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1.
Interprofessional educational partnerships can include a diverse group of helping professionals involved in consultation at both the school and community levels. Central to these partnerships should be school counsellors; this systematic review sought to understand the dynamics of these partnerships using the PRISMA framework. The review found that the role school counsellors can play on these teams varies from leader to convener but the specificity in terms of outcomes was missing. Noteworthy is the number of conceptual pieces, which is interpreted as researchers developing models that need additional testing. Future research should put the conceptual models available to directional testing; authors should include more information about the team’s development and each person’s role; and more attention should be paid to the outcomes of these team-based approaches.  相似文献   

2.
ABSTRACT

Strong family-teacher partnerships increase family engagement, promoting positive outcomes for children. Early childhood educators need knowledge, skills, and dispositions for establishing strong, meaningful partnerships with diverse families. This research investigated the impact of academic service-learning (ASL) on undergraduate students’ knowledge, skills, and dispositions for partnering with culturally and linguistically diverse families to promote young children’s early academic learning. Participants included nine undergraduates in an early childhood teacher preparation course, ten culturally and linguistically diverse families, and thirteen 2- to 5-year-old children. In this mixed-methods study, written student ASL reflections, pre- and post-ASL student surveys, and parent evaluations were analyzed. Three themes emerged from the analysis: (1) Students entered the ASL experience with excitement and a mostly positive approach; (2) Early to mid-semester, students articulated a high degree of nervousness and discomfort as well as challenges to partnership-building, yet also noted family interest and engagement; and (3) Mid- to late semester, most students expressed their growing confidence in their own skills for relating to diverse families, and identified family strengths. Our findings support ASL as an effective teacher-preparation pedagogy to help students build family-teacher partnerships.  相似文献   

3.
In consultation with experts in the fields of education research and whole school improvement, researchers at the Comprehensive School Reform Quality (CSRQ) Center created a framework for evaluating the scientific rigor of research studies that report on the efficacy of whole school improvement models. In this paper, the authors begin with a brief introduction to the challenges of developing standards of acceptable research practices and establishing a method of review that enables cross-program comparisons. The authors discuss CSRQ Center standards in reference to six primary areas of review: design, assessment, implementation, sampling, timing, and data analysis. Each standard is presented and the empirical rationale for evaluation criteria is explored. The authors conclude by presenting guidelines for researchers who report on the outcomes of evaluations of whole school improvement models. This discussion highlights the importance of ongoing conversation about the nature of evidence and components of research practice that illuminate program effectiveness within a larger framework of contemporary education policy and whole school improvement legislation.  相似文献   

4.
The relevance and effectiveness of traditional, course- and clinical-experience-based models of teacher preparation have been called into question, and institutions of teacher education must respond to the changing landscape of educational policy, which increasingly emphasizes that candidates must be prepared for challenges faced in complex, increasingly diverse classroom and community contexts through extended field experiences (Rust, 2010). In this article, we present a case for the development of mutually beneficial community partnerships as the foundation of all early childhood teacher education. First, key policies and research findings are presented that point to partnership as a key theme that must be addressed by preparation programs; next, a framework for the development of mutually beneficial partnerships between preparation programs and schools/community agencies is introduced; interview and focus group data are presented from the development and implementation of a field-based undergraduate early childhood teacher preparation program. These include examples of strategies that assist in leveraging resources toward mutual benefit, as well as vignettes illustrating field-based teacher education in action. Finally, partnership practices that address the shared goals of early childhood educators and those who prepare them are presented.  相似文献   

5.
Abstract

Many teacher preparation programs offering dual certification have engaged in program redesign to establish greater integration between general education and special education. This article presents findings from an exploratory case study that examined the perspectives of former preservice teacher candidates and school personnel regarding an integrated yearlong dual certification internship. Findings indicated research participants (a) placed value on the breadth and authenticity of the experience; (b) built deep relationships with students and staff that contributed to building confidence; and (c) felt the structure and impact of the model yielded positive outcomes for both the school and for preservice teacher candidates. Implications for practice include suggestions for how teacher preparation programs might move toward integrated models of dual certification teacher preparation and explore the importance of clinically rich partnerships that benefit both preservice teacher candidates and field sites.  相似文献   

6.
This case study discusses how educational entities collaborate in meaningful ways to address teaching force representation and shortages in critical fields for diverse populations in urban education settings. The authors examined how the role of a federally funded program, Academy for Teacher Excellence (ATE), at a Hispanic Serving Institution in Texas is creating preschool through university level (P-20) collaborative partnerships with various community stakeholders to enhance college access for minorities, specifically Latino students pursuing the teaching profession. Constant comparison analysis of the data uncovered the following themes: (a) Building Relationships and Dialoguing across Partners, (b) Communicating Information and Outreach, and (c) Networking and Leveraging Resources. Together, these foster a collaborative partnership among entities with the intention of maximizing synergy and supporting the access, recruitment, and education of Latino teacher candidates who will become culturally efficacious teachers of all students, but specifically for the growing number of Latino students in urban areas.  相似文献   

7.
In this article, we explore how teacher preparation programs have developed from the mid-1800s to present day, emphasizing changes in the clinical component. Drawing from the history of teacher education from the normal schools of the 19th century to present-day interest in clinically based preparation, we first review the migration of teacher preparation from normal schools into higher education. Next we discuss how accreditation has shaped programs. We then turn our attention to major initiatives in the 1980s that explicitly focused on linking school improvement with teacher education reform—partnerships that emphasized clinical aspects of teacher preparation. Finally, we discuss efforts to enhance clinical learning, highlighting instructional strategies and issues regarding design, settings, and outcomes for programs as they work to meet challenging new accreditation standards.  相似文献   

8.
The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model.  相似文献   

9.
This article presents the research findings of an evaluation of the academic impacts of 21st Century Learning Centers (CCLC) in Louisiana. Using quasi-experimental design, the article operationalizes academic achievement as core and subject test performance on nationally standardized pre- and posttests (Iowa Test of Basic Skills; ITBS). Based on previous research and evaluation requirements, the article (a) employs outcomes of interest to policymakers (standardized test scores); (b) uses program attendance as a key independent variable; (c) uses efficient methods to control for extraneous impact on the dependent variable; and (d) focuses the evaluation on a specific group of student—at-risk children in Louisiana. Findings indicate that the 21st CCLC program is having a positive academic impact on participants who attend the program for 30 days or more. Further, impacts are shared across specific grantee programs, specific subjects, and subgroupings of students. Finally, the study finds that intensity of attendance is positively related to academic impact.  相似文献   

10.
With classrooms becoming increasingly diverse due to children’s various cultural backgrounds and varying abilities, early childhood teacher education programs face the challenge of how best to prepare the workforce. Various initiatives have been implemented in teacher preparation programs to prepare early childhood educators to become competent in relating to all children and families. Infusing components of diversity into all courses and field experiences and engaging in community–university partnerships, as well as unifying early childhood education (ECE) and early childhood special education (ECSE) program components, are promising practices for the field. An examination and evaluation of these initiatives are discussed in this article, as well as future directions for research and practice.  相似文献   

11.
通过任务驱动式来教学《秘书工作实务》,根据秘书典型工作情景来设计秘书工作项目,依靠任务驱动和行为表现来引导学生操作秘书工作项目,师生按照"目标—任务—准备—实施—评估—总结"实施教学,培养学生文秘职业能力和就业能力。  相似文献   

12.
Changes in secondary education reflect the broader context of social and economic flux in Central and Eastern Europe. Despite budgetary constraints, large-scale changes in the legislative framework of secondary education have been made in many Central and Eastern European countries. However, the challenge is now to further define specific national needs, despite the fact that some issues, such as changing labour markets and growing informal sectors, may still provide only weak signals to planners. The change is also to implement changes: to refine new national curricula, occupational standards, and evaluation and examination systems; to widen pathways to continuing education; and to improve links to the labour market. This requires monitoring of the progress and impact of decentralizing management and funding responsibilities, and the development and institutionalization of social partnerships. Finally, in order to ensure the successful integration of new curricula and institutional structures and to promote positive learning outcomes, greater attention will need to be focused on improving the education infrastructure, and especially on training/retraining teaching personnel. The latter will be central to success in implementing new curricula at school level and in the evaluation and examination system.  相似文献   

13.
Based on a completed study of alumni of a master's degree teacher education program at a large northeastern university, this article demonstrates how alumni research can be designed to focus assessment on student outcomes and be responsive to program goals, policy concerns of administrators, instructional values of the faculty, and standards of professional practice. The article presents a conceptual framework, a research design plan, identification of relevant issues, appropriate analytical techniques, and selected findings with substantial relevance to other professional degree programs. Results confirm the importance of satisfaction with courses, perception of professional growth, and level of intellectual challenge on graduates' overall evaluation of the program. The methodological approaches and substantive issues raised in this study potentially enhance researchers' ability to design future assessment studies that will impact the policy development and program planning of other professional degree programs.  相似文献   

14.
Building on recent discussions regarding how current national standards for physical education promote cognitive outcomes over physical outcomes, the authors explore how a new era in high-stakes testing is also contributing to an emphasis on the cognitive, over the physical. While high-stakes testing has been linked to reducing the amount of physical education schools offer, less attention has been given to the newest phase of high-stakes testing: the use of student achievement test data to evaluate teachers. To explore how this new high-stakes testing may influence physical education curriculum goals, the authors examine new teacher evaluation policies in New York State. The authors then propose an alternative rational for physical education. By promoting the physical—physical activity, exercise, and structured physical movement through physical education programming—physical education can play a unique and key role in creating the conditions for both student cognitive development and improved public health.  相似文献   

15.

As teacher educators who have had extensive experience working in the field‐based secondary programs of two universities, the authors recognize the benefits, as well as the challenges, of forming partnerships with secondary educators to design and deliver collaboratively the teacher preparation program. In this article, experiences are shared and some of the major issues related to secondary teacher preparation that have been identified and contemplated are discussed.  相似文献   

16.
《学校用计算机》2013,30(2-3):97-110
Summary

Drawing from work by Shadish, Cook, and Leviton (1991) on social program evaluation, the authors discuss recent changes in evaluation theory and practices, and they connect these changes to technology and student learning. Concluding with a list of recommendations for evaluating the effectiveness of technology in teaching and learning, the authors challenge the purposes of education and prevalent goals for evaluation. After questioning how technology can impact student learning, they call for new and expanded definitions of student learning outcomes. Recommendations include redefining technology as a process rather than as a product, conducting implementation evaluations prior to outcome evaluations; reducing the reliance on standardized test scores as the primary outcome measure; and adopting multifaceted evaluation approaches (including case studies).  相似文献   

17.
The development and application of a framework that captures main characteristics of learning in nature—the Field Trip in Natural Environments (FiNE) framework—is the main outcome of this study that followed up 22 daily field trips of 4–6th grade students to nature parks. The theoretical and practical framework, which was developed based on the research literature and the data collected, allows systematic analysis of various phases of the field trip: preparation, pedagogy, activity and outcomes. The FiNE framework incorporates multiple views of the researchers and participants and examines the pedagogy employed and the outcomes as reported by the participating students. The employment of the framework indicates limited preparation and the use of traditional pedagogies and highlights the importance of social interactions and physical and learning activity. The FiNE framework provides researchers with a plausible scheme to assess various components of field trips to nature and to elucidate possible outcomes of such experiences.  相似文献   

18.
This paper presents a framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (1) vision and philosophy; (2) program; (3) professional learning of deans, teacher educators and support staff; (4) ICT plan, infrastructure, resources and support; (5) communications and partnerships; and (6) research and evaluation. This paper describes each of these six strategic dimensions and synthesizes these in the overall framework for developing pre‐service teachers’ competencies in generating technology‐enhanced teaching and learning.  相似文献   

19.
The academic outcomes for African American students continue to lag behind their White, Latino, and Asian American counterparts. Culturally responsive pedagogy has been purported to be an intervention that may help to reverse the persistent under performance for African American students. This article highlights findings from a three-year study of an intervention program designed to increase college going rates for African American students. The authors document the manner in which overall student outcomes, graduation rates, and college going rates increased when culturally responsive pedagogical practices were used. Finally, this work calls for academic rigor to be a more germane characteristic of the culturally responsive pedagogical framework.  相似文献   

20.
Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology‐enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework—the technology‐enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303–319. © 2017 American Association of Anatomists.  相似文献   

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