Universal Design for Learning within an Integrated Multitiered System of Support     

Elizabeth R. Thomas  Erica S. Lembke  Allison Gruner Gandhi 《Learning disabilities research & practice》2023,38(1):57-69

Comprehensive schoolwide initiatives like integrated multitiered systems of support (I-MTSS) and universal design for learning (UDL) present opportunities for large-scale impact on improving teacher instructional practices and, therefore, student outcomes. Specifically, implementing I-MTSS and UDL concurrently presents an opportunity to enhance and improve universal instruction for all students. This mixed-methods study explored current Tier 1 practices in elementary schools across the United States. Findings revealed that I-MTSS and UDL are perceived as being implemented concurrently. In addition, school personnel identified specific barriers to implementation.  相似文献   

Do more hours in center-based care cause more externalizing problems? A cross-national replication study     

Catalina Rey-Guerra  Henrik D. Zachrisson  Eric Dearing  Daniel Berry  Susanne Kuger  Margaret R. Burchinal  Ane Nærde  Thomas van Huizen  Sylvana M. Côté 《Child development》2023,94(2):458-477

Whether high quantities of center-based care cause behavior problems is a controversial question. Studies using covariate adjustment for selection factors have detected relations between center care and behavior problems, but studies with stronger internal validity less often find such evidence. We examined whether within-child changes in hours in center-based care predicted changes in externalizing problems in toddlers and preschoolers (N = 10,105; 49% female; data collection 1993–2012) in seven studies, including from Germany, Netherlands, Norway, two from Canada and two from the U.S. Race/ethnicity data were only collected in the United States (57% and 80% White; 42% and 13% African-American; 1.2% and 5% Latinx). Meta-analyses showed no association (r = .00, p = .88) between hours in center-based care and externalizing problems.  相似文献   

Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020     

Stefanie Sze Wing Chan  Matthew A. M. Thomas  Nicole Mockler 《British Educational Research Journal》2023,49(2):231-247

Alternative teacher education programmes have emerged in many countries as a new approach to recruiting, educating and placing teachers in underperforming schools. The media plays an important role in framing perceptions of these programmes and their teachers, including in Australia, but this has not been the subject of significant research to date. This study examines how one alternative teacher education programme—Teach For Australia (TFAus)—has been positioned and framed within the news media since its inception. It critically analyses the portrayal of TFAus and concomitant educational discourses to explore their connection to larger issues surrounding teacher education and teaching quality. Drawing on an analysis of 122 print/online media articles, we identify narratives related to prestige, benevolence and the ‘alternative’ nature of the programme, alongside a narrative critical of TFAus. Despite this critical narrative, in investigating and opening up a dialogue on the perceptions and depictions of TFAus, we posit that the programme—although controversial in nature—has generally benefited from print media coverage, advancing its reputation as a major contributor to education reform and champion of educational equity.  相似文献   

Designing learning environments to promote competent lay engagement with science     

Clark A. Chinn  Susan A. Yoon  Huma Hussain-Abidi  Kyle Hunkar  Noora F. Noushad  Amanda M. Cottone  Thomas Richman 《European Journal of Education》2023,58(3):407-421

An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should encompass lessons with two distinguishable foci. One focus engages students in understanding the reliability of science. The second focus engages students as laypeople interacting with science in the public sphere. We discuss these two curricular foci, presenting examples from our own work on designing and implementing instruction with the first focus.  相似文献   

Instructional practices in secondary science: How teachers achieve local and standards-based success     

Beth A. Covitt  Elizabeth Xeng de los Santos  Qinyun Lin  Christie Morrison Thomas  Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202

This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success.  相似文献   

Robust observer-based fault estimation and accommodation of discrete-time piecewise linear systems     

Seyed Mojtaba Tabatabaeipour  Thomas Bak 《Journal of The Franklin Institute》2014

In this paper a new integrated observer-based fault estimation and accommodation strategy for discrete-time piecewise linear (PWL) systems subject to actuator faults is proposed. A robust estimator is designed to simultaneously estimate the state of the system and the actuator fault. Then, the estimate of fault is used to compensate for the effect of the fault. By using the estimate of fault and the states, a fault tolerant controller using a PWL state feedback is designed. The observer-based fault-tolerant controller is obtained by the interconnection of the estimator and the state feedback controller. We show that separate design of the state feedback and the estimator results in the stability of the overall closed-loop system. In addition, the input-to-state stability (ISS) gain for the closed-loop system is obtained and a procedure for minimizing it is given. All of the design conditions are formulated in terms of linear matrix inequalities (LMI) which can be solved efficiently. Also, performance of the estimator and the state feedback controller are minimized by solving convex optimization problems. The efficiency of the method is demonstrated by means of a numerical example.  相似文献   

The distribution of partnership returns: Evidence from co-authorships in economics journals     

Francis Bidault  Thomas Hildebrand 《Research Policy》2014

Partnerships can be found in many areas of social and economic life. These arrangements have become particularly prevalent in research and development activities where organizations increasingly seek partners to complement their own technological capabilities. R&D partnerships, however, are fraught with challenges because the conditions for optimum effectiveness and efficiency of cooperation are still not fully understood. Academic partnerships are also very common and offer a fertile ground for investigation.  相似文献   

Michael Friedman and the “marriage” of history and philosophy of science (and history of philosophy)     

Thomas Sturm 《Metascience》2014,23(2):225-232

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A dynamic auction for multi-object procurement under a hard budget constraint     

Ludwig Ensthaler  Thomas Giebe 《Research Policy》2014

This contribution revisits the problem of allocating R&D subsidies by government agencies. Typically, the applicants’ financial constraints are private information. The literature has recommended the use of auctions in order to reduce information rents and thus improve the efficiency of how scarce public funds are allocated. We propose a new open clock auction for this procurement problem. This auction is strategically simple, as it exhibits truthtelling in dominant strategies and satisfies ex-post rationality, while observing the budget constraint. We test the auction in Monte-Carlo simulation and discuss its applicability and limitations. Moreover, we highlight connections to recent advances in computer science.  相似文献   

Tilted post arrays for separating long DNA     

Joel D. P. Thomas  Kevin D. Dorfman 《Biomicrofluidics》2014,8(3)

Recent simulations by Chen and Dorfman [Electrophoresis 35, 405–411 (2014)] suggested that “tilting” the electric field with respect to the lattice vectors of a hexagonal post array would lead to a substantial improvement in electrophoretic DNA separations therein. We constructed such an array where the electric field is applied at an angle equidistant between the two lattice vectors. This tilted array leads to (i) baseline resolution of 20 kbp DNA and λ DNA (48.5 kbp) in a 4 mm channel and (ii) measurable separation resolutions for electric fields up to 50 V/cm, both of which are improvements over untilted post arrays of the same post density. The predicted time required to reach a resolution of unity is approximately 5 min, independent of electric field. The separations are more reproducible at higher fields.  相似文献