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We trace the development and analyze the generalizability of the Classroom Assessment of Sociocultural Interactions (CASI), an observation system designed to measure cultural dimensions of classroom interactions. We establish CASI measurement properties by analyzing panoramic videos of 4th and 5th grade classrooms from the Measures of Effective Teaching project, and argue for its significance in terms of achievement opportunity for minoritized students and needed evidence regarding equitable teaching. We frame ten dimensions of sociocultural interactions within three domains: Life Applications (i.e., connections with what students know and do outside of school); Self in Group (i.e., interdependence to motivate learning and foster social identities); and Agency (i.e., how freedom and choice are managed).
We demonstrate how measurement error is associated with raters, lessons, and lesson segments, and discuss implications for CASI refinement, as well as appropriate instrument uses to enrich learning opportunities for minoritized students across a variety of classroom settings. 相似文献
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Jamie Morgan 《Metascience》2013,22(1):111-113
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The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control, emotional intelligence and empathy). After the analysis of the academic history of the concept follows an examination of the implementation of a range of assessment instruments and training programmes related to social skills (and lack hereof) in contemporary Danish welfare institutions (more specifically, day nurseries and schools, employment and penal services). The analysis forwarded in the article thus demonstrates how an intellectual idea may develop and travel - and on its journey connect to pre-existing cultural logics and societal concerns. The idea of social skills has through its development been made uncontroversial – everybody wants to be skilful. The concept does, however, convey an individualistic view on social life and imposes a reflexivity over own performance on the participants. Further, its normative character contributes to a problematization of those who are perceived to lack these skills. 相似文献
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Jonathan P. Norris Jamie Highton Stephen F. Hughes Craig Twist 《Journal of sports sciences》2016,34(19):1859-1866
The aim of this study was to investigate how the type of contact influences physiological, perceptual and locomotive load during a simulated rugby league match. Eleven male university rugby league players performed two trials of the rugby league movement simulation protocol for interchange forwards with a traditional soft tackle bag and a weighted tackle sled to replicate contact demands. The interchange forward-specific simulation was chosen given the contact frequency is higher for this group of players compared to whole match players. Locomotive rate, sprint speed, tackle intensity, heart rate (HR) and rating of perceived exertion were analysed during the first and second bouts that replicated two ~23 min on-field passages. Countermovement jump (CMJ) was measured before and immediately after each trial. More time was spent in heart rate zone between 91 and 100% HRpeak during the first (effect size ± 90% confidence interval: 0.44 ± 0.49) and second bouts (0.44 ± 0.43), and larger (0.6 ± 0.69) decrements in CMJ performance were observed during the sled trial (5.9, s = 4.9%) compared to the bag trial (2.6, s = 5.4%). Changing the type of contact during the match simulation subtly altered both the internal and external loads on participants. Using a standard tackle bag results in faster sprint speed to contact, but lower overall high-intensity running. Conversely, a heavier tackle object increases the internal load and results in greater lower limb neuromuscular fatigue as reflected by the decrease in CMJ performance. 相似文献
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Meaghan C. Guiney Jamie Zibulsky 《Journal of educational and psychological consultation》2017,27(1):52-71
ABSTRACTUsing samples of novice and advanced consultants in training (CITs), this study explored the development of consultation self-efficacy (CSE) for both process-oriented and problem-oriented aspects of consultation. Regardless of experience level, self-efficacy in both domains increased with training. However, significantly greater gains were made by novice CITs as compared to their advanced counterparts. In addition, feedback collected from consultees was generally favorable, and consultants received high ratings on items that reflected both process- and problem-focused skills. Implications for consultation training are discussed. 相似文献
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Jamie Zibulsky Christine Casbar Tamar Blanchard Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219
This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development. 相似文献
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