart  Esther G. Steenbeek-Planting  Mienke Droop  Ludo Verhoeven  Peter F. de Jong 《Scientific Studies of Reading》2017,21(3):194-209

We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural equation model was constructed to estimate the unique relations between reading strategies and reading comprehension, while controlling for reading fluency, vocabulary, and working memory. The results showed that there was a unique effect of reading strategies on reading comprehension, and also of reading comprehension on reading strategies.  相似文献   

Individual differences in local and global metacognitive judgments     

Händel  Marion  de Bruin  Anique B. H.  Dresel  Markus 《Metacognition and Learning》2020,15(1):51-75

Metacognition and Learning - Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of...  相似文献   

萝卜硫烷对脑线粒体的影响:机理观点和未来发展方向     

Fernanda Rafaela JARDIM  Fhelipe Jolner Souza de ALMEIDA  Matheus Dargesso LUCKACHAKI  Marcos Roberto de OLIVEIRA 《Journal of Zhejiang University. Science. B》2020,21(4):263-279

有机硫化物萝卜硫烷(SFN)是一种有效的细胞保护剂,在体外和体内实验模型中均可促进抗氧化、抗炎、抗糖化和抗菌作用。因为氧化磷酸化系统的存在,所以线粒体是三磷酸腺苷(ATP)的主要产生部位。同时,线粒体也是具核人体细胞中产生活性氧的主要场所。线粒体损伤在多种人类疾病中起着重要作用,包括神经退行性病变和代谢异常。本文描述和讨论了SFN调节哺乳动物细胞中线粒体功能和动力学的作用和机理,以及其对肿瘤细胞中线粒体促凋亡途径的促进作用。SFN对线粒体的调节作用使得它在一定程度上被认为是一种细胞保护剂。本文还指出了几个需要通过进一步实验解决的问题,即未来的可能研究方向,这可能会对该领域的研究人员具有指导作用。  相似文献   

El profesor como práctico reflexivo en una cultura de colaboración     

Luis Miguel Villar Angulo  P. de Vicente Rodriguez  A. Bolivar Botia  E. Molina Ruiz  M.J. Leon Guerrero  M.J. Gallego Arrufat 《欧洲师范教育杂志》1994,17(3):187-206

The aim was the reconstruction of a school curriculum in reflective teaching situations within a co‐operative culture. Two working assumptions were considered: (a) teacher development was based on teacher thinking and (b) school organisation followed a co‐operative culture paradigm. The process features were: (a) university team consisted of external advisers; (b) school curriculum and classroom instruction were reviewed by school teachers; (c) case study as a research approach; (d) ethnographic techniques to collect data; (e) data analysis by a computer program; (f) teachers’ reflective cycle to reconstruct practice; and (g) teachers’ portfolios: narrative vignettes, etc. Findings showed: (a) a collaborative process school‐university; (b) teachers’ thinking and attitudinal change; (c) mobilisation of teachers’ talents and values to work together: (i) teacher dyads to reflect on teaching; (ii) advisers’ writing narrative vignettes; (Hi) collegial coaching; and (iv) curriculum materials designed by teachers. Two conclusions can be accepted: (a) teachers’ pedagogical practical knowledge showed diversity of their implicit theories to design action; and (b) teachers’ grounded theory confirmed that the educational action was based on a co‐operative and reflective culture.  相似文献