Talking Story: What children know and feel about literature     

Amanda MacFall 《Literacy》1993,27(1):20-25

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Working Together for Reliable School Reform     

Amanda Datnow  Sam Stringfield 《Journal of Education for Students Placed at Risk》2013,18(1-2):183-204

In this article we summarize major findings from diverse, multiyear studies conducted by the Systemic and Policy Research team of the Center for Research on the Education of Students Placed At Risk. This article is based on findings from 16 projects and more than 300 case studies, the majority of which have been multiyear and multimethod. We conclude that efforts to implement diverse reforms are more likely to be effective when educators at various levels (e.g., state, district, reform design team, school) share goals and work in concert to co-construct highly reliable reforms. Findings from our studies are discussed, as are implications for future research.  相似文献   

High School Teachers' Use of Data to Inform Instruction     

Amanda Datnow  Vicki Park  Brianna Kennedy-Lewis 《Journal of Education for Students Placed at Risk》2013,18(4):247-265

The expectation that teachers will use student achievement data to improve their instruction is a major feature of national and local reform agendas. The theory of action behind data-driven decision making is a mostly causal model of professional action, whereby teachers diagnose weaknesses and implement solutions. The purpose of this article is to examine how high school teachers, situated within their policy and work contexts, use data to inform instructional decisions. Using a framework that draws upon sense-making and co-construction theories on reform implementation, we analyze qualitative data gathered in 4 urban public high schools in the United States. Findings reveal that the process of data use by teachers is complex, multilayered, and influenced by teacher interpretations and social interactions. Teachers used a variety of forms of data to inform their decision making and struggled to reconcile policies promoting data-driven decision making with local beliefs and practices. Implications for research and policy are discussed.  相似文献   

Multiple Imputation Strategies for Multiple Group Structural Equation Models     

Craig K. Enders  Amanda C. Gottschall 《Structural equation modeling》2013,20(1):35-54

Although structural equation modeling software packages use maximum likelihood estimation by default, there are situations where one might prefer to use multiple imputation to handle missing data rather than maximum likelihood estimation (e.g., when incorporating auxiliary variables). The selection of variables is one of the nuances associated with implementing multiple imputation, because the imputer must take special care to preserve any associations or special features of the data that will be modeled in the subsequent analysis. For example, this article deals with multiple group models that are commonly used to examine moderation effects in psychology and the behavioral sciences. Special care must be exercised when using multiple imputation with multiple group models, as failing to preserve the interactive effects during the imputation phase can produce biased parameter estimates in the subsequent analysis phase, even when the data are missing completely at random or missing at random. This study investigates two imputation strategies that have been proposed in the literature, product term imputation and separate group imputation. A series of simulation studies shows that separate group imputation adequately preserves the multiple group data structure and produces accurate parameter estimates.  相似文献   

Revisiting the role of within-compound associations in cue-interaction phenomena     

David Luque  Amanda Flores  Miguel A. Vadillo 《Learning & behavior》2013,41(1):61-76

Although it is thought that within-compound associations are necessary for the occurrence of both backward blocking and unovershadowing, it is not known whether this variable plays a similar role in mediating the two phenomena. Similarly, the roles of within-compound associations in forward blocking and in reduced overshadowing have not been tested independently. The present experiments evaluated how the strength of within-compound associations affects backward blocking, unovershadowing, forward blocking, and reduced overshadowing. Using an allergy task, the strength of within-compound associations was varied by taking advantage of the participants’ prior knowledge of common and uncommon food pairings. Backward blocking and unovershadowing effects were present only when highly memorable compound cues were used. Moreover, the magnitudes of both retrospective revaluation effects were affected by the strength of within-compound associations. Forward blocking and reduced overshadowing effects were independent of within-compound associations. These results have important theoretical implications for causal learning research.  相似文献   

The development of a model of culturally responsive science and mathematics teaching     

Cecilia M. Hernandez  Amanda R. Morales  M. Gail Shroyer 《Cultural Studies of Science Education》2013,8(4):803-820

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates’ culturally responsive knowledge and skills in science and mathematics teaching.  相似文献   

Drawing the line: an analysis of lay people's discussions about the new genetics     

Kerr A  Cunningham-Burley S  Amos A 《Public understanding of science (Bristol, England)》1998,7(2):113-133

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“I Wanna Be in the Room Where It Happens”…: Using Curriculum Mapping to Support the Information Literacy Goals of Online Programs     

Amanda Ziegler 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):226-234

Embedding information literacy and instruction within an online program can be a difficult process to begin. Curriculum mapping guides librarians to the courses where their services can have the most impact. However, curriculum mapping can seem like an overwhelming and unwieldly process. This case study demystifies the process and shows how simple and effective curriculum maps can be designed and utilized. Particularly in environment with a single librarian dedicated to online outreach serving as a coordinator for other subject liaison librarians, curriculum mapping is a tool that allows for clear communication, outreach and systematic assessment. This paper will provide an overview of how the curriculum maps were developed, how they were used for communication and outreach both within and outside the Libraries, and ideas for programmatic assessment based upon the maps.  相似文献   

Parent perspectives on student IEP involvement     

Kelli A. Sanderson  Amanda J. Rojas 《Journal of Research in Special Educational Needs》2023,23(2):90-99

As key members of the Individualised Education Program (IEP) team and strong child advocates, parents play a critical role in special education. In this study, we sought to understand a crucial, yet underexamined, aspect of special education – parent perceptions regarding student participation in IEP development. Specifically, we asked parents how schools could better support student involvement in the IEP process, including IEP meetings. Participants included 646 parents of students with disabilities aged 5–21 years currently receiving special education services across the United States. Constant comparative analysis was used to code data. Qualitative coding revealed four major themes, including: (1) promoting an active student role, (2) supportive school staff, (3) making changes to IEP meetings and (4) considerations and concerns regarding student participation. Implications for practice and policy are discussed.  相似文献   

The role of first-year seminars and first-year college achievement for undeclared students     

Pickenpaugh  Emili N.  Yoast  Summer R.  Baker  Amanda  Vaughan  Angela L. 《Higher Education》2022,83(5):1063-1077

Higher Education - It is commonly stated in both literature and news outlets that undergraduate college students, who are undeclared (i.e., have not declared a major), are at a higher risk of...  相似文献