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1.
The purpose of this mixed methods research is to examine teachers' perspectives on the response to intervention (RTI) framework and its implementation in Michigan and Texas schools. Both states have been leaders in literacy, increasing preservice and in‐service teacher certification standards and developing similar batteries for assessing literacy skills. Using the International Reading Association's RTI principles, the following question directed this inquiry: what are the perspectives of teachers in various educational, geographic, economic and cultural settings of the RTI? The research was developed through questionnaires, focus groups and semi‐structured interviews. Findings revealed that teacher professional development, assessments and collaboration for instruction were highly integrated themes when developing RTI strategies as reforming practice and increasing student literacy. Michigan and Texas teachers were more confident and comfortable in measuring and identifying students with reading difficulties over their ability to prevent learning disabilities through their instruction.  相似文献   

2.
This study evaluated the scale‐up of a Safe & Civil Schools Foundations: Establishing Positive Discipline Policies positive behavioral interventions and supports initiative through 4 years of “real‐world” implementation in a large urban school district. The study extends results from a previous randomized controlled trial that established the effectiveness of the Safe & Civil Schools program in 32 elementary schools in the same district. This study emphasizes the application and evaluation of the program in regular district schools. Four‐year results indicate that elementary, middle, and high schools experienced moderate but steady improvements in (a) school discipline, (b) student safety policy and training, (c) staff perceptions of student behavior, and (d) student suspension and chronic tardiness rates. With few exceptions, improvements occurred after schools began Safe & Civil Schools Foundations training, and more years of training were associated with larger cumulative improvements in school and student outcomes. Given that similar effects were observed in schools with and without random assignment of training, and only after training began, we concluded that the improvements stem from Safe & Civil School's Foundations training.  相似文献   

3.
Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research.  相似文献   

4.
A successfully targeted intervention can influence food safety knowledge, attitudes, and behaviors, as well as encourage participants to recognize their own responsibility for safe food handling. This acknowledgement of an individual's responsibility and capacity to address food safety can be understood as self‐efficacy of food safety (SEFS). This study investigated the impact of a specific educational intervention, Hands On: Real‐World Lessons for Middle School Classrooms, curriculum on SEFS in adolescents and was guided by two research questions: (1) to what extent can an existing food safety curriculum impact students’ SEFS, and (2) to what extent does a relationship exist between changes in self‐efficacy and changes in food safety behavior, particularly when controlling for knowledge gains. A total sample of 424 students across 6 states participated in this study. Teachers were trained to implement the Hands On program in their classrooms and then students were administered a pre‐ and posttest to measure the impact of the program on knowledge, food safety‐related behaviors, and SEFS. The data indicated that there is a strong predictive relationship between SEFS and positive behavior change. Additionally, the Hands On program was effective at increasing students’ SEFS.  相似文献   

5.
The profound consequences of early reading failure necessitate the provision of early literacy interventions to struggling readers. Many schools struggle, however, to address early reading difficulties because of insufficient human resources. Accordingly, the present study investigated the effectiveness of incremental rehearsal (IR) as a Tier 3 intervention to improve letter sound knowledge and fluency with four kindergarten students. Four participants not making adequate progress toward letter sound fluency benchmarks were selected for an IR intervention targeting letter sounds that was delivered via a computerized tutoring program. All four students improved their letter sound knowledge and fluency. Overall, results indicated that a computer‐aided IR intervention is an effective, efficient, and acceptable intervention. Implications for research and practice are discussed. © 2011 Wiley Periodicals, Inc.  相似文献   

6.
Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge‐transfer’ model of evidence‐based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence‐based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC‐funded ‘SHAPE’ project, which adopted a different model of evidence‐based practice, focusing on knowledge co‐construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co‐construction with school practitioners, parents and pupils. Such co‐construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence‐based practice as an alternative to the currently dominant and narrow model of knowledge transfer.  相似文献   

7.
This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners.  相似文献   

8.
ABSTRACT

Research on implementation of school-based transdiagnostic interventions, conducted by personnel from the municipal services is limited. We investigated facilitators and barriers regarding implementation of EMOTION, an intervention targeting symptoms of anxiety and depression in children 8–12 years. Trained health- and childcare professionals completed one questionnaire before (N?=?63) and a separate questionnaire after running an EMOTION group (N?=?66). Twelve of the group leaders were interviewed to provide additional information regarding implementation. Results indicated that factors such as a perceived need for the intervention and positive attitudes from the group leaders facilitated implementation. Hindering factors were related to time constraints, workload, unsupportive leaders, and lack of cooperation from the schools. Allocating resources to implementation specifically could promote future use of the program.  相似文献   

9.
The aim was to develop, implement, and evaluate a physical education-based coping training program for vocational students. Two vocational schools participated in the quasi-experimental pilot study (EPHECT I). One school received the intervention (intervention group: n?=?434), while the other school maintained regular physical education classes (control group: n?=?430). Repeated measures ANCOVAs were used to examine the effects on coping and perceived stress. Additionally, effects were compared among students who reported low versus elevated life satisfaction. Finally, the implementation rate was considered as a moderating factor. Overall, no significant time by group effects were found between the intervention group and the control group. However, a reduction in maladaptive coping occurred among students of the intervention group who reported low life satisfaction. The implementation rate did not moderate the findings. Despite a relatively low implementation rate, the intervention program reduced maladaptive coping strategies in adolescents with low life satisfaction. Program monitoring needs to be increased in future research.  相似文献   

10.
The purpose of the current study was to examine the validity and diagnostic accuracy of the Intervention Selection Profile—Social Skills (ISP‐SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified through universal screening as at risk for behavioral concerns. Teacher participants ( n = 71) rated each of these students using both the ISP‐SS and the Social Skills Improvement System—Rating Scales (SSiS‐RS), with the latter measure serving as the criterion within validity and diagnostic accuracy analyses. Confirmatory factor analysis supported ISP‐SS structural validity, indicating ISP‐SS items broadly conformed to a single “Social Skills” factor. Follow‐up analyses suggested ISP‐SS broad scale scores demonstrated adequate internal consistency reliability, with hierarchical omega coefficient equal to 0.86. Correlational analyses supported the concurrent validity of ISP‐SS items, finding each ISP‐SS item to be moderately or highly related to its corresponding SSiS‐RS subscale. Finally, analyses indicated three of the seven ISP‐SS items that demonstrated sufficient diagnostic accuracy; however, findings suggest additional revisions are needed if the ISP‐SS is to be appropriate for use in schools. Implications for practice and future research are discussed.  相似文献   

11.
This paper represents the outcomes of an in-depth case study of a secondary school in the south-west of England, identified as inclusive by the local education authority (LEA). The study, which formed the second part of a ‘bricolage’ approach, utilized ethnographic research methods, with the aim of investigating inclusion in a holistic way, at the school level. Data were collected through interviewing of a variety of school constituencies and participant observation. The analysis suggested that: (a) the participants were enculturated into the integration model; (b) although there were strong perceived academic benefits for the included students, the evidence is contradictory regarding the social outcomes of inclusion; (c) successful implementation of inclusion requires restructuring of the physical environment, resources, organizational changes and instructional adaptations; and (d) there was a perceived need for ongoing professional development. The findings reported in this investigation may be used to illuminate current practice in the LEA and to provide directions for formulating policies to support ‘inclusive practice’ in ways which are acceptable to teachers, parents and students.  相似文献   

12.

Despite the significant evidence base demonstrating the positive impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s social-emotional and mental health outcomes, there has been very little research on its efficacy in improving academic attainment. More generally, the relationship between implementation variability and PATHS intervention outcomes has been underexplored. A cluster-randomised controlled trial with two arms: intervention (PATHS – 23 schools) and control (usual practice – 22 schools) was implemented to assess the impact of PATHS on English and Mathematics for children in years 5 (aged 9–10 years, n = 1705 pupils) and 6 (aged 10–11 years, n = 1631 pupils) in English primary schools. Two-level hierarchical linear models (school, child) were used to assess both primary ‘intention-to-treat’ effects and secondary ‘subgroup’ effects (for children eligible for free school meals). Additionally, the moderating role of implementation variability was assessed in 31 year 5 (n = 712 pupils) and 32 year 6 (n = 732 pupils) classes across the 23 intervention schools, with fidelity, dosage, quality/responsiveness and reach data generated via classroom-level structured lesson observations. Intention-to-treat and subgroup analyses revealed no significant positive effect of PATHS on children’s academic attainment. Cluster analyses of observational data revealed four distinct implementation profiles, differentiated primarily by dosage levels. However, these profiles were not significantly associated with differential academic outcomes. In light of our findings and their likely generalisability, it is not possible to recommend PATHS as an effective intervention for improving the academic attainment of children in English primary schools.

Trial registration: ISRCTN85087674

  相似文献   

13.
The standardized, indicated school‐based prevention program “Networks Against School Shootings” combines a threat assessment approach with a general model of prevention of emergency situations in schools through early intervention in student psychosocial crises and training teachers to recognize warning signs of targeted school violence. An evaluation study in 98 German schools with 3,473 school staff participants (Mage = 46.2 years) used a quasi‐experimental comparison group design with three measurement points (pre, post, and 7 months followup) with schools randomly allocated to implementation conditions. The study found increases in teachers' expertise and evaluation skills, enhanced abilities to identify students experiencing a psychosocial crisis, and positive secondary effects (e.g., teacher–student interaction, feelings of safety).  相似文献   

14.
Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching – a funded urban apprenticeship program. Three research questions guided the study: (1) How do participants describe the characteristics that influence their five-year retention? (2) How do participants describe their success as teachers? and (3) How do participants describe the professional support they received in their preparation program and during the subsequent four years after completing the program? Quantitative and qualitative data via interviews, focus group, and an examination of teachers’ district performance scores were utilized, as a means of understanding teachers’ staying and impact power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere. Impact power refers to their ability to influence student learning. Four assertions describe the factors influencing developing teachers who stay and have impact as they teach in challenging urban schools, suggesting that these teachers possess a strong work ethic, seek specific resources to improve pedagogy, have the knowledge and skills necessary to differentiate instruction, and seek teacher leadership opportunities in their schools. This study suggests several implications for teacher educators, educational leaders, administrators, and researchers working with new teachers in urban schools or with populations that are predominantly children of color.  相似文献   

15.
High‐stakes mathematics assessments require students to write about mathematics, although research suggests students exhibit limited proficiency on such assessments. Students with LD may have difficulties with writing, mathematics, or both. Researchers employed an intervention for teaching students how to organize mathematics writing (MW). Researchers randomly assigned participants (n = 61) in grades 3–5 to receive instruction in MW or information writing. Students receiving MW outperformed control students on a researcher‐developed measure of MW (d = 1.05). Component assessment revealed MW students improved in writing organization (d = 1.49) but not in mathematics content (d = 0.11 ns). Results also indicated MW students outperformed control on percentage of correct MW sequences (d = 0.82). Future directions for MW intervention development are discussed.  相似文献   

16.
This study examined cross‐ethnic friendship choices and intergroup attitudes in a sample of 762 sixth‐grade Asian American students (Mage = 11.5 years) attending 1 of 19 middle schools that varied in ethnic composition. Multiple measures of friendship (quantity and quality) and intergroup attitudes (affective, cognitive, behavioral) toward White, Latino, and Black grademates were assessed. The results showed that Asian American students overnominated White students and undernominated Latino and Black students as their friends when school availability of each ethnic group was accounted for. Cross‐ethnic friendships were related to better intergroup attitudes, especially the behavioral dimension of attitudes. Cross‐ethnic friendships were least likely to change attitudes toward Blacks. Implications for future research, educational practice, and attitude intervention programs were discussed.  相似文献   

17.
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   

18.
Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are prevalent in the extant research, but behavioral needs appear to receive less attention. The authors report the results of a systematic review investigating the evidence‐base for function‐based interventions for students with LD using the What Works Clearinghouse (WWC) criteria for evaluating single‐case studies. Fourteen studies with 17 participants met inclusion criteria, with the majority occurring in elementary settings. Although interventions tended to be effective, few included maintenance and generalization measures. Because of the small number of studies (n = 4) that met WWC design and effectiveness standards, the authors conclude that function‐based interventions, although promising, cannot currently be considered an evidence‐based practice for students with LD. Implications for practice, areas for future research, and study limitations are reported.  相似文献   

19.
This study addresses replication in candidate gene × environment interaction (cG×E) research by investigating if the key findings from Brody, Beach, Philibert, Chen, and Murry (2009) can be detected using data (N = 1,809) from the PROSPER substance use preventive intervention delivery system. Parallel to Brody et al., this study tested the hypotheses that substance misuse initiation would increase faster from age 11 to age 14 and be higher at age 14 among: (a) 5‐HTTLPR short carrier adolescents versus long homozygotes, (b) control versus intervention adolescents, and (c) 5‐HTTLPR short carriers in the control condition versus all other participants. The hypotheses were generally supported and results were consistent with Brody et al.'s cG×I finding. Results are discussed in light of replication issues in cG×E research and implications for intervention.  相似文献   

20.
The FRIENDS for Life program is a cognitive–behavioral group program that targets anxiety in children. The main purpose of this study was to analyze the effectiveness of the Portuguese version of the FRIENDS for Life Program, which was implemented in schools to reduce anxiety problems in a group of highly anxious children. The study used a quasi‐experimental research design with two groups of children, an intervention (n = 17) and a wait‐list control group (n = 21), aged 8 to 12 years old. The impact of the program in reducing anxiety symptoms as assessed by children and mothers was analyzed through the Screen for Child Anxiety Related Emotional Disorders‐Revised (SCARED‐R). The results show a statistically significant post intervention effect on anxiety symptoms evaluated by the child, but not by the mother. The implications of these results for the prevention of anxiety disorders in Portuguese schools are discussed.  相似文献   

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