Effectiveness of Large-Scale,State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes     

Shayne B. Piasta  Laura M. Justice  Ann A. O'Connell  Susan A. Mauck  Melissa Weber-Mayrer  Rachel E. Schachter 《Journal of research on educational effectiveness》2017,10(2):354-378

The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at-scale across the state, implemented by an independent contractor. Educators (n = 535) were randomly assigned to participate in one of three types of PD: 30 hrs of language and literacy PD presented in a workshop format, 30 hrs of language and literacy PD plus monthly coaching, or PD on alternative topics (comparison). Baseline and outcome measures were collected by an independent research team to determine PD effectiveness. Growth curve analyses showed little change in educator outcomes over an 18-month period, with no differences among conditions or evidence of moderation by educator or classroom characteristics. Explanations for lack of PD impacts and the importance of evaluating educational investments are discussed.  相似文献   

Portable computers for teachers and support services working with pupils with Special Educational Needs: An evaluation of the 1999 United Kingdom Department for Education and Employment scheme     

Ann Lewis  & Sean Neill 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(3):301-315

This study arose from the distribution of portable computers ("portables") to special educational needs coordinators and support services by the Department for Education and Employment (DfEE) through Standards Grant 36 in mid 1999. The study comprised two successive questionnaires. The aim of the surveys was to elicit the benefits of portables in relation to the special educational needs coordinator/support service roles as well as to evaluate this process of distributing resources.
Questionnaire A to local education authorities (LEAs) was returned by 96 LEAs (a 64% return rate). There were 778 returns of questionnaire B from recipients of portables and 405 returns from the matched group of non-recipients.
Overall the distribution of portables under this grant was well-regarded by LEA personnel, particularly in the smaller authorities, with reservations relating mainly to the lack of time to administer the scheme. The guidance from the DfEE was regarded as helpful with inherent (valued) flexibility. Amount and level of training appeared to have varied greatly across LEAs but where training had been relatively substantial there was evidence of its impact on teachers' reported use of the portables. The scheme was welcomed by school and, particularly, support service staff. However all recipient groups tended to reflect some disappointment with what the portable provided in practice.
Three particular aspects are discussed in more detail. First, in relation to time and workload issues, it was reported that teachers were spending considerable "non work" time in learning to make good use of the portables. Second, there were considerable training needs for teachers and others, spanning a wide range of levels. Third, the position of support service staff warranted more attention as their apparently comparatively disadvantageous position has implications for wider changes concerning centralised LEA, as opposed to school-based, resources.  相似文献   

Curriculum crisis: The challenge of the '80s     

Gay Goodman Ph.D  Jo Ann Parochetti 《Innovative Higher Education》1987,12(1):47-50

Developmental remediation programs designed to raise achievement levels of underprepared students have proliferated in the past decade. Despite the fact that these programs employ a variety of teaching strategies, a substantial subgroup of developmental students are unsuccessful in current remediation programs. They need a different curricular approach. As the number of applicants declines and the demand for generating credit hours continues, the question is shifting from “Should less capable students be allowed to attend college?” to “What curriculum should be provided for these students?” The challenge for the '80s is to expand developmental education to include vocational education and post-secondary specialized education.  相似文献   

Sociological and psychological factors in the backgrounds of male and female perpetrators of child abuse     

Phyllis Ann Jameson  Cynthia Jeanne Schellenbach 《Child abuse & neglect》1977,1(1):77-83

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Experiencing failure in the classroom and across the university     

Veselin Jungic  David Creelman  Ann Bigelow  Etienne Côté  Sara Harris  Steve Joordens 《International Journal for Academic Development》2020,25(1):31-42

ABSTRACT

In this article, 10 award-winning post-secondary instructors use narrative inquiry to explore failure individually by reflecting on their own definition and framework of failure, by giving examples of their experience with failure, and by elaborating how they deal with and learn from failure. The outcome of this collective exploration is an article that reflects the reality of life in academia where members of the academic community face failures, their own and those of others, on a daily basis.  相似文献   

Accelerationism: a timely provocation for the critical sociology of education     

Sam Sellar  David R. Cole 《British Journal of Sociology of Education》2017,38(1):38-48

Abstract

Accelerationism is a theoretical movement that seeks to mobilise reason and technological development as a strategy for moving beyond capitalism. The first wave of accelerationism took the effects of capitalism at their most pernicious and suggested that they have not gone far enough. More recent work has complicated this project and explored political, epistemic and aesthetic accelerations. The central push to accelerate, and therefore to manifestly alter time, has consequences in terms of how one understands temporality in education. This article outlines the development of accelerationism and examines whether this theoretical movement can aid critical analysis of the growing presence in education of commercial technology providers, new modes of data analytics, and the application of machine learning algorithms to analyse data. These developments provide a useful example in relation to which a critical question can be asked: is it possible to accelerate technological development in education separate from its capitalist development?  相似文献   

The Global Book: Micropublishing,Conglomerate Production,and Digital Market Structures     

Ann Steiner 《Publishing Research Quarterly》2018,34(1):118-132

The contemporary book business is both globalized and digitalized, whether we are talking international bestsellers or micropublished digital-only e-books. All categories of literature have been profoundly marked by technological and social change. Despite being polar opposites, large-scale media conglomerate publishing and micropublishing are discussed jointly in the article. Globalization and digitalization are used as overarching concepts and developed in terms of promoters, gatekeepers, visibility, and discoverability. The question is how the globalization and digitalization of the book market has influenced and changed literature in circulation beyond its national or linguistic areas.  相似文献   

Different Paths,Different Voices: The Historical Contexts of Women’s and Minorities’ Access to Broadcasting     

Rebecca Ann Lind 《广播与电子媒介杂志》2018,62(1):168-182

This essay extends Susan Carter’s (2004) models of women’s access to broadcasting to include racial and ethnic minorities. It investigates the different historical contexts of female and minority access to commercial broadcasting, and argues that women and minorities have rooted their media access in different models. The intersection of race and gender, combined with an evolving cultural, political, and regulatory environment, has had a powerful influence on which of the three access models were used by women and people of color.  相似文献   

Jim McCroskey: Instructional Scholar     

Ann Bainbridge Frymier 《Communication Research Reports》2018,35(3):195-199

This essay is the third in a series recognizing the contributions of James C. McCroskey to the communication discipline. Instructional communication was a passion of McCroskey’s, and much of his professional life was devoted to nurturing this area of scholarship. McCroskey’s approach to graduate education and his mentoring of students is credited with being central to the development of instructional communication. His research was both developmental and transformative and will influence instructional communication scholarship for years to come.  相似文献   

Case, teacher and school characteristics influencing teachers' detection and reporting of child physical abuse and neglect: results from an Australian survey     

Walsh K  Bridgstock R  Farrell A  Rassafiani M  Schweitzer R 《Child abuse & neglect》2008,32(10):983-993

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