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1.
Patricia L. Hardré Fe Garcia Peter Apamo Lucy Mutheu Monica Ndege Iderle Bois 《Educational Research and Evaluation》2013,19(3):219-247
This project tracked the mid-term evaluation processes, practices, and products of a multinational program to reduce at-risk behaviors for HIV/AIDS among children in Kenya, Tanzania, and Haiti. It focused on participant and community perceptions; program effectiveness in promoting abstinence and monogamy decisions; and factors supporting ongoing resistance, decision persistence, and program sustainability. Instrumentation included focus groups and interviews with 731 participant youth, parents, community stakeholders, and staff; program documents; and expert on-site observations. Program efforts are effective in influencing informational, attitudinal, and behavioral changes across stakeholder groups. Data underscore process effects of specific program tools and features, through participant attributions. Critical relationships between internal and external factors, and collective local practices grown from program knowledge and skills, support risk reduction awareness and behaviors. Systematic evaluation, including design features, can inform similar efforts across national and cultural boundaries. Effective strategies are highlighted and linked to community perceptions and program outcomes. 相似文献
2.
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. 相似文献
3.
ABSTRACT Innovative uses of technology may require a revision of educational policy and practice if technology is going to have an impact on the educational system. In 1993 the University of New Mexico College of Education began a four semester in‐service graduate program to develop teacher knowledge, attitudes, and behaviors that might assist the teacher to confront today's challenges without being restricted by past patterns. During the second year of its implementation, a comprehensive research study was instituted to assess the impact of the program. This paper presents findings relevant to the outcomes of the program. The results reveal that significant shifts occurred among participants in the frequency of use of technology and student‐oriented strategies and that participants were increasingly concerned with assuming leadership roles in their schools and school districts. Four dimensions of the program were central in achieving these results: its cohort nature, the fact that it was graduate, the use of telecommunications, and the incorporation of group activities by faculty that modeled frameworks and practices under study. The program was effective in helping participants to examine their educational beliefs and assumptions, to turn their perceptions into practices, and to shift their concerns from personal impacts and insecurities to global and system‐wide impacts and potentials. Graduate study for these educators has become a process of change with already discernible consequences for New Mexico schools. 相似文献
4.
Thanita Lerdpornkulrat Ravinder Koul Chanut Poondej 《Tertiary Education and Management》2013,19(4):395-408
AbstractThe purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes. 相似文献
5.
The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants’ perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers’ perceptions of ethical issues and the need for ethics education was greater when the topic was controversial. 相似文献
6.
Yaron Doppelt 《Learning Environments Research》2006,9(2):163-178
During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals, such as improvement of academic achievement and motivation. In this research, an intervention program was implemented into the learning environment of science–technology classes at the junior high school level (Grades 7–9, 12–15 years old) in Israel. The intervention included a three-year workshop involving 224 hours each year. The teachers (N = 22) were required to reflect on their experiences using a portfolio that described their actual teaching experiences for relevant discussions at the workshop. Quantitative and qualitative tools were used to examine the teachers’ implementation of new teaching/learning and assessment methods or new subject matter, that were addressed by the workshop in their classes, and to identify learning environment characteristics and learning outcomes according to teachers’ perceptions. Differences were found between teachers’ and pupils’ perceptions of the impact of learning environment characteristics on learning outcomes. 相似文献
7.
Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers’ perceptions of classroom overload and students’ disruptive behavior are negatively related to changes in autonomous motivation, which in turn negatively predict changes in emotional exhaustion. Results also indicate that changes in teachers’ perceptions of students’ disruptive behaviors and school principal’s leadership behaviors are related to changes in self-efficacy, which in turn negatively predict changes in three burnout components. 相似文献
8.
Kirk M. Broome Kevin Knight George W. Joe D. Dwayne Simpson David Cross 《Structural equation modeling》2013,20(1):37-51
Prior research has linked substance abuse and antisocial behavior. This study uses structural models to examine developmental stages of antisocial behavior and their relation to during‐treatment performance of probationers in a 4‐month inpatient program. Separate childhood and adulthood antisocial functioning components were identified, and each predicted during‐treatment psychological functioning and program perceptions. Specifically, adulthood hostility predicted psychological functioning, and adulthood risk‐taking predicted program perceptions; the effect of childhood antisocial behavior was completely mediated by adulthood functioning. 相似文献
9.
When follow‐up surveys of graduates of Health Professional programs are used to obtain evaluative information about program components and processes, the timing of such a survey is an important consideration. Information may be collected at various points in time: at program end while the graduates are still on the premises, or at varying points after the graduates leave the educational institution. Follow‐up surveys of four classes of medical students and five classes of nursing students conducted at varying points in time are used to examine the effect of timing on the program feedback obtained. Graduate assessment of program features was consistent and stable even several years after program completion. Surveying students regarding their perceptions of their education shortly before graduation is recommended. This is less costly and provides information to program planners when it can have more immediate impact on program planning. 相似文献
10.
Caldera D Burrell L Rodriguez K Crowne SS Rohde C Duggan A 《Child abuse & neglect》2007,31(8):829-852
OBJECTIVES: To assess the impact of a voluntary, paraprofessional home visiting program on promoting child health and development and maternal parenting knowledge, attitudes, and behaviors. METHODS: This collaborative, experimental study of 6 Healthy Families Alaska (HFAK) programs enrolled 325 families from 1/00 to 7/01, randomly assigned them to HFAK and control groups, interviewed mothers at baseline, and followed families until children were 2 years old (85% follow-up). Child outcomes included health care use, development and behavior. Parent outcomes included knowledge of infant development, parenting attitudes, quality of the home environment, and parent-child interaction. HFAK records were reviewed to measure home visiting services. Home visitors were surveyed to measure knowledge, perceived effectiveness and perceived training adequacy. RESULTS: There was no overall impact on child health, but HFAK group children had more favorable developmental and behavioral outcomes. HFAK and control mothers had similar parenting outcomes except that HFAK mothers had greater parenting self-efficacy (35.1 vs. 34.6 based on the Teti Self-Efficacy Scale, p<.05). Fewer HFAK families had a poor home environment for learning (20% vs. 31%, p<.001). HFAK families were more likely to use center-based parenting services (48% vs. 39%, p<.05). The impact was greater for families with lower baseline risk (Family Stress Checklist scores<45). There was little evidence of efficacy for families with a higher dose of service. CONCLUSIONS: The program promoted child development and reduced problem behaviors at 2 years. Impact could be strengthened by improving home visitor effectiveness in promoting effective parenting. Future research is needed to determine whether short-term benefits are sustained. 相似文献
11.
Daniel L. Dickerson Angela Eckhoff Craig O. Stewart Shanan Chappell Stephanie Hathcock 《Research in Science Education》2014,44(3):483-506
The purpose of this study is to determine whether a pullout STEM program (STARBASE) makes reading and math scores decrease and examine its impact on urban fourth, fifth, and sixth grade students’ attitudes and perceptions regarding STEM education and careers. We employed a mixed-methods, case study approach that involved two published and one indigenous instrument composed of Likert scales, semantic differential scales, and open-ended items, along with structured interviews. Results indicate that it is possible for reading, math, and social studies scores to be unaffected when implementing a STEM pullout program, as adjusted trends (for ethnicity and socioeconomic status) are not statistically different from those of non-STARBASE school divisions in the area. Additionally, the Black/White achievement gap, as measured by standardized test scores, was substantially closed over the last decade within STARBASE schools. Quantitative measures revealed few differences in student attitudes from pre- to posttest. Student qualitative responses were overwhelmingly positive. Students wanted more STARBASE time in the regular school year. Students, particularly Black students, also wanted an increase in career education opportunities. Implications regarding curricular changes aimed at STEM education and model adoption are addressed. 相似文献
12.
This study examines the process of change among grade 4 teachers (students aged 9–10 years) who participated in a yearlong
Teacher Quality Grant innovation program. The concerns-based adoption model (CBAM), which informed the design and implementation
of the program, was used to examine the process of change. Two questions guided the investigation: (1) How did teachers’ concerns
about and levels of use of the innovation evolve during the course of the project? (2) What changes in teachers’ perceptions
and practices arose as a result of the innovation? Results showed that several of the teachers’ concerns evolved from self/task
toward impact. With continued support, several participants achieved routine levels of use, which they sustained beyond the
project. 相似文献
13.
Researchers have examined various outcomes of undergraduate minority mentoring programs. However, there is a significant gap in research about how program members with different demographic backgrounds may not have the same experiences or outcomes as other members despite being subject to the same program elements. To address these gaps, we employed a social community framework to examine the differences across the perceptions of connectedness to a social community and participant outcomes of members of the University of Illinois at Urbana-Champaign (UIUC) Merit Program (MP) for Emerging Scholars. An ANOVA was performed for a study sample of n = 179 current and past MP participants. Results indicated a need to: (a) find ways to translate experiences to lower performing groups, (b) identify other approaches to build resilience and encourage connections and engagement in communities of practice, and (c) explicitly educate all participants in the importance of social community in their professional development. 相似文献
14.
Children with substantiated child maltreatment (CM) experience adverse health outcomes. However, it is unclear whether substantiation vs. an investigation not resulting in substantiation has a greater impact on subsequent adolescent health. Propensity scores were used to examine the effect of investigated reports on the subsequent health of 503 adolescent females. CM was categorized into three levels: 1) investigated and substantiated, 2) investigated but unsubstantiated, and 3) no investigation. Models using inverse propensity score weights estimated the effect of an investigation on subsequent teen motherhood, HIV-risk behaviors, drug use, and depressive symptoms. Females with any investigation, regardless of substantiation status, were more likely to become teen mothers, engage in HIV-risk behaviors, and use drugs compared to females with no investigated report. Substantiated CM was associated with depressive symptoms. Findings underscore the importance of maintaining case records, regardless of substantiation, to better serve adolescents at risk for deleterious outcomes. Prospective methods and propensity scores bolster causal inference and highlight how interventions implemented following investigation are an important prevention opportunity. 相似文献
15.
Teacher education programs help teachers gain knowledge and skills, develop ‘new’ attitudes, and impact their beliefs about
teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon
of existing teacher preparation programs, findings of this study could greatly contribute to needed research in the field
and inform policy makers. This study examines a pre-service education program at a private university in Lebanon for the purpose
of assessing the program’s learning outcomes. Qualitative data were collected from questionnaires, pre and post surveys, and
reflective journals focusing on perceptions of an effective teacher before and after training to detect any development from
50 student–teachers enrolled in the senior practicum classes during the scholastic year when the study was conducted. Fifteen
student journals were examined for their reflections on principles, facts and techniques acquired, changes in behavior after
training, and the relation of learned theory to work field in light of what they had experienced during their 180 h of fieldwork
and seminars at the university. Results were then compared to the program’s stated learning outcomes to assess whether they
were achieved. Findings indicated that training positively affects student–teachers, but still more rigorous steps should
be taken to ensure that all learning outcomes are met. Implications for program training improvement and recommendations for
future research are made. 相似文献
16.
《Child abuse & neglect》2014,38(12):2062-2071
This article presents an exploratory assessment of whether children's perceptions of caseworker support (e.g. feeling listened to) moderates the relationship between the type of maltreatment and problematic behaviors. Relying on data collected for the National Survey of Child and Adolescent Well-Being (NSCAW I), this research measures how often children felt listened to by their caseworkers and the effect on the relationship between two types of maltreatment (e.g. physical abuse and neglect) and problematic child behaviors. Results indicate that whereas children reported feeling listened to most of the time, there are significant differences in the probabilities of problematic behavior scores between physically abused and neglected children according to how often they felt listened to. With the exception of those children who felt listened to all of the time, physically abused children have a higher probability of problematic behaviors than neglected children. Comparisons between the two maltreatment types indicate a greater impact of listening on physically abused children across the continuum of feeling listened to (e.g. never to all of the time), than for neglected children, except for at the highest level of listening, as results indicate a small, but significant difference indicating neglected children are more positively impacted by listening than physically abused kids. Implications for practice are that children's perceptions of support from caseworkers may influence behavioral outcomes differently according to maltreatment type. Additionally, these findings encourage the inclusion of children's perspectives regarding the relationships they have with caseworkers. 相似文献
17.
Sean M. Horan Rebecca M. Chory Shannon T. Carton Erin Miller Peter C. J. Raposo 《Communication quarterly》2013,61(5):497-518
The purpose of this study was to test whether leader–member exchange theory (LMX) offers an explanatory lens for the program of classroom justice research. To that end, relationships among justice, LMX, and antisocial communication were explored. Findings indicated that perceptions of justice and LMX were positively related. Likewise, perceptions of interactional and procedural justice negatively predicted indirect interpersonal aggression, hostility, and revenge. Similarly, LMX perceptions were negatively related to students’ hostility and revenge and mediated the relationships between students’ perceptions of distributive justice and these outcomes. LMX also moderated the relationships between students’ perceptions of classroom justice and indirect interpersonal aggression and deception. Implications, limitations, and future research are discussed. 相似文献
18.
Anne S. Hynds Rawiri Hindle Catherine Savage Luanna H. Meyer Wally Penetito Christine Sleeter 《The Teacher Educator》2013,48(3):230-249
There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professional development initiative for culturally responsive practices for secondary teachers in New Zealand. To study its impact, we used a mixed-methods research approach to gather and analyze data on student achievement outcomes, classroom practices, and perceptions of teachers and students. While results suggested positive changes associated with the program, findings also highlighted ongoing challenges associated with transforming practice for Indigenous Māori students. Specific challenges of analysis are highlighted, along with recommendations for further research and development work in secondary schools. 相似文献
19.
This paper presents evidence from a randomized field experiment testing the impact of a 3-year matched savings program on educational outcomes 10 years after the start of the experiment. We examine the effect of an Individual Development Account (IDA) program on (1) educational enrollment, (2) degree completion, and (3) increased education level. The IDA program, which ran from 1998 to 2003 in Tulsa, Oklahoma, provided low-income households with financial education and matching funds for qualified savings withdrawals, including a 1:1 match for educational uses. We find a significant impact on education enrollment and positive (but nonsignificant) impacts on degree completion and increase in level of education. We also examine the interaction between gender and treatment assignment, finding that the IDA had a strong positive effect on increased educational attainment for men but not for women. 相似文献
20.
Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth‐grade teachers completed questionnaires about their perceptions of four components of school climate: high‐risk student behaviors, school‐wide barriers to learning, principal support, and cooperation among teachers. Teachers’ expectations and self‐efficacy for working effectively with both bullies and victims were assessed using case study vignettes. The results indicated that teachers’ perceptions of principal support were significantly related to teachers’ expectations and self‐efficacy for working with bullies. A graduate degree was also related to greater self‐efficacy for working with bullies. Administrators and school psychologists should consider the role of perceived principal support as an important factor in influencing teachers’ expectations and beliefs in working with bullies. 相似文献