A content analysis of research published in the Journal of Research in Science Teaching from 1985 through 1989     

Phillip B. Horton  Andrew A. McConney  Amanda L. Woods  Kevin Barry  Homer L. Krout  Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869

To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers.  相似文献   

Teacher engagement in core components of an effective,early childhood professional development course: Links to changes in teacher–child interactions     

Amanda P. Williford  Lauren M. Carter  Michelle F. Maier  Bridget K. Hamre  Anne Cash  Robert C. Pianta 《Journal of Early Childhood Teacher Education》2017,38(1):102-118

This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher–child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers’ participation and performance in the course were high on average. Teachers’ skill level in accurately and specifically explaining other teachers’ instances of effective teacher–child interactions was related to improvements in their own observed teacher–child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers’ high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs.  相似文献   

Oregon Teacher Pathway: Responding to National Trends     

Amanda A. Villagómez  Donald Easton-Brooks  Karyn Gomez  Tawnya Lubbes  Kristin Johnson 《Equity & Excellence in Education》2016,49(1):100-114

ABSTRACT

National population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of color during their education. Therefore, it is valuable to consider frameworks for increasing the number of teachers of color in the educational landscape. Although there are initiatives for supporting these efforts in urban communities, rural communities often are not seen as having much need in this area. The authors of this article present literature and findings on the impact and needs for diversifying teacher education, and then outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes into consideration promising practices for recruiting and supporting preservice teachers of color in rural eastern Oregon and other rural and urban communities.  相似文献   

Design Research as a Mechanism for Consultants to Facilitate and Evaluate Educational Innovations     

Jose M. Castillo  Clark Dorman  Brian Gaunt  Beth Hardcastle  Kelly Justice  Amanda L. March 《Journal of educational and psychological consultation》2016,26(1):25-48

Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored.  相似文献   

‘Make money,get money’: how two autonomous schools have commercialised their services     

Jessica Holloway  Amanda Keddie 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):889-901

ABSTRACT

Using the stories of two autonomous public schools in Australia, this paper demonstrates how commercialisation can simultaneously position schools as both consumer and for-profit producer. Drawing on Foucault's articulation of discourse as that which constitutes and makes available what is possible to be said, done and imagined, the paper illustrates how the current marketised articulation of education is allowing for new possibilities of commercialisation in schools. Together these stories demonstrate that there are creative ways that these schools have embraced their autonomy, while relying on market solutions to acquire the resources they deem necessary for their students and their communities. However, it also shows how these resources and the attainment for them are inextricably constituted by the market orientation of education more broadly and how this presents potential dangers for what schools may be and become as a result.  相似文献   

Book Reviews     

Georgina Tsolidis  Andrea C. Allard  Margaret Lloyd  Amanda Keddie 《The Australian Educational Researcher》2004,31(2):127-137

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Contents Volume 16 (2003)     

Amanda C. Walley  Jamie L. Metsala  Victoria M. Garlock 《Reading and writing》2003,16(8):805-808

Volume Contents

Contents Volume 16 (2003)  相似文献   

Reflections on Transformative Experiences with Mathematical Inquiry: The Case of Christine     

Alfinio Flores  Christine M. Phelps  Amanda Jansen 《PRIMUS》2017,27(1):47-57

Abstract

We present a first-hand, longer-term account of one student’s (Christine’s) experiences in and after a mathematics inquiry course. In this course, students actively posed problems, conducted their own mathematical explorations, and wrote journal entries about their experiences. During the course, Christine found that inquiry helped her develop mathematical content knowledge and a deeper understanding of the nature of research. After the course, Christine became a mathematics education faculty member in a mathematics department and reports that the course impacted the way she teaches mathematics. This provides an illustrative case of the potential long-lasting benefits of an inquiry course.  相似文献   

A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school     

Gillon  Gail  McNeill  Brigid  Scott  Amy  Denston  Amanda  Wilson  Leanne  Carson  Karyn  Macfarlane  Angus Hikairo 《Reading and writing》2019,32(8):1989-2012

Reading and Writing - This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age...  相似文献   

Developing Mentors: An Analysis of Shared Mentoring Practices     

Laura Bower-Phipps  Cari Van Senus Klecka  Amanda L. Sature 《The New Educator》2016,12(3):289-308

Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring course and implemented upon the mentors’ completion of their graduate studies. Data sources included interviews and field notes from meetings with mentors and student teachers. The results detail specific mentoring practices: explicit instruction through scaffolding, developing the whole teacher, student-teacher-directed learning, fostering student teachers’ individual practice, explicit mentoring of one another, and reflecting on mentoring. These practices were enabled by program structures such as mentor meetings, an online forum, and mentors’ observation of all student teachers in the program.  相似文献