Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement     

Connor CM  Morrison FJ  Schatschneider C  Toste J  Lundblom E  Crowe EC  Fishman B 《Journal of research on educational effectiveness》2011,4(3):173-207

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes.  相似文献   

A health education outreach partnership between an academic medical library and public library: lessons learned before and during a pandemic     

Stephanie M. Swanberg  Nancy Bulgarelli  Mithya Jayakumar  Erin Look  Tyler B. Shubitowski  Rose Wedemeyer  Emily W. Yuen  Victoria C. Lucia 《Journal of the Medical Library Association》2022,110(2):212

Background:Public libraries serve as community centers for accessing free, trustworthy health information. As such, they provide an ideal setting to teach the local community about health and health literacy, particularly during public health crises like the COVID-19 pandemic. Since 2018, an outreach partnership between an academic medical library and public library has developed, delivered, and continuously evaluated a health education program targeting public library users.Case Presentation:Health education activities were integrated into three existing public library programs: adult workshops, child and family programming, and circulating family activity kits. Prior to COVID-19, events were held at the public library, which then pivoted online during the pandemic. An interprofessional team approach combined the expertise of academic medical and public librarians, medical school faculty and staff, and medical students in developing the educational programs. Twelve in-person and five virtual programs were offered, and five circulating health education family kits were launched. Activities were assessed using program evaluation surveys of the adult and children''s programs and circulation statistics of the kits.Conclusions:This case report showcases the lessons learned from implementing a longitudinal outreach partnership between an academic medical library and public library before and during the COVID-19 pandemic. The interprofessional team approach and flexibility in program design and delivery in both the in-person and virtual environments proved critical to the success of the partnership. This partnership could serve as a model for other libraries interested in pursuing interprofessional collaborations in educating local communities on healthy behavior and health information–seeking practices.  相似文献   

Modeling the Mediating Role of Volition in the Learning Process     

Teresa Garcia  Erin J. McCann  Jeannine E. Turner  Linda Roska 《Contemporary educational psychology》1998,23(4):392-418

According to action-control theory, volition plays a mediating role between the intention to learn (motivation) and goal-directed behavior (the use of learning strategies). Although extensive theoretical work has been done to document this flow of events, more empirical studies have been needed to identify the specific means by which volitional control protects the intention to learn and maintains the attempts to learn; our intention here was to address this gap in the literature. Using data from a sample of 487 college students in two different domains, we found that the positive effects of intrinsic goal orientation and self-efficacy on cognitive engagement were augmented by volitional control. We also found that the effects of volition differed by domain as well as by the type of learning strategy being considered. These results suggest that volitional control merits greater attention from those doing research in self-regulated learning.  相似文献   

Lifescaping action research pedagogy     

Rolla E. Lewis  Courtney Herb  Erin Mundy-Mccook  Natalie Capps-Jenner 《Educational Action Research》2019,27(1):75-90

ABSTRACT

This article is a collaboration involving a professor and three graduate students. Together, they explore lifescaping action research pedagogy guided by the participatory inquiry process. Since the lesson taught is not the lesson learned, the first author presents a perspective about teaching PIP followed by the graduate students’ collective responses enacting what they learned in three different school settings.  相似文献   

Understanding teachers' perspectives of factors that influence parental involvement practices in special education in Barbados     

Stacey Blackman  Erin Mahon 《Journal of Research in Special Educational Needs》2016,16(4):264-271

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Foot strike patterns of recreational and sub-elite runners in a long-distance road race   总被引：4，自引：3，他引：1  

Larson P  Higgins E  Kaminski J  Decker T  Preble J  Lyons D  McIntyre K  Normile A 《Journal of sports sciences》2011,29(15):1665-1673

Although the biomechanical properties of the various types of running foot strike (rearfoot, midfoot, and forefoot) have been studied extensively in the laboratory, only a few studies have attempted to quantify the frequency of running foot strike variants among runners in competitive road races. We classified the left and right foot strike patterns of 936 distance runners, most of whom would be considered of recreational or sub-elite ability, at the 10 km point of a half-marathon/marathon road race. We classified 88.9% of runners at the 10 km point as rearfoot strikers, 3.4% as midfoot strikers, 1.8% as forefoot strikers, and 5.9% of runners exhibited discrete foot strike asymmetry. Rearfoot striking was more common among our sample of mostly recreational distance runners than has been previously reported for samples of faster runners. We also compared foot strike patterns of 286 individual marathon runners between the 10 km and 32 km race locations and observed increased frequency of rearfoot striking at 32 km. A large percentage of runners switched from midfoot and forefoot foot strikes at 10 km to rearfoot strikes at 32 km. The frequency of discrete foot strike asymmetry declined from the 10 km to the 32 km location. Among marathon runners, we found no significant relationship between foot strike patterns and race times.  相似文献   

Relationships and sexuality education topics taught in Western Australian secondary schools during 2014     

Erin McKay  Carl Vlazny  Steven Cumming 《Sex education》2017,17(4):454-470

This paper reports on findings from the first Western Australian Survey of Educators of Sexuality Education, which aimed to assess the state of relationships and sexuality education (RSE) in the state of Western Australia. Key findings show that secondary school teachers provided more hours of RSE instruction than the national average. However, they mainly taught curriculum topics such as Abstinence from Intercourse until Married, Effects of Alcohol/drug Use on Decision-making, Puberty, and Sex and Ethics (respectful relationships). The least taught subjects included Sexually Transmitted Infections (STIs) and HIV/AIDS, Birth Control, the Impact of Media on Sexual Identity and Sexual Orientation. These findings are of concern when one considers that nationally, Western Australia has higher rates of STIs among young people aged 15–24 years and teenage pregnancies, than other parts of the country. Results from the survey can be used to form a baseline measure ahead of the roll-out of the Australian Curriculum, which includes RSE as a focus area, and the new Western Australian Curriculum for Health and Physical Education.  相似文献   

Behavior problems in elementary school among low-income boys: The role of teacher–child relationships     

Brian Andrew Collins  Erin Eileen O'Connor     《The Journal of educational research》2017,110(1):72-84

The authors identified trajectories of teacher–child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at 11 years old. Moreover, conflictual teacher–child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher–child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher–child relationships. Implications of targeting teacher–child relationships as interventions to help prevent behavior problems are discussed.  相似文献   

Cracker Jacks: “Finding the Prize” Inside Each Adolescent Learner     

Cheryl Ellerbrock  Michael DiCicco  Jennifer M. Denmon  Erin Parke  Sarah Mead 《Clearing house (Menasha, Wis.)》2017,90(1):26-29

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Perceptions of Helpfulness of Teachers in Didactic Courses          下载免费PDF全文

Randall M. Moate  Jane A. Cox  Steven R. Brown  Erin M. West 《Counselor Education & Supervision》2017,56(4):242-258

Thirty‐five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.  相似文献