Training for Generalization and Maintenance in RtI Implementation: Front‐Loading for Sustainability     

Matthew K. Burns  Andrea M. Egan  Amy K. Kunkel  Jennifer McComas  Meredith M. Peterson  Naomi L. Rahn  Jennifer Wilson 《Learning disabilities research & practice》2013,28(2):81-88

Response to Intervention (RtI) is being implemented as a new initiative in PK‐12 schools with increasing frequency. However, the model must be sustained at the school level, which is potentially difficult due to a number of challenges brought about by systems change. This article applied the Stokes and Baer (1977) framework for programming for generalization and maintenance of behavior change to suggest specific activities in which schools could engage to better ensure RtI sustainability. We specifically discussed ways to (1) introduce to natural maintaining contingencies, (2) train with sufficient exemplars, (3) train loosely, (4) program common stimuli, (5) mediate generalization, and (6) train to generalize. Directions for future research are included.  相似文献   

The pace of vocabulary growth helps predict later vocabulary skill     

Rowe ML  Raudenbush SW  Goldin-Meadow S 《Child development》2012,83(2):508-525

Children vary widely in the rate at which they acquire words—some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (socioeconomic status [SES], parent input, child gesture) of vocabulary growth between 14 and 46 months (n = 62) and then uses growth estimates to predict children’s vocabulary at 54 months. Velocity and acceleration in vocabulary development at 30 months predicted later vocabulary, particularly for children from low‐SES backgrounds. Understanding the pace of early vocabulary growth thus improves our ability to predict school readiness and may help identify children at risk for starting behind.  相似文献   

An Overview of Evaluative Instrumentation for Virtual High Schools     

Erik W. Black  Richard E. Ferdig  Meredith DiPietro 《The American journal of distance education》2013,27(1):24-45

Abstract

With an increasing prevalence of virtual high school programs in the United States, a better understanding of evaluative tools available for distance educators and administrators is needed. These evaluative tools would provide opportunities for assessment and a determination of success within virtual schools. This article seeks to provide an analysis and classification of instrumentation currently available. It addresses issues regarding the limited arsenal of assessments and evaluation instrumentation for virtual schools.  相似文献   

Perceptions of Communication With Gay and Lesbian Family Members: Predictors of Relational Satisfaction and Implications for Outgroup Attitudes     

Jordan Soliz  Elizabeth Ribarsky  Meredith Marko Harrigan  Stacy Tye-Williams 《Communication quarterly》2013,61(1):77-95

This study investigates perceptions of family communication among members with different sexual identities. Specifically, from the perspective of heterosexual family members (N = 129), the study takes an intergroup perspective to determine how accommodative and non-accommodative communication and attitudes toward homosexuality predict intergroup anxiety and relational satisfaction with gay or lesbian family members. Further, the manner in which family communication influences attitudes toward homosexuality is examined. Results are discussed in terms of implications for research on heterosexual–homosexual interaction, family communication, and intergroup communication, in general.  相似文献   

Adaptive Assistance for Learning Improvement Efforts: The Case of the Institute for Learning     

Meredith I. Honig  Gina S. Ikemoto 《Peabody Journal of Education》2013,88(3):328-363

Districts across the country face significant demands to strengthen student learning districtwide, and many are turning to intermediary organizations to help them build their capacity for such demanding, large-scale work. However, how these “learning-support intermediary organizations” assist with these capacity-building efforts is little understood. This article reports data from a largely qualitative investigation into how one such intermediary organization, the Institute for Learning (IFL) at the University of Pittsburgh, partnered with multiple urban districts to help build district capacity for districtwide learning improvements. Our conceptual framework draws on sociocultural learning theory to identify key features of the IFL-district assistance relationships that seem associated with these outcomes. We utilized data from interviews, observations, document reviews, and focus groups conducted over a five-year period. Findings elaborate specific features of their assistance relationships—which we call adaptive assistance relationships—such as enabling particular forms of modeling, tools, and opportunities for rich dialogue. We conclude with implications for the research and practice of districtwide learning improvement efforts and the participation of intermediary organizations in the process.  相似文献   

A First-Year Teacher's Top 10 Mistakes     

Meredith C. Nourie 《Clearing house (Menasha, Wis.)》2013,86(6):231-232

A teacher shares a detailed look into a first year of teaching and the lessons she learned.  相似文献   

The Development of the STEM Career Interest Survey (STEM-CIS)     

Meredith W. Kier  Margaret R. Blanchard  Jason W. Osborne  Jennifer L. Albert 《Research in Science Education》2014,44(3):461-481

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A Review of “Waiting for a Glacier to Move: Practicing Social Witness”     

Meredith E. Hoxie Schol 《Religious education (Chicago, Ill.)》2013,108(5):551-552

Religious Education in Ireland over the past two decades has achieved a new status in the publicly funded schools at the secondary (high school) level. This has happened largely because it has become examinable and is now a subject like any other. In this process however, it has tended to become too much like other subjects sharing their science-framed perspectives. To ensure religion’s intrinsic meaning and transformative value it will be argued through analysis of literature supplemented by interviews, surveys, and mail that a better methodological base is needed to enable students become more satisfactorily religiously literate. This Irish experience offers a further instance of how Religious Education can become more central to publicly funded schooling.  相似文献   

FACTORS AFFECTING THE ATTITUDES OF COMMUNITY COLLEGE ADMINISTRATORS TOWARD MANAGEMENT BY OBJECTIVES     

Meredith L. Carter  Phyllis M. Bayt 《Community College Journal of Research & Practice》2013,37(3):251-257

This study was designed to assess and determine how operation under a management by objectives system (MBO) has affected administrative units and individual administrators in public two‐year community colleges. Results from the study showed that respondent attitudes toward the management by objectives system were favorable. The variables identified which serve as significant predictors of administrator attitudes toward the MBO program were: (a) effective as a means for planning and organizing work for which an administrator is accountable, (b) effective as a means for evaluating work performance, (c) effective in improving satisfaction with being more a part of decisions, (d) effective in improving the attitudes of the superior toward the MBO program as perceived by subordinates. Negative reactions toward the MBO system were perceived to be generated by increased paperwork and difficulty in setting educational objectives.  相似文献   

Effect of downhill running grade on lower extremity loading in female distance runners     

Meredith D. Wells  D. Clark Dickin  Jennifer Popp  Henry Wang 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(3):333-341

ABSTRACT

Hill running is often used as a foundational training mechanism to build strength and speed. Distance runners in particular are at an increased likelihood of encountering steep hills during training runs. There is limited research regarding downhill running, and there is no research available on the biomechanics of females specifically during downhill running. The purpose of this study was to quantify the differences in loading when running downhill at different grades compared to a level surface in female distance runners to determine the potential risk for injury. Fifteen female distance runners (age: 23.5 ± 4.9 y), who ran 56.3 ± 20.9 km a week participated in this study. Participants ran on a force-instrumented treadmill at 4.0 m/s for 2 min at 0%, ?5%, ?10%, ?15%, and ?20% grades, with 5 min of rest between conditions. Study findings showed increased impact forces (p < 0.001), and increased loading rates (p < 0.001) with increasing downhill grades compared to level. These results indicate a significantly greater risk of overuse injury to the lower extremity with steeper downhill grades. Individuals need to be aware of these risks to plan and implement training programmes that will increase performance while minimising injury risk.  相似文献