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1.
This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K–5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court Reading over two years. Implementation study results demonstrated adequate to high levels of fidelity across the treatment schools. Intent-to-treat analyses revealed no statistically significant main effects on students’ reading performance in Year 1 and a small negative effect (d = – .09) in Year 2. There were positive impacts for particular subgroups, including kindergarten (d = .12) and Hispanic (d = .10) students in the first year. However, there were negative impacts for first grade (d = –.13), females (d = –.11), students who were not eligible for free or reduced-price lunch (d = –.19), and non-English language learners (d = –.10) in the second year of the study. Thus, relative to the “business-as-usual” reading curricula, no positive overall impacts of OCR and mixed impacts for student subgroups were found.  相似文献   

2.
Little is known about what design elements in digital learning games enhance learning; especially in the case of child audiences. This study examines the effects of a learning game’s visual design on perceived attractiveness and learning outcomes. We developed two visual designs for the game: one with supposedly high esthetic value and another with a low esthetic value. Participants (children between 9 and 11 years of age, N = 53) were randomly divided into two groups. Each group interacted with their assigned version for about 20 minutes and then evaluated its visual attractiveness without knowing about the other version. Then, they evaluated the attractiveness of the complementary version. As the next step, they evaluated both versions side-by-side. During the free-choice period, children could continue playing one of the game versions or a different game. They clearly preferred the high esthetic version in evaluations (d > 0.86) and in the free-choice period (62% preferred the high esthetic version of the target game), but this did not improve their learning outcomes (comprehension: d = –0.59; transfer: d = –0.16). Possible explanations of this effect are discussed in terms of cognitive load theory and cognitive-affective theory of learning from media.  相似文献   

3.
Abstract

Experiential learning theory places experience at the center of learning. Kolb’s four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle – feeling, reflection, thinking, and action. This research assesses the alignment of Kolb’s experiential learning cycle with the week-long Summer Institute of Assisting, Collaborating, and Training ESL Secondary Content Teachers (ACT-ESL), the first stage of a professional development model designed to train content teachers of English Language Learners (ELLs). Qualitative and quantitative data analysis from pre- and post-surveys determined positive changes in participants’ understanding of key ELL concepts, knowledge, and understanding of instructional strategies and practices. Analysis indicated that the Summer Institute had a large effect (d > 2.00 for each scale), regardless of previous training in ELL instructional strategies. Findings show that the Summer Institute incorporated the cycle of learning and tenets of Kolb’s experiential learning theory and evidenced teacher learning.  相似文献   

4.
The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success.  相似文献   

5.
This mixed-methods study examines two moderators of the impact of the Good Behavior Game—implementation variability, participant risk status, and the interaction between them—as predictors of behavioral and academic outcomes. Quantitative data from 38 primary schools were utilized, with outcome data collected at baseline and 2-year follow-up. Behavior (disruptive behavior, prosocial behavior, and concentration problems) was assessed via the Teacher Observation of Classroom Adaptation Checklist. Reading attainment was assessed via national teacher assessment scores, and the Hodder Group Reading Test. Implementation fidelity/quality data were collected via independent observations. Participant risk status was modeled using a cumulative risk index. Multilevel modeling revealed that higher levels of fidelity/quality were associated with improved overall reading scores (d = 0.203–225), but worsening disruptive behavior among high-risk students (d = 0.560). Thematic analysis of qualitative interview data collected from 20 teachers identified six groups of at-risk students who were perceived to experience differential effects, and five key mechanisms underpinning these.  相似文献   

6.
本研究将项目语言教学应用于高职高专英语教学中,并以具体的教学案例来详细说明项目语言教学的实施过程以及贯彻《高职高专英语教学基本要求》的情况。本项研究采取定量和定性相结合的科研方法,从学生英语语言知识、应用技能、学习策略、跨文化交际和自主学习能力四方面分析了项目语言教学应用于高职高专英语教学中的教学效果。  相似文献   

7.
Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed.  相似文献   

8.
This research reports on the efforts of six middle school and high school science teachers in a public school district in New York City to balance innovative teaching methods and strategies with the New York State Learning Standards and Regents requirements. More specifically, this research examines the factors that influenced the implementation of project-based approaches to teaching and learning science. Observations of meetings and classrooms, and collection of artifacts such as curricula, project planners, demographic profiles, student work, and test results served as the primary data sources that were triangulated and related to current theory on project-based learning in science. Four teachers embraced aspects of project-based learning in science and two rejected most aspects of teaching project-based learning in science. Implications for science professional development are discussed.  相似文献   

9.
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively.  相似文献   

10.
Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy: Although a logical expectation would be that, after the cessation of external support and professional development provided by the intervention, teachers would show a pattern of decreasing levels of fidelity, these teachers actually demonstrated increasing levels of fidelity, continuing to demonstrate high levels of sustained fidelity in their implementation of the underlying curriculum 2 years past exposure. Different profiles of variables predicted separate aspects of sustainability.  相似文献   

11.

Confidence assessment (CA) involves students stating alongside each of their answers a confidence rating (e.g. 0 low to 10 high) to express how certain they are that their answer is correct. Each student’s score is calculated as the sum of the confidence ratings on the items that they answered correctly, minus the sum of the confidence ratings on the items that they answered incorrectly; this scoring system is designed to incentivize students to give truthful confidence ratings. Previous research found that secondary-school mathematics students readily understood the negative-marking feature of a CA instrument used during one lesson, and that they were generally positive about the CA approach. This paper reports on a quasi-experimental trial of CA in four secondary-school mathematics lessons (N = 475 students) across time periods ranging from 3 weeks up to one academic year, compared to business-as-usual controls. A meta-analysis of the effect sizes across the four schools gave an aggregated Cohen’s d of –0.02 [95% CI –0.22, 0.19] and an overall Bayes Factor B01 of 8.48. This indicated substantial evidence for the null hypothesis that there was no difference between the attainment gains of the intervention group and the control group, relative to the alternative hypothesis that the gains were different. I conclude that incorporating confidence assessment into low-stakes classroom mathematics formative assessments does not appear to be detrimental to students’ attainment, and I suggest reasons why a clear positive outcome was not obtained.

  相似文献   

12.
Abstract

A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook reading context. A total of 324 EL students representing 24 home languages and averaging in the 10th percentile in receptive vocabulary completed the study (Connections n = 163 in 75 small groups; IBR n = 161 in 72 IBR small groups). Although small groups in both conditions made significant immediate gains across all measures, Connections students made significantly greater gains in reading vocabulary and decoding (d =.64 and.45, respectively). At first-grade follow-up, longer-term gains were again greater for Connections students, but with smaller effect sizes (d =.29 and.27, respectively). Results indicate that explicit Connections instruction features designed to build semantic, orthographic, and phonological connections for word learning were effective for improving proximal reading vocabulary and general decoding; however, increases in root word reading vocabulary did not transfer to general vocabulary knowledge.  相似文献   

13.
Background: Professional learning communities are increasingly recognized for their significance in building teachers’ competencies for educational reform. However, the knowledge development cycle of technological pedagogical content knowledge (TPACK) through multiple professional learning communities is not well researched.

Purpose: This qualitative case study investigates a primary science teacher’s TPACK development in the context of two interdependent learning spaces: a joint-school and a within-school professional learning community. The school’s organizational and sociocultural influences on teacher learning are also examined.

Participant: Teacher Sean (pseudonym) embarked on a science innovation project after two years of teaching in a Singapore mainstream school. He was tasked to integrate mobile-based inquiry learning and visible thinking pedagogical approaches, and to pilot the designed lessons for a primary three class.

Design and methods: A case-study approach involving multiple sources of data with cultural historical activity theory as the analytical lens was employed, to unpack the complementary and contradictory interactions across different interrelated activity systems. The purpose was to understand the (mis)alignments within and between the two professional learning communities.

Results: The findings indicate that Sean’s (subject) learning from the joint-school professional learning community to the within-school professional learning community faced multiple tensions that hindered his TPACK development (object). He faced difficulty in manipulating tools (technology and visible thinking routines) to translate the joint-school co-designed lessons into classroom implementation. Additionally, the volatility of the school’s organizational routines (rules) and the lack of communicative leader–teacher partnership (division of labor) did not afford sufficient infrastructure or instructional support.

Conclusions: Interactions between the teacher’s personal and contextual factors inhibited the designed TPACK from being implemented successfully. For ambitious pedagogical undertakings as illustrated in this case, more perceptive and synergistic organizational design thinking is needed to support beginning teachers’ TPACK development.  相似文献   


14.
Research Findings: Children's (n = 980) social competence during prekindergarten was assessed as a function of their teachers’ (n = 233) exposure to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and 2 levels of support through MyTeachingPartner, a Web-based approach to professional development. Children in classrooms that implemented PATHS had increased levels of teacher-reported social competence over the course of the year. There were no associations between the use of PATHS and reductions in teacher-reported social problems. The results also suggested that teachers who used the MyTeachingPartner website more often reported greater gains in children's social competence. Practice or Policy: These findings have implications for the development and dissemination of social-emotional learning curricula and the provision of effective implementation supports for teachers. Continued work on the best ways to integrate technology into the professional development of teachers, both in service and preservice, is likely to enhance the accessibility and quality of supports for teachers.  相似文献   

15.
Abstract

Exploiting the potential that Assessment for Learning (AfL) offers to optimise student learning is contingent on both teachers’ knowledge and use of AfL and the fidelity with which this translates into their daily classroom practices. Quantitative data derived from the use of an Assessment for Learning Audit Instrument (AfLAI) with a large sample (n = 594) across 42 primary schools in the Republic of Ireland serve to deprivatise teachers’ knowledge and use of AfL and the extent to which AfL is embedded in their work. The data confirm that there is urgent need for high-quality teacher professional development to build teacher assessment literacy. However, fiscal constraints coupled with the fractured nature of current provision renders it impossible to offer sustained support on a national scale in the immediate term. In response, this paper proposes the adoption of a design-based implementation research approach to site-based collaborations between researchers, teachers and other constituent groups, such as that engaged in by the authors over recent years, as a mechanism for addressing teachers’ needs in a manner that also supports other participants’ professional interests.  相似文献   

16.
The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3–5. The researchers used qualitative constant comparison methods on field notes and reflections to describe the teachers' participation in professional development to create CS-infused projects to be implemented with their students. Categories that emerged included standards integration, student autonomy, and challenges of infrastructure and time. The data are from the first 6 months of a 3-year, National Science Foundation-funded project. (Keywords: computer science, project-based learning, integration, elementary curriculum)  相似文献   

17.
This study explored the impact of learning a new instructional practice in a US school district that places great value in a statewide student assessment. Grounded Theory methodology (Strauss & Corbin, 1998, Basics of Qualitative Research: Techniques and procedures for developing grounded theory, 2nd Edition, Sage Publications, Thousand Oaks, CA) was used to analyze interview and observation data from 20 teachers undergoing professional development in a new reading strategy. We found that teaching in a “high-stakes” assessment environment impacts the implementation, fidelity, and sustainability of new teaching methods. Most importantly, our results suggest that some teachers may use “high-stakes” assessments as their primary reference point in which to gauge the merit of innovative teaching practices. Furthermore, decisions regarding which components to implement, how often to use these components, and what materials to utilize in their implementation may be influenced by the preparation for and expected results of these tests.  相似文献   

18.
The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers’ value orientations. Based on data obtained from 408 professional learning teams in Singapore schools, cluster analysis identified three types of professional learning teams: highly engaged, moderately engaged and less engaged. These three profiles differ mainly in terms of level of endorsement for the four measures of professional learning engagement (collective focus on student learning, collaborative learning, reflective dialogue and shared values and vision). Results revealed that highly engaged professional learning teams reported the highest levels of endorsement for all four engagement measures. Teachers among the learning teams in the highly engaged profile reported a significantly higher level of uncertainty avoidance than those in the moderately engaged and less engaged profiles. Teachers in the less engaged profile also reported a significantly higher level of power distance than those in the highly engaged teams. Multinomial logistic regression analysis found that team power distance and team uncertainty avoidance were significant predictors of engagement profile membership. The implications for fostering effective teacher development through more systematic support of PLC are discussed.  相似文献   

19.
Background: In a context of significant educational change and financial constraint, this paper explores ways to develop teacher learning. A recent review of teacher education (Teaching Scotland's Future: Report of a review of teacher education in Scotland, Donaldson 2011 Donaldson, G. 2011. Teaching Scotland's Future: Report of a review of teacher education in Scotland, Edinburgh: Scottish Government.  [Google Scholar]) coincided with two factors impacting on teaching and learning in Scotland. Firstly, the implementation of a new curriculum entitled ‘Curriculum for Excellence'. This new curriculum is underpinned by a philosophy of active learning, self-evaluation and reflection for all teachers and pupils. The second factor, impacting on teaching and learning, is the cuts being made in education because of financial constraints in the wake of the recession. These cuts include reductions in local authority support staff and opportunities for professional development.

Sources of evidence: This paper explores effective models of professional development for teachers and draws on principles of learning in the twenty-first century and the premise that what is known about how people learn should be applied to pupil and teacher learning. It also draws on a range of policy documents published in Scotland 2001–11 that impact on curriculum innovation and teacher education.

Main argument: The implementation of the new curriculum and the review of teacher education both focus on improving the quality of teaching and learning in Scottish schools and both offer opportunities for innovation for teachers and pupils. Both also require radical changes in ways of working for everyone. To implement the new curriculum, teachers have to change the ways they work requiring innovative models of continuing professional development to be designed not only to meet the demand for teacher learning but to make the best use of the limited funds.

Conclusions: It is argued that the cuts in funding may act as a catalyst for pedagogical change in professional development with increased reliance on school-based professional development. Empirical evidence collected during a research study in Scotland, which analysed feedback about curriculum reform, is used to illustrate both the need for improved professional learning opportunities for teachers and the benefits of facilitated school-based professional development.  相似文献   

20.
Research Findings: Multitiered instructional frameworks are becoming a recommended approach for enhancing prevention and intervention efforts targeting early literacy and language skills. However, few studies to date have studied the feasibility of tiered oral language interventions before kindergarten; therefore, this pilot study explored the effectiveness of such an approach in prekindergarten. Teachers in 39 classrooms were randomly assigned to an experimental or comparison condition that contrasted the implementation of an intervention that had both Tier 1 (whole group) and Tier 2 (small group for at-risk children) components. The pilot study included only 4 weeks of teacher-administered intervention. Despite this short duration, a significant and large effect size (d = .81) was observed for the experimental group on a receptive target vocabulary assessment. No significant changes were found on measures of vocabulary fluency, expressive target vocabulary, or listening comprehension. It is important to note that teachers’ fidelity in implementing the intervention as designed was a significant predictor of children's learning. Practice or Policy: These findings suggest the potential promise of the multitiered instructional framework, especially when teachers can be supported in ways that ensure adequate fidelity of implementation. Implications for use in prekindergarten response-to-intervention models are discussed.  相似文献   

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