Further Examination of a Curriculum-Based Value-Added Model for Teacher Preparation: Exploring the Role of Teachers’ Behavior on K–12 Student Learning     

Jazarae K. McCormick  John D. Morris  Lawrence A. Heiser  Katie M. Miller 《The Teacher Educator》2019,54(1):60-71

Multiple threats to validity and reliability exist when value-added models (VAMs) rely wholly on standardized assessments to measure the relationship between teachers and their K–12 students’ learning gains. Research on a curriculum-based VAM, built on evidence-based practices, continues to establish an explicit link between teacher candidates’ instruction and their K–12 students’ learning gains. Statistical tests of association were used to analyze measures of student learning and university supervisors’ ratings during classroom observations with a department instrument, the Narrative Observation Scale. Results from a sample of 23 teacher candidates revealed that (a) two measures of student learning were related and attributed to candidates’ instruction, and (b) 67.6% of the variance in the percentage of K–12 students meeting their specific learning objectives was accounted for by the teacher candidates’ mastery of specific classroom management behaviors. Limitations and directions for future research are discussed regarding continued efforts to refine a rational, curriculum-based VAM.  相似文献   

North American, British and Australian Philosophy of Education from 1941 to 1991: Links, Trends, Prospects     

Clive Beck 《Educational theory》1991,41(3):311-320

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Acknowledgments     

George D. Kuh  Katie Branch Douglas  Jon P. Lund 《ASHE Higher Education Report》1994,23(8):xv-xvi

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Schedule-induced behavior in rats: Pellets versus powder     

Charles H. M. Beck  Thomas J. S. Huh  Dave G. Mumby  Marian E. Fundytus 《Learning & behavior》1989,17(1):49-62

Food-deprived rats develop polydipsia on an intermittent schedule (fixed time 60 sec) of food pellet delivery, but not on an identical schedule of food powder delivery. This result was demonstrated with separate groups receiving each type of food and was replicated using rats as their own controls. Powdered food not only prevented the development of polydipsia, but it abruptly terminated ongoing polydipsia in rats that were switched from the scheduled delivery of pellets to powder. Ethological analysis of the behavior showed that the rats receiving powder were not engaging excessively in some behavior other than drinking. After discounting several factors, we concluded that the amount of oral activity associated with feeding, which occurred immediately after food delivery, was reciprocally related to the level of drinking.  相似文献   

WIDENING SESAME STREET     

T. Kay Beck 《Learning, Media and Technology》1979,5(2):39-43

This paper traces the developmental history of Sesame Street from the initial efforts to obtain funding and set goals to present day importation of programs to other countries. The author argues that while the original objectives were necessary and appropriate for the late 1960's, a revised approach is called for now. Specifically, Sesame Street producers should answer critics who point to research findings which show Sesame Street to be ineffectual in producing significant learning gains and in narrowing the academic achievement gap between advantaged and disadvantaged children. It is recommended that Sesame Street producers incorporate Piagetian theories on cognitive development in order to realize learning gains.  相似文献   

Extending the apprenticeship of observation: how mentee experiences shape mentors     

Christina J. Lunsmann  Jori S. Beck  Derek R. Riddle  Chyllis E. Scott  Amy B. Adkins 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):342-363

Although the importance of mentor teachers in clinical teacher preparation is well established, few researchers explore the social identity development of these individuals. Through our study we contribute to the body of research by exploring mentor teachers’ social identity development through the concept of Apprenticeship of Observation – specifically, how they felt their own mentoring experiences influenced their approaches to mentoring. The multi-case study includes findings about mentoring beliefs and practices during the laboratory school component of an Alternate Route to Licensure program. Incorporating semi-structured interviews and video analysis, the findings demonstrate how four mentor teachers’ prior experiences as mentees – including Alternate Route to Licensure, traditional teacher preparation programs, and inservice teaching – influenced their interactions with teacher candidates as mentors. Recommendations for practice and implications for future research are provided.  相似文献   

Testosterone during pregnancy and gender role behavior of preschool children: a longitudinal,population study   总被引：3，自引：0，他引：3  

Hines M  Golombok S  Rust J  Johnston KJ  Golding J;Avon Longitudinal Study of Parents  Children Study Team 《Child development》2002,73(6):1678-1687

Levels of testosterone (T) and sex hormone-binding globulin (SHBG) were measured in blood samples from pregnant women and related to gender role behavior in 342 male and 337 female offspring at the age of 3.5 years. Gender role behavior was assessed using the Pre-School Activities Inventory, a standardized measure on which a parent indicates the child's involvement with sex-typical toys, games, and activities. Levels of T, but not SHBG, related linearly to gender role behavior in preschool girls. Neither hormone related to gender role behavior in boys. Other factors, including the presence of older brothers or sisters in the home, parental adherence to traditional sex roles, the presence of a male partner in the home, and maternal education, did not relate to gender role behavior in this sample and did not account for the relation observed between T and behavior. Although other, unmeasured factors may explain the relation, the results suggest that normal variability in T levels prenatally may contribute to the development of individual differences in the gender role behavior of preschool girls.  相似文献   

Inviting Students Into the Pursuit of Meaning     

Isabel L. Beck  Margaret G. McKeown 《Educational Psychology Review》2001,13(3):225-241

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Nation,Curriculum and Identity in Conservative Cultural Analysis: a critical commentary     

John Beck 《Cambridge Journal of Education》1996,26(2):171-198

The article begins with a brief discussion of the recent invitation by the Chief Executive of the School Curriculum and Assessment Authority to engage in debate about the role of the National Curriculum in promoting national identity. It argues the need for a more systematic analysis than has so far been provided, of the inter‐relationships within Conservative curriculum discourse between five elements: nation, culture, identity, social cohesion and curriculum. The second main section examines writing within this tradition on the themes of nation and nationalism and social integration, drawing particularly on the work of Ernest Gellner. The final section focusses on questions of culture, ‘high’ culture and cultural diversity, illustrating the long‐standing character of the critique of economic individualism within Conservative writing (broadly conceived), before critically reviewing certain aspects of contemporary neo‐conservative discourse on British culture and the curriculum.  相似文献   

An Exploratory Evaluation of Conjoint Behavioral Consultation to Promote Collaboration Among Family,School, and Pediatric Systems: A Role for Pediatric School Psychologists     

Susan M. Sheridan  Emily D. Warnes  Kathryn E. Woods  Carrie A. Blevins  Katie L. Magee  Cynthia Ellis 《Journal of educational and psychological consultation》2013,23(2):106-129

Pediatric school psychology is a relatively new subspecialty in the field; however, few specific, prescribed roles have been articulated, and fewer have yielded preliminary efficacy data. In this exploratory study, the acceptability and potential efficacy of conjoint behavioral consultation (CBC) as a model for linking families, schools, and pediatric settings to address concerns for children with medical issues were evaluated. Twenty-nine children, their parents, teachers, and consultants were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns of medically referred children. In this structured indirect service delivery model, parents, teachers, and school psychology pediatric consultants worked collaboratively in interdisciplinary problem solving and joint decision making with extensive input regarding medical issues from a developmental pediatrician. Outcome measures included parent and teacher observations of child functioning across home and school settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested that CBC is a socially valid procedure for addressing concerns of medically referred children across home and school systems. Both parents and teachers reported the consultation process to be highly acceptable. Preliminary effect size analyses of child outcomes, derived from uncontrolled case study designs, suggest generally positive effects across home and school, although limitations with the methodology preclude conclusive statements. Research is needed to determine the contexts and conditions under which the model is more or less effective using rigorous controlled trials.  相似文献