Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts     

H. Alix Gallagher  Nicole Arshan  Katrina Woodworth 《Journal of research on educational effectiveness》2017,10(3):570-595

By 2013, all 50 states and the District of Columbia had adopted college- and career-ready standards in English language arts and mathematics, placing a greater emphasis on argument writing to prepare students for life after high school. Solving the specific problem of how to help teachers teach to new standards for argument writing as well as the broader problem of improving teaching and learning requires continued efforts to understand how to support teachers in making substantial changes in instruction. This paper reports on a district-randomized controlled trial of the National Writing Project's College-Ready Writers Program (CRWP), implemented in high-need rural districts in 10 states, testing one instance of professional development paired with supporting curricular resources and a formative assessment tool designed to shift instruction to align with the new college- and career-ready standards in English language arts classes in Grades 7–10. Researchers randomly assigned 44 rural districts either to receive two years of CRWP or to be in a business-as-usual control group and found positive impacts on teacher practice and student source-based argument writing.  相似文献   

Digitising the modern archive     

Katrina Dean 《档案与原稿》2014,42(2):171-174

  相似文献   

Association News     

Jean A. Pratt 《TechTrends》1994,39(3):61-64

  相似文献   

Remembering lauretta bender     

Regina Cicci  Katrina de Hirsch  Ralph D. Rabinovitch  Roger Saunders  Rosa A. Hagin  Archie A. Silver  Alvin E. Grugett 《Annals of dyslexia》1987,37(1):1-9

  相似文献   

Early prediction of reading failure     

Katrina de Hirsch  Jeanette J. Jansky  William S. Langford 《Annals of dyslexia》1966,16(1):1-13

  相似文献   

Effective Strategies for Information Technology in Teacher Education: the use of an evolving permeation model     

Dave Pratt 《Technology, Pedagogy and Education》2013,22(1):53-61

ABSTRACT

This paper examines the debate in recent years about the most effective strategy for establishing the use of information technology in teacher training establishments in the United Kingdom. Evidence is presented to support the notion that efforts should continue to permeate the use of information technology throughout the courses of such establishments. However, the paper suggests that staff development and the degree of permeation of information technology within the culture develop alongside each other. As one of these variables change, it feeds the development of the other; neither is an independent variable though both are influenced by external factors. Recognising this as a relatively slow process, the paper proposes a model of evolutionary permeation.  相似文献   

RACE AND SCHOOLS AND RELATED TOPICS: BIBLIOGRAPHY     

John H. Pratt 《Equity & Excellence in Education》2013,46(3):67-82

  相似文献   

Virtual Dissection: An Interactive Anatomy Learning Tool     

Bruce Wainman  Akanksha Aggarwal  Sapriya K. Birk  Jaskaran S. Gill  Katrina S. Hass  Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.  相似文献   

Caregiver Responsiveness During Preschool Supports Cooperation in Kindergarten: Moderation by Children’s Early Compliance     

Megan E. Pratt  Shannon T. Lipscomb  Megan M. McClelland 《Early education and development》2016,27(4):421-439

Research Findings: The current study examined how children’s parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation) during the prekindergarten year (54 months) on teacher reports of children’s classroom cooperation in the fall of kindergarten. Compliance at 36 months and cooperation in kindergarten are operationalized as overt, behavioral aspects of self-regulation as appraised by parents and teachers. The sample consisted of 996 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development who attended formal or informal ECE settings during the prekindergarten year. Results indicated that children with low compliance at age 3 tend to demonstrate stronger cooperation skills by kindergarten when they experience more positivity/responsivity from their ECE caregivers. Main effects of positivity/responsivity and cognitive stimulation on classroom cooperation were not detected for the overall sample. Practice or Policy: The discussion addresses the importance of preparing and empowering ECE providers to help young children who enter the preschool period struggling with behavioral aspects of self-regulation, such as compliance, to improve these skills through positive and responsive caregiving.  相似文献   

Cluttering and stuttering     

Katrina de Hirsch F.C.S.T. 《Annals of dyslexia》1975,25(1):57-68

  相似文献