School Processes That Can Drive Scaling-Up of an Innovation or Contribute to Its Abandonment     

Denis Newman  Jenna Zacamy  Valeriy Lazarev  Li Lin 《Peabody Journal of Education》2017,92(5):675-701

This five-year study focused on school processes that promoted the scaling-up of a high school academic literacy framework, Reading Apprenticeship, developed by WestEd's Strategic Literacy Initiative (SLI). Implementing an innovative strategy for scaling-up involving school-based cross-disciplinary teacher teams, SLI brought the framework to 274 schools across five states. Our study was guided by research literature that viewed scale-up as increasing local ownership and depth of commitment. Our goal was to measure SLI's success in terms of the numbers of students, teachers, and schools reached, and to evaluate the success of SLI's innovation through metrics that would be indicative of the program taking hold in schools, and ultimately, its scalability.

We developed a longitudinal data set based on teacher and principal surveys, participant records, and school demographics that allowed us to measure implementation over time and to identify program and school characteristics that predicted the increase or decrease in participation. We found early indications of uptake and enthusiasm for Reading Apprenticeship, but greater variation in responses across schools by the third year. Using regression analysis, we found that initial teacher participation in team meetings and schoolwide commitment predicted “scaling-in” within a school. We hypothesized that a process, consistent with SLI's use of cross-disciplinary teacher teams, led to increased and sustained program participation. This study contributes to the field of scale-up research through identifying intermediate teacher outcomes that predict scaling-in and that were not as prevalent in an RCT conducted in parallel, illustrating the weakness of large-scale RCTs as an appropriate context for measuring impact of an innovation that is being scaled up.  相似文献   

Faculty Activities and Rewards: views from education administrators in the USA     

Gregory J. Marchant  Isadore Newman 《Assessment & Evaluation in Higher Education》1994,19(2):145-152

The heads of education divisions of 245 colleges and universities in the USA were surveyed regarding their opinions about faculty activities and reward procedures. Tenure, which was viewed as having the greatest effect on faculty behavior, received significantly more attention from decision‐making bodies in the colleges, and merit pay received significantly less. Education administrators at top universities and larger universities viewed the desire for reputation as more motivating than did other education administrators. The department chairs believed that internal satisfaction was more of a motivating factor than did deans. The deans rated merit pay, contract renewal, promotion and tenure higher as motivators than did the department heads. Although evaluations of teaching were considered the most important for year‐to‐year contract renewal, article and book publication were the most important considerations in merit pay, promotion and tenure. A factor analysis grouped faculty activities into three factors: teaching, service, and publication.  相似文献   

Ready,steady … pause: integrating ICT into Shanghai preschools     

Chuanmei Dong  Linda Newman 《International Journal of Early Years Education》2016,24(2):224-237

Western research over the last decade has shown that early childhood (EC) teachers’ perspectives on the role of Information and Communication Technologies (ICT) in the early years strongly shape young children's experiences in educational settings and affect the integration of ICT into the classroom. The research in China is scant however. This article reports a study of Chinese EC teachers’ views on the use of ICT in preschools. Data consist of illustrative original quotations generated from interviews with four teachers, as part of a larger study. This study shows that Chinese preschool teachers had an emerging understanding about social and technological impacts on the use of ICT in early childhood education (ECE), but they recognised the value of ICT for young children and themselves in a limited way. This restrained young children's active and meaningful use of ICT for early learning and development. We argue that there is a need to develop explicit ICT polices and curriculum guidelines for the ECE system that emphasise young children's active and creative use of ICT for early learning and development, and better support teacher learning.  相似文献   

Child Language Difficulties and Internalizing and Externalizing Symptoms: A Meta-Analysis     

Rochelle F. Hentges  Chloe Devereux  Susan A. Graham  Sheri Madigan 《Child development》2021,92(4):e691-e715

This study conducted two meta-analyses to synthesize the association between children’s language skills and two broad-band dimensions of psychopathology: internalizing and externalizing. Pooled estimates across 139 samples (externalizing k = 105; internalizing k = 90) and 147,305 participants (age range: 2–17 years old; mean % males: 53.75; mean % White participants: 55.59; mean % minority participants: 43.12) indicated small but significant associations between child language skills and externalizing problems (Hedges’ g = .22) and between language skills and internalizing problems (Hedges’ g = .23). The association between language difficulties and externalizing problems was stronger amongst males and in children with low versus high sociodemographic risk. Implications of the results for theory and practice are discussed.  相似文献   

Balancing Institutional Demands with Effective Practice: A Lesson in Curricular and Professional Development     

Rochelle Rodrigo  Cristina D. Ramírez 《Technical Communication Quarterly》2017,26(3):314-328

ABSTRACT

Online writing courses have developed in importance to meet student learning and institutional expectations; over time, a controversy about training online instructors and building sustainable programs has emerged. This article relates training demands within the University of Arizona’s Writing Program and development of an online professional & technical writing certificate. The article proposes training instructors with master courses and building a sustained program through a participatory design to create a professional and integrated environment.  相似文献   

Visual reinforcement: Operant acquisition in the presence of a free mirror     

Ronald Baenninger  Rochelle A. Mattleman 《Learning & behavior》1973,1(4):302-306

In Experiment I Siamese fighting fish performed operant responses that produced a mirror image to which the fish could display; consistent detectable display was not necessary for maintenance of operant performance. In Experiment II fish acquired and continued to perform an operant response that produced a mirror, although a “free” mirror was continually present; display rate to the contingent mirror increased while display rate to the “free” mirror was decreasing. An interpretation of these and previous data in terms of sensory reinforcement is suggested.  相似文献   

Where Is the Essence? Developmental Shifts in Children’s Beliefs About Internal Features     

Newman GE  Keil FC 《Child development》2008,79(5):1344-1356

The present studies investigated children's and adults' intuitive beliefs about the physical nature of essences. Adults and children (ranging in age from 6 to 10 years old) were asked to reason about 2 different ways of determining an unknown object's category: taking a tiny internal sample from any part of the object (distributed view of essence) or taking a sample from one specific region (localized view of essence). Results from 3 studies indicated that adults strongly endorsed the distributed view, and children showed a developmental shift from a localized to distributed view with increasing age. These results suggest that even children go beyond mere placeholder notions of essence, committing to conceptual frameworks of how essences might be physically instantiated.  相似文献   

Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: insights from Australia     

Dunwoodie  Karen  Due  Clemence  Baker  Sally  Newman  Alex  Tran  Connie 《International Journal for Educational and Vocational Guidance》2022,22(2):467-490

International Journal for Educational and Vocational Guidance - The present study used a mixed-methods approach to understand the challenges faced by Australian higher education institutions in...  相似文献   

SUPERVISION IN SCHOOL PSYCHOLOGY: THE DEVELOPMENTAL/ECOLOGICAL/PROBLEM‐SOLVING MODEL     

Dennis J. Simon  Tracy K. Cruise  Brenda J. Huber  Mark E. Swerdlik  Daniel S. Newman 《Psychology in the schools》2014,51(6):636-646

Effective supervision models guide the supervisory relationship and supervisory tasks leading to reflective and purposeful practice. The Developmental/Ecological/Problem‐Solving (DEP) Model provides a contemporary framework for supervision specific to school psychology. Designed for the school psychology internship, the DEP Model is also applicable to all pre‐service and advanced field‐based training, as well as career‐long continuing professional development. The Developmental domain initiates training at the functioning skill level of the supervisee and progresses toward independent competency. The Ecological domain addresses the multiple systemic contexts that influence school psychology practice and prepares the intern to intervene within both individual and systemic contexts. The Problem‐Solving domain focuses on the application of data‐based decision making and evidence‐based interventions to the full range of school psychology activities. It provides a systematic schema to address student, family, and school needs.  相似文献   

Mapping the educational work of governesses on Australia’s remote stations     

Sally Newman 《British Journal of Sociology of Education》2014,35(1):37-55

This article is about the educational work of governesses on Australia’s remote cattle and sheep stations. These stations occupy vast tracts of land in the outback, and form part of global food supply chains exporting meat to countries around the world. The article explores the nature of governesses’ work, the boundaries they negotiate to perform their work, and the spaces and places in which it takes place. The governess occupies a unique position within the occupational and social hierarchy of the station. She lives and works in the same domestic space as the family/employer, unlike other station employees, and is valued for her success in managing the social and spatial dynamics of power both with the students/children and the employer/family. The article focuses on the negotiation of boundaries between domestic/public spaces, paid/unpaid, affective and educational labour involved in governess roles.  相似文献