How Much for Whom? Lessons From an Efficacy Study of Modest Professional Development for Child Care Providers     

Hope K. Gerde  Nell K. Duke  Annie M. Moses  Jessaca Spybrook  Meagan K. Shedd 《Early education and development》2014,25(3):421-441

Research Findings: Examining the effects of professional development of the early childhood workforce that fit within the constraints of government policy is crucial for identifying types and amounts of effective training and informing child care policy. The present study used a cluster-randomized trial to evaluate the effects of a professional development program for child care providers designed to meet the criteria for 2 state-level policies: (a) that child care providers working in licensed centers engage in 10 hr of professional development annually and (b) that all licensed child care settings provide 30 min of developmentally appropriate literacy activity daily. Results indicated that 10 hr of professional development focused on literacy was effective for significantly improving the literacy practices and knowledge of child care providers. However, it was not effective in eliciting substantial growth in child literacy outcomes, at least in the short term. The lack of child outcomes illustrates the importance of measuring professional development effects at both the provider and child levels. Practice or Policy: This study illustrates the importance of critically questioning and analyzing state policy, particularly dosage. In practice, dosage is an influential factor in how professional development is selected by programs and providers, because most policies only specify a required number of hours to be completed. The design of policy, which can influence both provider practice and child outcomes, relies upon alignment between early childhood research and policy.  相似文献   

Why do pupils dropout when education is ‘free’? Explaining school dropout among the urban poor in Nairobi     

Benta Abuya  Moses Oketch  Peter Musyoka 《Compare》2013,43(6):740-762

The introduction of universal primary education in sub-Sahara African countries in the 1990s increased enrolment rates and provided opportunities to children who were previously not in school. Research demonstrates that eliminating fees is not the magic bullet that delivers universal access. This study seeks to determine risk factors associated with dropout among primary school children in the low-income areas of Nairobi. Qualitative data is from the Education Research Program, collected between June and July 2008. The study found that: dumpsites in the two slum sites of Korogocho and Viwandani lure children out of school; school levies still charged in schools keep children out of school; and chronic poverty within families lure girls aged 14–16 into transactional sex. In conclusion, the declaration of free primary education is not sufficient to realize improved educational attainment as dropout after initial entry negates the purpose for which it was introduced.  相似文献   

From the Editor: Diversity of Thought on Campus — To a Point          下载免费PDF全文

Michele S. Moses 《Educational theory》2017,67(5):531-536

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Viewing the reconstruction of primary schooling in Southern Sudan through education data, 2006–2009     

HyeJin Kim  Kurt D. Moses  Bosun Jang  Annababette Wils 《Prospects》2011,41(2):283-300

After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world’s quickest education reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community and the government and people of Southern Sudan united under a common goal: to increase access to education for both children and adults. Southern Sudan’s experience leads to three lessons. First, countries entering a post-conflict situation should anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second, after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly, demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to make a multi-year commitment.  相似文献   

Predicting teachers’ continuance in a virtual learning environment with psychological ownership and the TAM: a perspective from Malaysia     

Yim  Joanne Sau-Ching  Moses  Priscilla  Azalea  Alia 《Educational technology research and development : ETR & D》2019,67(3):691-709

Educational technology research and development - Psychological ownership (PO) is a sense of being psychologically tied to an object to the extent that it becomes part of the extended self. As...  相似文献   

Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice     

Njora Hungi  Moses Ngware  Gerald Mahuro  Nelson Muhia 《Educational Research for Policy and Practice》2017,16(2):129-155

The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined.  相似文献   

An Alternative Approach to Early Literacy: The Effects of ASL in Educational Media on Literacy Skills Acquisition for Hearing Children     

Annie M. Moses  Debbie B. Golos  Colleen M. Bennett 《Early Childhood Education Journal》2015,43(6):485-494

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Using organisational theory in the promotion of evaluation — a case study     

Ingrid Moses 《Higher Education》1986,15(6):619-639

This paper discusses the use of organisational theory in a research and development project at the University of Queensland. It focuses on the introduction of a student evaluation of teaching scheme for feedback purpose and for use in annual appraisals, as well as for tenure and promotion decisions. It is a case study of planned change introduced into a traditional university within the framework of the literature on change, university systems and the academic profession. The paper demonstrates that organisational theory helps (a) to clarify the context and the conditions which facilitate introduction of change in a traditional university, and (b) to evaluate strategies to initiate and implement change. When the student evaluation of teaching system was developed and first promoted in Semester 2, 1982, 37 staff members had their teaching evaluated. Since then it has grown to a regular evaluation of teaching in over 300 class sessions, with 150–200 staff members participating each semester, and about 15,000 students returning questionnaires. This makes it a unique scheme in Australian universities.  相似文献   

Using Kernel Equating to Assess Item Order Effects on Test Scores     

Tim Moses  Wen-Ling Yang  Christine Wilson 《Journal of Educational Measurement》2007,44(2):157-178

This study explored the use of kernel equating for integrating and extending two procedures proposed for assessing item order effects in test forms that have been administered to randomly equivalent groups. When these procedures are used together, they can provide complementary information about the extent to which item order effects impact test scores, in overall score distributions and also at specific test scores. In addition to detecting item order effects, the integrated procedures also suggest the equating function that most adequately adjusts the scores to mitigate the effects. To demonstrate, the statistical equivalences of alternate versions of two large-volume advanced placement exams were assessed.  相似文献   

Does Learning Theory Influence Teaching Practices?     

Kathryn S. Whitaker  Monte C. Moses 《欧洲师范教育杂志》1988,11(2):143-147

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