Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention     

Drew H. Bailey  Lynn S. Fuchs  Jennifer K. Gilbert  David C. Geary  Douglas Fuchs 《Child development》2020,91(2):382-400

We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.  相似文献   

Schools and the reorganized NHS     

L Drew 《Special education: forward trends》1974,1(2):8-10

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Examining focus,duration, and classroom impact of literacy and mathematics professional development     

Christie Martin  Drew Polly  Maryann Mraz  Robert Algozzine 《Teacher Development》2019,23(1):1-17

Over $18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5–11) and middle school (students ages 11–14) teachers participated. Ninety-eight teacher-participants completed an online survey about their professional development experiences. In the analysis of literacy survey items and mathematics survey items, there were similarities in focus areas that received greater participation and areas that received less. There were also noticeable differences in frequency of participation in literacy and mathematics professional development. Comparisons between literacy and mathematics professional development indicated that more teachers reported participating in literacy experiences. This included workshops as well as ongoing support through planning meetings and mentorship. Overall, the consensus from teachers was that professional development was effective and has a beneficial impact on their classroom. Researchers share implications for the design and research of future professional development programs.  相似文献   

Critical Considerations for Physical Literacy Policy in Public Health,Recreation, Sport,and Education Agencies     

Dean Dudley  John Cairney  Nalda Wainwright  Dean Kriellaars  Drew Mitchell 《Quest (Human Kinetics)》2017,69(4):436-452

The International Charter for Physical Education, Physical Activity, and Sport clearly states that vested agencies must participate in creating a strategic vision and identify policy options and priorities that enable the fundamental right for all people to participate in meaningful physical activity across their life course. Physical literacy is a rapidly evolving concept being used in policy making, but it has been limited by pre-existing and sometimes biased interpretations of the construct. The aim of this article is to present a new model of physical literacy policy considerations for key decision makers in the fields of public health, recreation, sport, and education. Internationally debated definitions of physical literacy and the wider construct of literacy were reviewed in order to establish common pillars of physical literacy in an applicable policy model. This model strives to be consistent with international understandings of what “physical literacy” is, and how it can be used to achieve established and developing public health, recreation, sport, and educative goals.  相似文献   

Accent,Language, and Race: 4–6‐Year‐Old Children's Inferences Differ by Speaker Cue          下载免费PDF全文

Drew Weatherhead  Ori Friedman  Katherine S. White 《Child development》2018,89(5):1613-1624

Three experiments examined 4‐ to 6‐year‐olds' use of potential cues to geographic background. In Experiment 1 (N = 72), 4‐ to 5‐year‐olds used a speaker's foreign accent to infer that they currently live far away, but 6‐year‐olds did not. In Experiment 2 (N = 72), children at all ages used accent to infer where a speaker was born. In both experiments, race played some role in children's geographic inferences. Finally, in Experiment 3 (N = 48), 6‐year‐olds used language to infer both where a speaker was born and where they currently live. These findings reveal critical differences across development in the ways that speaker characteristics are used as inferential cues to a speaker's geographic location and history.  相似文献   

Intelligent tutoring and assessment built on an understanding of a technical problem-solving task     

Linda S. Steinberg  Drew H. Gitomer 《Instructional Science》1996,24(3):223-258

In this paper we describe Hydrive, an operational computer-based intelligent tutoring system built to help Air Force technicians develop generalizable skills for troubleshooting hydraulics systems. We use Hydrive as an example of how effective training and assessment is developed from a coherent understanding of a target task and how this understanding can be consistently represented in all aspects of a training/assessment instrument. We show how an organizing principle of expert behavior, active path analysis, is used to inform the design and content of the tutor's system, student and instructional models and the design of the tutor's interface. We conclude with information about Hydrive's field trial evaluation and some thoughts on knowledge acquisition and generalizability.  相似文献   

Secondary science teachers’ implementation of CCSS and NGSS literacy practices: a survey study     

Sally Valentino Drew  Jeffrey Thomas 《Reading and writing》2018,31(2):267-291

Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students’ literacy in science. This survey study examined the extent to which science teachers report implementing science literacy practices from the Common Core Literacy in Science and Technical Subjects and the Next Generation Science Standards with their students. A survey detailing these practices was emailed to all secondary science teachers (N = 2519) in one northeastern state and 14% of them (n = 343) responded. Practices that aligned more closely with disciplinary literacy skills and strategies were implemented more often when compared to the practices aligned with intermediate literacy skills and strategies. Since the development and intermediate skills are important to support students’ literacy progression from foundational to disciplinary, secondary science teachers may not be providing enough support for their students to be competently literate in science, in a fundamental literacy sense. This, in turn, impacts students’ ability to use fundamental literacy skills toward knowledge-building in science, achieving a derived sense of science literacy.  相似文献   

A collegial quality development process for identifying and addressing barriers to improving teaching     

A. Carbone  S. Drew  B. Ross  J. Ye  L. Phelan  K. Lindsay 《高等教育研究与发展》2019,38(7):1356-1370

ABSTRACT

Challenges to ensuring teaching quality in higher education give ongoing impetus to invest in teaching quality improvement. While a significant body of literature has recognised challenges faced by academics seeking to improve teaching practices, processes for developing constructive responses to identified barriers have attracted less attention. A synthesis of literature on barriers to improvement of teaching is presented and used as a framework to assist an identification of barriers. This article reports on a national Australian trial of a collegial quality development process aimed at supporting academics to both identify and surmount barriers to improving teaching quality. Evidence of the nature and extent of barriers to improving teaching was collated from data provided by 28 academics across five Australian universities. Adopting a thematic analysis approach, a broad range of perceived barriers were identified, largely consistent with barrier categories defined in the extant literature internationally. Findings reveal that, with the support of peers, participants were able to implement effective solutions to their identified barriers to improving teaching quality. This article provides a synthesis of current barriers to improve teaching and offers a collegial quality development process as a strategy to overcome these barriers.  相似文献   

Sneaking Out After Dark: Resistance, Agency, and the Postmodern Child in JK Rowling’s Harry Potter Series     

Drew Chappell 《Children‘s Literature in Education》2008,39(4):281-293

JK Rowling’s Harry Potter novels situate their child protagonists in a fantastical world side by side with present day British society. Through the characters’ choices and realizations, young readers are introduced to the complexities and ambiguities of the contemporary world. Harry and his friends embrace these qualities of postmodern childhood and question injustices established by and through the adult wizarding world. The characters’ resistance occurs in relation to control of their minds and bodies, the hegemony of wizarding bloodlines, and efforts to frame children as in need of protection. Rowling’s novels imagine a culture in which such child agency is possible, where young people become builders of context, awakening to the network of relationships and institutions that frame their lives.  相似文献   

Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning     

Drew Bush  Renee Sieber  Gale Seiler  Mark Chandler 《Journal of Science Education and Technology》2018,27(2):147-164

This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.  相似文献