Rhetoric and practice in pre-service teacher education: the case of Teach For America     

Jack Schneider 《教育政策杂志》2014,29(4):425-442

Teach For America (TFA), an organization that places college graduates in urban and rural classrooms for two-year terms of service, is lauded by reformers who see its five-week summer training institute as evidence that teachers have little to learn before entering classrooms. Yet, while boosters see TFA as a radical alternative to traditional teacher education, a look at the evolution of their increasingly robust summer training model hardly affirms that perception. In fact, much of what is done in the summer institute parallels the work of traditional teacher education programs in the USA – a surprising state of affairs given the rhetoric of so many TFA supporters. This project traces the evolution of TFA’s summer training institute across two decades, highlighting the growing divide between TFA’s outward-facing image and its actual work. Framing TFA’s summer institute as a case study for examining the relationship between rhetoric and practice in education, the article raises broader questions about how the policy-making context affects the construction and perception of reality.  相似文献   

Electronic reading and digital library technologies: understanding learner expectation and usage intent for mobile learning     

Jack A. Hyman  Mary T. Moser  Laura N. Segala 《Educational technology research and development : ETR & D》2014,62(1):35-52

Mobile information technology is changing the education landscape by offering learners the opportunity to engage in asynchronous, ubiquitous instruction. While there is a proliferation of mobile content management systems being developed for the mobile Web and stand-alone mobile applications, few studies have addressed learner expectations and usage intent in consuming digital documents from online content providers and digital libraries with specific emphasis on formal instruction. Understanding usage intent and actual usage of a mobile learning agent as a result of ease of use and usefulness of mobile devices will be addressed in this study. A research framework for instructional technology usage is proposed to help better articulate critical success factors in implementing formal learning using a mobile device, specifically an electronic reader or a tablet computer.  相似文献   

The impact of an alternative professional development model on teacher practices in formative assessment and student learning     

Jack Robinson  Richard Strauss  William Reed 《Teacher Development》2014,18(2):141-162

Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used.  相似文献   

The effects of strategic counting instruction,with and without deliberate practice,on number combination skill among students with mathematics difficulties     

Lynn S. Fuchs  Sarah R. Powell  Pamela M. Seethaler  Paul T. Cirino  Jack M. Fletcher  Douglas Fuchs  Carol L. Hamlett 《Learning and individual differences》2010,20(2):89-100

The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty) and site (proximal versus distal to the intervention developer) and then randomly assigned to control (no tutoring) or 1 of 2 variants of NC remediation. Both remediations were embedded in the same validated word-problem tutoring protocol (i.e., Pirate Math). In 1 variant, the focus on NCs was limited to a single lesson that taught strategic counting. In the other variant, 4–6 min of practice per session was added to the other variant. Tutoring occurred for 16 weeks, 3 sessions per week for 20–30 min per session. Strategic counting without deliberate practice produced superior NC fluency compared to control; however, strategic counting with deliberate practice effected superior NC fluency and transfer to procedural calculations compared with both competing conditions. Also, the efficacy of Pirate Math word-problem tutoring was replicated.  相似文献   

Handy Manny and the Emergent Literacy Technology Toolkit     

Jack J. Hourcade  Howard P. Parette  Nichole Boeckmann  Craig Blum 《Early Childhood Education Journal》2010,37(6):483-491

This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills. Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in learners at risk of academic difficulties.  相似文献   

Untangling the conflation of ‘young adults’ and ‘young people’ in STI and sexual health policy and sex education     

Natalie A. Hendry  Marina Carman  Jeanette Ellard  Jack Wallace  Gary W. Dowsett 《Sex education》2018,18(5):527-540

Young adults, aged 18–30 years, are disproportionally mentioned in sexually transmissible infection surveillance data both in Australia and internationally. This contributes to categorising young adults as an ‘at risk’ group in health policy. How young adults are framed in policy, and what informs this, have direct implications for policy priorities and responses, including the development of health promotion programmes. In this paper, we provide a case study of Australia’s National Strategies for Blood Borne Viruses and Sexually Transmissible Infections from 2005 to 2017. We identify how ‘young adults’ as a population are masked by, and subsumed within, the broader category of ‘young people’ within these strategies. As a result, young adults become framed by default as a ‘risk category’ that requires education to correct its deficits, regardless of personal experience. For health promotion to advocate, mediate and enable better sexual health outcomes, a policy environment is needed that reflects the changing social and cultural contexts and sexual independence that young adults experience. Sexual health policies should reflect the complexity and opportunities of young adulthood if we are to offer an enabling policy environment for innovative and nuanced health promotion strategies, including adult appropriate health education.  相似文献   

Comparison of affective responses during and after low volume high-intensity interval exercise,continuous moderate- and continuous high-intensity exercise in active,untrained, healthy males     

Ailsa Niven  Jacqueline Thow  Jack Holroyd  Anthony P. Turner 《Journal of sports sciences》2018,36(17):1993-2001

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The effect of pupil characteristics upon pupil perception of the teacher     

Jack M. Thompson 《Psychology in the schools》1969,6(2):206-211

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An operating instructional system     

Roy M. Canfield 《Performance Improvement》1966,5(4):7-10

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A proposal for evaluating the effectiveness of psychologists in the schools     

Anthony Conti  Jack I. Bardon 《Psychology in the schools》1974,11(1):32-39

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