Using Research Based Assessment Tools in Professional Development in Current Electricity     

Ji Shen  Patrick C. Gibbons  John F. Wiegers  Ann P. McMahon 《Journal of Science Teacher Education》2007,18(3):431-459

We present a practical way of adapting and using four research-based assessments for different purposes in an electricity and magnetism course for K-8 science teachers. The course is designed to accomplish conceptual change toward accepted scientific conceptions as well as introducing teachers to materials and activities appropriate for their classrooms. Our data support that using the research-based tests to identify alternative conceptions and discuss test results with teachers is a promising way to use the knowledge of alternative conceptions in professional development. We also identify some mismatches between the research of conceptual change and its use in programs of professional development.

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Ji ShenEmail:

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How I teach evidence-based epidural information in a hospital and keep my job     

Tumblin A 《The Journal of perinatal education》2007,16(4):68-69

A childbirth educator reveals her dilemma in teaching evidence-based practice in today's high-tech birth climate. She focuses on strategies to use when sharing epidural information with expectant parents.  相似文献   

Closing the Gap: Fostering Successful Research‐Practice Partnerships in Counselor Education     

Danica G. Hays  Todd Bolin  Ching‐Chen Chen 《Counselor Education & Supervision》2019,58(4):278-292

Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships.  相似文献   

Consistently inconsistent: An examination of the variability in the identification of emotional disturbance     

Kristin Scardamalia  Keisha L. Bentley‐Edwards  Kairys Grasty 《Psychology in the schools》2019,56(4):569-581

The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria.  相似文献   

‘What does an O say when there's no E at the end?’ Parents' reading‐related knowledge and feedback during child‐to‐parent reading     

Aviva Segal  Sandra Martin‐Chang 《Journal of Research in Reading》2019,42(2):349-370

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Theoretical Matrix of Culturally Relevant Assessment     

Karen Singer‐Freeman  Harriet Hobbs  Christine Robinson 《Assessment Update》2019,31(4):1-16

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Changing roles in sustaining successful charter school leadership in high poverty schools: Voices from the field     

Maria Marsella Leahy  Rebecca Ann Shore 《Journal of School Choice》2019,13(2):255-277

Effective educational leadership is essential for the success of schools and ultimately student achievement. The impact of school leadership may be even more pronounced in charter schools. Due to current and unprecedented growth, unique design, and complexities of political, financial, and governance issues they face, there is a need for more highly qualified charter school leaders and perhaps even “differently” prepared leaders. In this qualitative study, the authors documented the characteristics and skills of two successful, sustained charter school leaders who retrospectively described their evolved and evolving roles over twenty five years. Each transformed high-poverty, low-performing schools with at-risk populations and led with vision, passion, and a relentless desire to positively influence their organizations and ultimately improve student success in their communities. Although many of their skills and characteristics fall within existing theories, such as situational leadership, transformational leadership, and distributive leadership, they embodied a level of dedication and commitment to the original communities in which they founded charters lasting over a quarter of a century. The findings suggest that founding a charter school and seeing it through to success over time may more closely resemble missionary work than traditional school leadership.  相似文献   

Activity of Prefrontal Cortex in Teachers and Students during Teaching of an Insight Problem     

Naoyuki Takeuchi  Takayuki Mori  Yoshimi Suzukamo  Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175

Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior.  相似文献   

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy     

Megan von Spreckelsen  Emma Dove  Ilse Coolen  Annelot Mills  Ann Dowker  Kathy Sylva  Daniel Ansari  Rebecca Merkley  Victoria Murphy  Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340

Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes.  相似文献   

Next Steps for Mind,Brain, and Education: Strengthening Early‐Career Development     

Rebecca J. M. Gotlieb  Courtney Pollack  Jessica W. Younger  Elizabeth Y. Toomarian  Genevive Allaire‐Duquette  Nadja M. Mariager 《Mind, Brain, and Education》2019,13(3):120-132

An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally.  相似文献