Voices of reform from the classroom: teachers’ approaches to change     

Margaret Noack  Elizabeth Warren 《Teachers and Teaching》2013,19(4):449-462

Abstract

This paper reports on case studies of three teachers managing an education reform focussed on assessment, during a busy period of curriculum change in an Australia state Participants attended multiple professional development opportunities including a number of state-wide, systemically-facilitated assessment workshops. The most significant finding to emerge, as narratives of change unfolded over a nine- month period, was the diversity of teachers’ approaches to change. All three were insightful about practices that required change and could identify personal and professional attributes that would assist their management of change. All teachers attended the same systemic workshops and all had access to the Education Department’s published literature about assessment. Yet they organised and implemented change in very different ways. Each teacher’s approach was based on personal assumptions about learners and learning, the reform they agreed to implement, and their preferred approaches to incorporating new assessment practices into their existing repertories. Approach taken was a major determinant of experience of change and thus is an aspect of change management important to inservice-providers, teachers and school leaders. The paper concludes with an overview of a PD package designed with the findings of this research project in mind.  相似文献   

Making a Difference: Using peers to assess individual students' contributions to a group project     

Winnie Cheng  Martin Warren 《Teaching in Higher Education》2013,18(2):243-255

Overcoming the potential dilemma of awarding the same grade to a group of students for group work assignments, regardless of the contribution made by each group member, is a problem facing teachers who ask their students to work collaboratively together on assessed group tasks. In this paper, we report on the procedures to factor in the contributions of individual group members engaged in an integrated group project using peer assessment procedures. Our findings demonstrate that the method we used resulted in a substantially wider spread of marks being given to individual students. Almost every student was awarded a numerical score which was higher or lower than a simple group project mark would have been. When these numerical scores were converted into the final letter grades, approximately one-third of the students received a grade for the group project that was different from the grade that they would have received if the same grade had been awarded to all group members. Based on these preliminary findings we conclude that peer assessment can be usefully and meaningfully employed to factor individual contributions into the grades awarded to students engaged in collaborative group work.  相似文献   

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   

The relationship between inertial measurement unit-derived ‘force signatures’ and ground reaction forces during cricket pace bowling     

Samuel J. Callaghan  Robert G. Lockie  Warren A. Andrews  Robert F. Chipchase  Sophia Nimphius 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(3):307-321

Abstract

This study assessed the reliability and validity of segment measured accelerations in comparison to front foot contact (FFC) ground reaction force (GRF) during the delivery stride for cricket pace bowlers. Eleven recreational bowlers completed a 30-delivery bowling spell. Trunk- and tibia-mounted inertial measurement units (IMUs) were used to measure accelerations, converted to force, for comparisons to force plate GRF discrete measures. These measures included peak force, impulse and the continuous force–time curve in the vertical and braking (horizontal) planes. Reliability and validity was determined by intra-class correlation coefficients (ICC), coefficient of variation (CV), Bland–Altman plots, paired sample t-tests, Pearson’s correlation and one-dimensional (1D) statistical parametrical mapping (SPM). All ICC (0.90–0.98) and CV (4.23–7.41%) were acceptable, except for tibia-mounted IMU braking peak force (CV = 12.44%) and impulse (CV = 18.17%) and trunk vertical impulse (CV = 17.93%). Bland–Altman plots revealed wide limits of agreement between discrete IMU force signatures and force plate GRF. The 1D SPM outlined numerous significant (p < 0.01) differences between trunk- and tibia-located IMU-derived measures and force plate GRF traces in vertical and braking (horizontal) planes. The trunk- and tibia-mounted IMUs appeared to not represent the GRF experienced during pace bowling FFC when compared to a gold-standard force plate.  相似文献   

Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis     

Colby Hall  Garrett J. Roberts  Eunsoo Cho  Lisa V. McCulley  Megan Carroll  Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794

This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades.  相似文献   

Teaching,learning and ethical dilemmas: lessons from Albert Camus     

Peter Roberts 《Cambridge Journal of Education》2008,38(4):529-542

Over the past half century, Albert Camus's story ‘The Guest’ has attracted a great deal of scholarly attention. ‘The Guest’ focuses on the ethical dilemmas faced by Daru, a school teacher in Algeria, and the two visitors he receives one day: Balducci, a gendarme, and an unnamed Arab prisoner. This paper addresses Camus's text from an educational point of view. The first section outlines the position taken by Daniel Muhlestein, who analyses ‘The Guest’ in the light of Louis Althusser's distinction between Repressive State Apparatuses (RSAs) and Ideological State Apparatuses (ISAs). The second section provides an alternative educational reading of the text – one based on the moral complexity of the three principal characters. It is argued that the ethical questions raised by ‘The Guest’ are similar to those faced by many teachers, and that this is a story worthy of continuing educational engagement.  相似文献   

合作体验学习法     

金爱晶  James O'Meara  Wendy Warren 《中小学教师培训》2008,(7):49-51

合作体验学习法（Tribes Learning Communities）是北美学校教育改革比较成功的一种尝试,打破传统的教师为中心的课堂管理模式,创造以学生为中心的课堂氛围,将课堂重心从教师教转到学生学。本文介绍几种在这样的教学指导思想下的教学策略框架,供课改中正在探索的老师们借鉴参考。  相似文献   

The Roles of Privacy and Trust in Children's Evaluations and Explanations of Digital Tracking     

Susan A. Gelman  Nicole Cuneo  Sanika Kulkarni  Sarah Snay  Steven O. Roberts 《Child development》2021,92(5):1769-1784

A “digital revolution” has introduced new privacy violations concerning access to information stored on electronic devices. The present two studies assessed how U.S. children ages 5–17 and adults (N = 416; 55% female; 67% white) evaluated those accessing digital information belonging to someone else, either location data (Study 1) or digital photos (Study 2). The trustworthiness of the tracker (Studies 1 and 2) and the privacy of the information (Study 2) were manipulated. At all ages, evaluations were more negative when the tracker was less trustworthy, and when information was private. However, younger children were substantially more positive overall about digital tracking than older participants. These results, yielding primarily medium-to-large effect sizes, suggest that with age, children increasingly appreciate digital privacy considerations.  相似文献   

The Value of Values     

Warren Schmaus 《Metascience》2005,14(2):265-268

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Child abuse fatalities and cases of extreme concern: lessons from reviews     

Sanders R  Colton M  Roberts S 《Child abuse & neglect》1999,23(3):257-268

OBJECTIVE: The study was commissioned by the Welsh Office to pull together lessons from all reports on cases involving either a child abuse fatality or serious child protection concern ("Part 8 Reviews") since the introduction of the Children Act 1989. METHOD: Twenty-one such reports were identified and subjected to a content analysis to extract practice issues. RESULTS: From 19 reports (excluding Reviews concerning adult sexual abusers), the authors identify seven practice themes emerging from that analysis which are related to those identified in previous studies and to six previously undertaken British overviews of child abuse fatalities. The themes are assessment, interagency communications, responsibility, number of professionals involved, role of general practitioners, insufficient training for pediatricians/radiologists, and parental choice. CONCLUSIONS: British child protection agencies are attempting to address apparently conflicting policy objectives. On the one hand they are required to ensure the protection of the most vulnerable children within the child protection system. At the same time they are also being encouraged to adopt a "lighter touch" in child protection work. The authors conclude that the seven themes may provide some indicators as to how these conflicting objectives may be reconciled.  相似文献