Impact of a Technology-Mediated Reading Intervention on Adolescents' Reading Comprehension     

Melissa Fogarty  Nathan Clemens  Deborah Simmons  Leah Anderson  John Davis  Ashley Smith 《Journal of research on educational effectiveness》2017,10(2):326-353

In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores.  相似文献   

Development and validation of the Attitudes toward Education for Older Adults (AEOA) scale     

Hyejin Kim  Neil Abell  Leah Cheatham  Insu Paek 《Educational gerontology》2017,43(7):341-355

The purpose of this study is to validate a multidimensional measure assessing attitudes toward education for older adults. As the elderly population and the demands of education among older adults have increased, the engagement of social workers in educational settings for older adults has also increased. Therefore, assessing social workers’ attitudes toward education for older adults is critical to better understand the appropriate circumstances for successfully providing and expanding educational programs for older adults. Using a sample of 227 social work students, a multidimensional scale consisting of 38 items was developed by focusing on the three subconstructs of attitudes: cognition, emotion, and behavior. Across various statistical analyses such as the examination of coefficient α and the confirmatory factor analysis (CFA), this scale consistently demonstrated strong reliability and validity. This new reliable and valid scale may contribute to the quality of educational programs for older adults by providing for social workers and other helping professionals with an opportunity to examine their attitudes toward educational services for older adults.  相似文献   

Relationships de Confianza and the organisation of collective social action     

Leah A. Teeters  A. Susan Jurow 《Ethnography and Education》2018,13(1):84-99

This article examines the social and cultural organisation of learning and community change in a largely new immigrant and under-resourced neighbourhood in the US Situating our investigation within a local social movement for food justice, we use an ethnographic lens to study how learning is made to become consequential across relationships between people, across activities, and contexts. Our four-year ethnographic study highlights how community health workers (promotoras) build relationships de confianza as a tool that mediated new forms of action in the focal neighbourhood. We demonstrate how relationships de confianza have laid a foundation to (a) mediate social networks to organise for change and (b) promote solidarity through the response to urgent needs, creating a more holistic model of community health and sustainability. Drawing attention to relational resources foregrounds social actors and their ingenuity, promoting equity-oriented scale-making.  相似文献   

The Von Neumann Entropy: A Reply to Shenker   总被引：1，自引：0，他引：1  

Henderson  Leah 《The British journal for the philosophy of science》2003,54(2):291-296

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Investigation of guided school tours,student learning,and science reform recommendations at a museum of natural history     

Anne M. Cox‐Petersen  David D. Marsh  James Kisiel  Leah M. Melber 《科学教学研究杂志》2003,40(2):200-218

A study of docent‐led guided school tours at a museum of natural history was investigated. Researchers engaged in naturalistic inquiry to describe how natural history content was conveyed to students and what students gained from this model of touring. They also investigated how the content and pedagogy within the guided tour complemented recommendations from formal science standards documents and informal learning literature. About 30 visiting school groups in Grades 2–8 were observed. Teachers (n = 30) and select students (n = 85) were interviewed. Researchers found that tours were organized in a didactic way that conflicted with science education reform documents and research related to learning within informal contexts. Students' responses to interview questions indicated high satisfaction with the tours but low levels of science learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 200–218, 2003  相似文献   

Teacher evaluation in Illinois: school leaders’ perceptions and practices     

Alyson Leah Lavigne  Roger Wade Chamberlain 《Educational Assessment, Evaluation and Accountability》2017,29(2):179-209

The aim of the current study is to assess school leaders’ perceptions and practices in the context of a new policy that emphasizes teacher evaluation. The study draws from survey data of 606 K-12 school leaders in the USA in a state implementing a new teacher evaluation model under Race to the Top. Findings illustrate that school leaders spent significant time on teacher evaluation. Some felt this was a good investment of time (e.g., rich conversations with teachers), increasing the ability for evaluations to improve instruction. Most, however, perceived the time demands as a cost (e.g., spending longer hours on the job, delegating more tasks to others). School leaders felt very confident in their ability to conduct observations and provide feedback to teachers. The opposite was found for student achievement data. Administrators’ reported preparedness, confidence, and beliefs suggest that barriers exist to using student achievement data to evaluate teachers. Findings suggest that school leaders need resources to build capacity, particularly in accommodating the new time demands of teacher evaluation. Administrators could benefit from professional development that addresses the use and value of student achievement if this measure continues to be a substantial component in teacher evaluation models.  相似文献   

Break for Physical Activity: Incorporating Classroom-Based Physical Activity Breaks into Preschools     

Danielle D. Wadsworth  Leah E. Robinson  Karen Beckham  Kip Webster 《Early Childhood Education Journal》2012,39(6):391-395

Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors established in early childhood relate to physical activity behaviors in later years. However, research has shown that children are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks. Results of a case study along with an overview of the implementation of physical activity breaks are discussed.  相似文献   

Language Assessment of Latino English Learning Children: A Records Abstraction Study     

Robert Kraemer  Leah Fabiano-Smith 《Journal of Latinos & Education》2017,16(4):349-358

The researchers examined how speech-language pathologists (SLPs) in a small northern California school district assessed Spanish speaking English learning (EL) Latino children suspected of language impairments. Specifically we sought to (1) determine whether SLPs adhered to federal, state, and professional guidelines during initial assessments and (2) identify tests and measures used by SLPs during language assessments. The researchers conducted a records abstraction review of 88 speech-language assessment reports of Spanish speaking EL Latino children. The reports were examined for parameters of best practice as outlined in recent studies. Results indicated that for each report the SLP responsible for assessing the child failed to consider at least one best practice parameter. Although impossible to determine at this stage, it is likely that many of these children were erroneously assessed and subsequently placed in speech-language programs. Findings support the notion that many EL Latino children continue to be inappropriately assessed for language impairments.  相似文献   

Whose feedback? A multilevel analysis of student completion of end-of-term teaching evaluations     

Leah P. Macfadyen  Shane Dawson  Stewart Prest  Dragan Gašević 《Assessment & Evaluation in Higher Education》2016,41(6):821-839

Student evaluation of teaching (SET) is now common practice across higher education, with the results used for both course improvement and quality assurance purposes. While much research has examined the validity of SETs for measuring teaching quality, few studies have investigated the factors that influence student participation in the SET process. This study aimed to address this deficit through the analysis of an SET respondent pool at a large Canadian research-intensive university. The findings were largely consistent with available research (showing influence of student gender, age, specialisation area and final grade on SET completion). However, the study also identified additional influential course-specific factors such as term of study, course year level and course type as statistically significant. Collectively, such findings point to substantively significant patterns of bias in the characteristics of the respondent pool. Further research is needed to specify and quantify the impact (if any) on SET scores. We conclude, however, by recommending that such bias does not invalidate SET implementation, but instead should be embraced and reported within standard institutional practice, allowing better understanding of feedback received, and driving future efforts at recruiting student respondents.  相似文献   

Working with students in higher education – professional conceptions of teacher educators     

Leah Shagrir 《Teaching in Higher Education》2013,18(8):783-794

The objective of this research is to identify the professional conceptions that guide teacher educators in their work with students, to learn about the nature of these conceptions and to distinguish among them. This aim is important because the conceptions formulated by those working in higher education guide their professional practice and affect their everyday conduct. Multidimensional categorical content analysis of the data shows that the conceptions can be characterized according to specific criteria. The research findings reveal three types of conceptions. The first conception is that the role of teacher-educators is to assist students in succeeding in their studies and to expand ties with them. The second conception is that teacher-educators should empower students and help them grow and construct their professional identity as teachers. The third conception is that in guiding their students teacher-educators should mediate between teaching theories and practices.  相似文献