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Beatrice Avalos 《Teaching and Teacher Education》2011,27(1):10-20
A review of publications in Teaching and Teacher Education over ten years (2000-2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part, selects from the production nine articles for closer examination. The paper concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognisance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time. 相似文献
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Beatrice Avalos 《比较教育学》1993,29(3):275-292
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Mary Beth Calhoon Stephanie Al Otaiba Daphne Greenberg Amber King Annalise Avalos 《Learning disabilities research & practice》2006,21(4):261-272
The purpose of this study was to examine the efficacy of a supplemental peer‐tutoring reading program on phonological and reading fluency skills of first graders (N= 78) who were in predominantly Hispanic Title 1 classrooms. Sixty‐eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer‐assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer‐mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non‐Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light. 相似文献
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Hellard P Dekerle J Avalos M Caudal N Knopp M Hausswirth C 《Journal of sports sciences》2008,26(1):35-46
The aim of this study was to assess stroke rate variability in elite female swimmers (200-m events, all four techniques) by comparing the semi-finalists at the Athens 2004 Olympic Games (n = 64) and semi-finalists at the French National 2004 Championship (n = 64). Since swimming speed (V) is the product of stroke rate (SR) and stroke length (SL), these three variables and the coefficient of variation of stroke rate (CV(SR)) of the first and second 100 m were determined (V1, V2; SR1, SR2; SL1, SL2; CV(SR)1, CV(SR)2) and differences between the two parts of the events were calculated (DeltaV; DeltaSR; DeltaSL; DeltaCV(SR)). When the results for the four 200-m events were analysed together, SR1, SR2, SL1, and SL2 were higher (alpha = 0.05, P< 0.001) and DeltaV, DeltaSR, and DeltaCV(SR) were lower (P< 0.01) in the Olympic group than in the National group. The Olympic-standard swimmers exhibited faster backstrokes and longer freestyle strokes (P < 0.05). Both CV(SR)1 and CV(SR)2 were lower for freestyle and backstroke races in the Olympic group than in the National group (P < 0.001). Our results suggest that stroke rate variability is dependent on an interaction between the biomechanical requisites of the task (techniques) and the standard of the swimmer. 相似文献
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This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of English language learners in the southeastern United States. Results indicate that teachers' opinions concerning all areas of policy evolved as the state enforced stronger measures of accountability during the 2‐year period of the study. Although relatively positive regarding standards, their opinions became increasingly negative regarding statewide assessment, and even more so toward accountability measured by reading, writing, and mathematics. The results suggest that it is important to understand how teachers perceive the influence of policies, particularly those relating to English language learners, as science accountability becomes more imminent across the states. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 725–746, 2007 相似文献
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This paper examines the current problems of educational provision in Papua New Guinea which occupied the attention of the 1991 Education Sector Review. These problems include the failure both to achieve universal primary enrolment and to retain primary children entrants over the six year cycle, the limited uptake of upper secondary and higher education opportunities, especially by girls, and the inadequacy of present arrangements for vocational education. The proposals of the 1991 Review are then described concentrating on changes to the educational structure, reforms in the primary school curriculum and the changes, which have already been initiated, to the length and organization of teacher training. 相似文献
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