Providing novice instructional designers real-world experiences: the pacificorp design and development competition     

Bishop  M. J.  Schuch  Dan  Spector  J. Michael  Tracey  Monica W. 《TechTrends》2005,49(2):20-21

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School Processes That Can Drive Scaling-Up of an Innovation or Contribute to Its Abandonment     

Denis Newman  Jenna Zacamy  Valeriy Lazarev  Li Lin 《Peabody Journal of Education》2017,92(5):675-701

This five-year study focused on school processes that promoted the scaling-up of a high school academic literacy framework, Reading Apprenticeship, developed by WestEd's Strategic Literacy Initiative (SLI). Implementing an innovative strategy for scaling-up involving school-based cross-disciplinary teacher teams, SLI brought the framework to 274 schools across five states. Our study was guided by research literature that viewed scale-up as increasing local ownership and depth of commitment. Our goal was to measure SLI's success in terms of the numbers of students, teachers, and schools reached, and to evaluate the success of SLI's innovation through metrics that would be indicative of the program taking hold in schools, and ultimately, its scalability.

We developed a longitudinal data set based on teacher and principal surveys, participant records, and school demographics that allowed us to measure implementation over time and to identify program and school characteristics that predicted the increase or decrease in participation. We found early indications of uptake and enthusiasm for Reading Apprenticeship, but greater variation in responses across schools by the third year. Using regression analysis, we found that initial teacher participation in team meetings and schoolwide commitment predicted “scaling-in” within a school. We hypothesized that a process, consistent with SLI's use of cross-disciplinary teacher teams, led to increased and sustained program participation. This study contributes to the field of scale-up research through identifying intermediate teacher outcomes that predict scaling-in and that were not as prevalent in an RCT conducted in parallel, illustrating the weakness of large-scale RCTs as an appropriate context for measuring impact of an innovation that is being scaled up.  相似文献   

Counselor Education and Title IX: Current Perceptions and Questions          下载免费PDF全文

Laura E. Welfare  Jennifer Wagstaff  Jenna R. Haynes 《Counselor Education & Supervision》2017,56(3):193-207

This national survey of counselor educator perceptions of the Title IX requirement to report student disclosures of gender‐based discrimination revealed the need for greater clarity about faculty strategies for serving counseling program students while upholding the federal law. The authors describe the recent expansion of the requirements and provide a suggested statement for course syllabi.  相似文献   

Competences for online teaching: A special report   总被引：3，自引：0，他引：3  

Peter Goodyear  Gilly Salmon  J. Michael Spector  Christine Steeples  Sue Tickner 《Educational technology research and development : ETR & D》2001,49(1):65-72

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School-Based Consultation to Improve Concussion Recognition and Response     

Susan C. Davies  Jenna M. Sandlund  Lisa B. Lopez 《Journal of educational and psychological consultation》2016,26(1):49-62

Many students who have sustained concussions return to school requiring academic adjustments while their brains heal. However, school personnel often are not trained to accommodate these students. This exploratory project examined the usefulness of school-based training paired with ongoing consultation and continued dissemination of information to improve both concussion recognition and response among school personnel. A case study design was employed in which a school district received training that was followed by ongoing consultation and continued dissemination of concussion resources. This study highlights the importance of involving school psychologists in concussion management programs.  相似文献   

Prioritization of online instructor roles: implications for competency‐based teacher education programs     

Jyoti Bawane  J. Michael Spector 《Distance Education》2009,30(3):383-397

Online instructors need to take on a multi‐dimensional role and to be an effective online educator they are required to possess a varied and wider range of competencies. Preparing teachers for online education involves preparing them for a wide variety of roles and developing related competencies. However, the extent of emphasis required to be placed on each of these roles or competencies during a teacher training program may vary according to its culture and the context. The investigation reported in this article obtained expert opinions with regard to the priority and criticality of eight online instructor roles identified in earlier research on online education. Pedagogical roles received the highest priority by the respondents, followed by professional, evaluator, social facilitator, technologist, advisor, administrator, and researcher roles. These results have implications for teacher education and further research pertaining to the context in India.  相似文献   

Assessing Training Needs of HIV Program Providers     

Catherine M. Sleezer  Melanie Spector 《Performance Improvement Quarterly》2006,19(3):89-105

This article describes a mixed‐methods needs assessment, or developmental evaluation, that was conducted for the providers and stakeholders of Oklahoma's community‐based organizations (CBOs). The needs assessment, which was the first phase in developing training on outcome monitoring for their HIV prevention programs, relied on three evaluation approaches: Behavioral‐objectives, participatory, and empowerment. This article describes the background for the needs assessment, the needs assessment process, and the lessons learned. When dealing with such a complex issue as HIV prevention where multiple goals must be achieved for success, a mixed‐methods approach to needs assessment may better capture real‐world needs. Furthermore, it may increase acceptance of the needs assessment findings and conclusions by the diverse groups that have a stake in the evaluation. However, as this study exemplified, implementing and reporting a mixed‐methods needs assessment that is based on differing evaluation approaches is complex, challenging, and resource intensive. This study can contribute to theory building for mixed‐methods evaluation.  相似文献   

President’s Column     

J. Michael Spector 《TechTrends》2010,54(1):3-4

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Louisville: Possibility City     

J. Michael Spector  Barbara Lockee  Miriam Larson 《TechTrends》2009,53(3):5-6

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A qualitative study of middle school students' perceptions of factors facilitating the learning of science: Grounded theory and existing theory     

Barbara S. Spector  Charles W. Gibson 《科学教学研究杂志》1991,28(6):467-484

The purpose of this study was to explore middle school students' perceptions of what factors facilitated their learning of science. Florida's Educational Reform Act of 1983 funded programs providing the state's precollege students with summer learning opportunities in science. mathematics, and computers. The programs were intended to encourage the development of creative approaches to the teaching of these disciplines. Under this program, between 50 and 60 high-achieving middle school students were in residence on the University of South Florida campus for 12 consecutive days of study in the World of Water (WOW) program. There were two sessions per summer involving a total of 572 participants. Eighi specially trained teachers were in residence with the students. Between 50 and 70 experts from the university, government. business, and industry interacted with the students each year in an innovative science/technology/society (STS) program. An assignment toward the close of the program asked students to reflect on their experiences in residence at the university and write an essay comparing learning in the WOW program to learning in their schools. Those essays were the base for this study. This was a qualitative study using a discursive approach to emergent design to generate grounded theory. Document review, participant observation, and open-ended interviews were used to gather and triangulate data in five phases. Some of the factors that middle school students perceived as helpful to learning science were (a) experiencing the situations about which they were learning; (b) having live presentations by professional experts; (c) doing hands-on activities: (d) being active learners; (e) using inductive reasoning to generate new knowledge; (f) exploring transdisciplinary approaches to problem solving; (g) having adult mentors; (h) interacting with peers and adults; (i) establishing networks; (j) having close personal friends who shared their interest in learning; (k) trusting the individuals in their learning environment, including adults and students; and (1) experiencing a sense of self-reliance. The preceding information was used to generate a series of hypotheses which were woven into a theoretical model. This model suggests that middle school science teacher education would be enhanced by helping prospective and in-service teachers develop and implement strategies that build trust, provide immersion in learning, and use inductive reasoning. This model is currently being used as the theoretical base to convert a traditional junior high school in the South to a middle school.  相似文献