Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects     

Lisa Didion  Jessica R. Toste  Marissa J. Filderman 《Journal of research on educational effectiveness》2020,13(1):29-66

Abstract

Research-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed.  相似文献   

An Exploratory Comparative Case Study of Employee Engagement in Christian Higher Education     

Jessica R. Daniels 《Christian Higher Education》2016,15(3):126-139

Numerous studies have identified a positive correlation between employee engagement and overall organizational performance. However, research on employee engagement specifically within higher education is limited, and even less attention has been focused on engagement within the context of Christian higher education. An exploratory comparative case study research design was used to explore two faith-based universities that are atypical examples of excellence as measured by the Best Christian Workplace Institute (BCWI) “Employee Engagement and Organizational Culture” survey. Analysis of data gathered from 53 interviews with employees and document analysis led to the identification of institutional characteristics that fostered employee engagement at two universities that consistently exhibited high rankings of employee self-reported engagement based on the BCWI survey results. Despite substantial differences between the two institutions, commonalities were identified in many of the characteristics that fostered employee engagement on the two campuses. The findings revealed that the shared themes of mission, community, empowered human resource departments, and a sense of positive momentum all contributed to the atypically high employee engagement levels that resulted in a positive and empowering organizational culture.  相似文献   

Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches     

Gabriele Kaiser  Sigrid Blömeke  Johannes König  Andreas Busse  Martina Döhrmann  Jessica Hoth 《Educational Studies in Mathematics》2017,94(2):161-182

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Supervisory Style: Its Relation to the Supervisory Working Alliance and Supervisor Self‐Disclosure     

Nicholas Ladany  Jessica A. Walker  Deborah S. Melincoff 《Counselor Education & Supervision》2001,40(4):263-275

The purpose of this study was to examine the relationship between supervisor perceptions of their supervisory style and elements of the supervision process, including the supervisory working alliance and supervisor self‐disclosure. Data from 137 counselor supervisors demonstrated a significant positive relationship between attractive, interpersonally sensitive, and task‐oriented supervisory styles and the (a) goals, tasks, and bond components of the supervisory working alliance and (b) frequency of supervisor self‐disclosure. Limitations and implications for counselor supervision theory, research, and practice are addressed.  相似文献   

The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students     

Jessica B. Heppen  Nicholas Sorensen  Elaine Allensworth  Kirk Walters  Jordan Rickles  Suzanne Stachel Taylor 《Journal of research on educational effectiveness》2017,10(2):272-296

Students who fail algebra are significantly less likely to graduate on time, and algebra failure rates are consistently high in urban districts. Identifying effective credit recovery strategies is critical for getting students back on track. Online courses are now widely used for credit recovery, yet there is no rigorous evidence about the relative efficacy of online versus face-to-face credit recovery courses. To address this gap, this study randomly assigned 1,224 ninth graders who failed algebra in 17 Chicago public high schools to take an online or face-to-face algebra credit recovery course. Compared to students in face-to-face credit recovery, students in online credit recovery reported that the course was more difficult, were less likely to recover credit, and scored lower on an algebra posttest. There were no statistically significant differences by condition on any outcomes measured during the second year of high school (standardized mathematics test and algebra subtest scores, likelihood of passing subsequent math classes, cumulative math credits, or on-track rates). The benefits and challenges of online learning for credit recovery are discussed in light of the findings to date.  相似文献   

Positioning as not‐understanding: The value of showing uncertainty for engaging in science          下载免费PDF全文

Jessica Watkins  David Hammer  Jennifer Radoff  Lama Z. Jaber  Anna M. Phillips 《科学教学研究杂志》2018,55(4):573-599

Not understanding is central to scientific work: what scientists do is learn about the natural world, which involves seeking out what they do not know. In classrooms, however, the position of not‐understanding is generally a liability; confusion is an unfortunate condition to resolve as quickly as possible, or to conceal. In this article, we argue that students' public displays of uncertainty or confusion can be pivotal contributions to the classroom dynamics in initiating and sustaining a class's science inquiry. We present this as a central finding from a cross‐case analysis of eight episodes of students' scientific engagement, drawing on literature on framing to show how participants positioned themselves as not‐understanding and how that was consequential for the class's scientific engagement. We show how participants enacted this positioning by asking questions or expressing uncertainty around a phenomenon or model. We then analyze how participants' displays of not‐understanding shaped the conceptual, epistemic, and social aspects of classroom activity. We present two cases in detail: one in which a student's positioning helped initiate the class's scientific engagement and another in which it helped sustain it. We argue that this work motivates considering how to help students learn to embrace and value the role of expressing one's confusion in science.  相似文献   

A Longitudinal Investigation of Conflict and Delay Inhibitory Control in Toddlers and Preschoolers     

Amanda W. Joyce  Jessica H. Kraybill  Nan Chen  Kimberly Cuevas  Kirby Deater-Deckard  Martha Ann Bell 《Early education and development》2016,27(6):788-804

Research Findings: A total of 81 children participated in a longitudinal investigation of inhibitory control (IC) from 2 to 4 years of age. Child IC was measured via maternal report and laboratory measures under conditions of conflict and delay. Performance on delay IC tasks at 3 years was related to performance on these same tasks at 2 and 4 years, but performance on conflict IC tasks was not related over time. Delay IC task performance was concurrently related to conflict IC task performance in 3- and 4-year-olds but was not related in 2-year-olds. Measures of IC varied in their associations with measures of verbal ability and maternal-report IC. Such findings highlight important similarities and distinctions between conflict and delay IC abilities in their relation to one another and to temperament and language over time. Practice or Policy: Studies of IC and related concepts reveal that children who are regulated enjoy school more and have higher school competence, particularly in mathematics and reading achievement. Because conflict IC and delay IC show unique patterns of development over time, educators can expect classroom behaviors drawing on the state-like conflict IC to show more fluctuation over time than those drawing on the trait-like delay IC.  相似文献   

Effects of MyTeachingPartner–Math/Science on Teacher–Child Interactions in Prekindergarten Classrooms     

Jessica Vick Whittaker  Mable B. Kinzie  Amanda Williford  Jamie DeCoster 《Early education and development》2016,27(1):110-127

Research Findings: This study examined the impact of MyTeachingPartner–Math/Science, a system of math and science curricula and professional development, on the quality of teachers’ interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded teacher supports; Plus: curricula plus implementation support via online resources and in-person workshops) or to a Business-as-Usual (BaU) control condition. Results showed that teachers in the Basic and Plus conditions showed higher levels of Instructional Support and Facilitation of Mathematical and Scientific Thinking. Teachers in the Basic condition also showed higher levels of Emotional Support compared with teachers in the BaU condition. We did not find any significant differences between teachers’ interactions in the Basic and Plus conditions. Practice or Policy: Children are entering kindergarten unprepared in the areas of mathematics and science, largely as a result of inadequate exposure to early experiences and high-quality interactions in these domains. The results of this study suggest that providing teachers with math and science curricula that include embedded teacher supports can have an impact on the quality of their math and science instruction.  相似文献   

The role of social comparison in students’ perceptions of ability: An enriched view of academic motivation in middle school students     

Jessica J. Summers  Diane L. Schallert  P. Muse Ritter 《Contemporary educational psychology》2003,28(4):510-523

This study addressed notions derived from a model by [Tesser et al., 1984] of self-concept and how it is influenced by social relationships. We were interested in whether the self-evaluation maintenance model (SEM) would allow us to investigate more directly the value component in expectancy–value models of achievement motivation. Using distinctions often made about different motivational orientations, we discovered a three-way interaction between level of mastery orientation (high or low), relevance of math (high or low), and target of rating (self or 7th grade friend) on students’ perception of ability in math. Thus, the SEM model was supported but only for students reporting a low mastery orientation. For them, those who reported math as highly relevant estimated their own ability as significantly higher than their friend’s, whereas those reporting math as less relevant showed no difference in estimates of ability between self or friend. For high mastery oriented students, no differences were found.  相似文献   

Experiential influences on multimodal perception of emotion     

Shackman JE  Pollak SD 《Child development》2005,76(5):1116-1126

The impact of 2 types of learning experiences on children's perception of multimodal emotion cues was examined. Children (aged 7-12 years) were presented with conflicting facial and vocal emotions. The effects of familiarity were tested by varying whether emotions were presented by familiar or unfamiliar adults. The salience of particular emotional expressions was tested by contrasting the performance of physically abused and nonabused children. Children exhibited a preference for auditory expressions produced by their mothers but not by strangers. Additionally, abused children were biased to rely on auditory cues when their own abusive mother was expressing anger. These results are discussed in terms of the impact of both typical and atypical early experiences on the development of emotion perception.  相似文献