A Quality Math Curriculum in Support of Effective Teaching For Elementary Schools     

William Hook  Wayne Bishop  John Hook 《Educational Studies in Mathematics》2007,65(2):125-148

This paper presents a curriculum, textbook and test result analysis for the new (to California) elementary school “Key Standard” mathematics curriculum, transplanted in 1998 from it's foreign roots in Asia and Europe, locations with far different cultural and economic backgrounds. Based on topic analysis methods developed by Michigan State University, this curriculum is a “quality” curriculum, since it is closely aligned with the curriculum of the six leading TIMSS math countries. Five-year test results are presented for two cohorts totaling over 13,000 students, all from four “early adoption” urban districts where 68% of the students were economically disadvantaged. Included are two cohorts of English learning immigrants totaling over 4,400 students. Performance was found to be statistically superior to similar (control) districts which continued with the old 1991 curriculum and textbooks (0.003 < p < 0.015). The focus of this paper is on the transition from far-below to above average learning performance of these students over the 1998–2002 period.  相似文献   

What progress has been made in meeting the needs of seriously maltreated children? The course of 200 cases through the Boston Juvenile Court     

Bishop SJ  Murphy JM  Hicks R  Quinn D  Lewis PJ  Grace M  Jellinek MS 《Child abuse & neglect》2000,24(5):599-610

OBJECTIVES: The study examined child, parent, and case characteristics in a sample of 200 cases of serious child maltreatment brought before the Boston Juvenile Court (BJC) on Care and Protection petitions in 1994. Whether recent changes in Massachusetts law have been effective in reducing delays in adjudication and helping children achieve permanent placements more quickly was also examined. METHOD: Data were abstracted from court records by the research team. The 200 cases were followed prospectively for 4 years. Retrospective data on the families' previous involvement with the protective service system were also abstracted from the records. Data from the 1994 cases were compared to that obtained from a sample of cases brought before the BJC in 1985-1986. RESULTS: Children permanently removed from parental custody in the 1994 sample required less time post-disposition to achieve permanent placements. However, overall, time frames for the 1994 cases remained remarkably similar to those in 1985-1986: children were in the protective service system an average of 5 years; cases required an average of 1.6 years in court; and half of the children permanently removed from parental custody were still in "temporary" foster care at 4-year follow-up. CONCLUSIONS: Although some improvements have occurred since 1985-1986, the system still fails to meet the needs of seriously maltreated children to achieve permanent placements promptly. The implications of the findings for system reform are discussed.  相似文献   

Providing novice instructional designers real-world experiences: the pacificorp design and development competition     

M. J. Bishop  Dan Schuch  J. Michael Spector  Monica W. Tracey 《TechTrends》2004,49(2):20-21

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What happens after the care and protection petition? Reabuse in a court sample.     

J M Murphy  S J Bishop  M S Jellinek  D Quinn  J F Poitrast 《Child abuse & neglect》1992,16(4):485-493

Of 206 cases of serious child mistreatment brought before a metropolitan juvenile court on Care and Protection Petitions (C & P), 63 (31%) were dismissed (returning the child to the parent(s]. During a 2-year follow-up period, 18 (29%) of these dismissed cases had substantiated reports of further mistreatment, and 10 (16%) subsequently returned to court on another C & P. Families that had previously been to court for a C & P, and those in which the parent was diagnosed psychotic or character disordered, were significantly more likely to return to court. In addition, we were surprised to find that 8 (6%) of the 130 children ordered permanently removed from parental custody also returned to court. This study documents the continuing mistreatment of children, even after the state's most serious interventions. The study also highlights the necessity of incorporating clinical research in the form of ongoing follow-up of individual cases into the court process, and suggests that it may be possible to identify cases with a very high probability of reinjury and return to court.  相似文献   

Collaborative action research for middle grades improvement     

John M. Downes  Penny A. Bishop  Meredith Swallow  Mark Olofson  Susan Hennessey 《Educational Action Research》2016,24(2):194-215

Technology’s rapid evolution applies constant pressure to educational organizations, suggesting a need to continually re-envision schools for the digital age. Yet educators often struggle to understand the growing chasm between students’ out-of-school and in-school technology lives. This gap is particularly noticeable during the middle grades years, when home technology use increases dramatically. The purpose of this research was to examine the experiences of teachers and students engaged in collaborative action research for middle school improvement in technology-rich settings. We begin by outlining our theoretical framework, emphasizing Fletcher’s Ladder of Student Involvement. We then describe our case-study design and methods. Findings are organized by action research components and a discussion of key themes follows. Finally, we consider the implications of this study for action research as a means of student involvement and teacher learning.  相似文献   

Teaching history through the use of story: working with early years practitioners who do not have qualified teacher status,in settings other than schools     

Paul Lunn  Alison Bishop 《International Journal of Research & Method in Education》2013,36(1):55-65

This article arose from a series of workshops with practitioners in early years teaching. The workshops addressed how history could be taught to very young children, three‐ to five‐years‐old. The authors were aware that there was a widely held belief that history was inappropriate for the very young child. The authors felt that this was because of a common view that history was solely concerned with facts. There was also a prevalent view that, as history was about chronology (time), it was too difficult a subject for very young children, for whom ‘yesterday’ and ‘tomorrow’ had little meaning.

This article argues that successful teaching of history is possible with very young children if the teaching concentrates on interpretation and enquiry. Through using story, young children are able to interpret the behaviour, motivation and intent of the characters. The practitioners are able to question the child as to why s/he interprets the character’s actions in the way that s/he does. In other words the practitioner asks for evidence: the essence of history. When considering time, the authors’ note that young children have a subjective understanding of time and this can be used to develop a growing awareness of chronology.  相似文献   

‘I'm not a real risk-taker’: moral identity construction and sexual-risk perceptions among a group of young rural Tasmanians     

Emily Bishop 《Sex education》2013,13(4):401-417

Some young people are labelled more ‘at-risk’ of harming themselves through various behaviours, such as having sex, than others. However, such distinctions between young people are ambiguous, as youth itself is imagined as inherently risky. At-risk discourse has fuelled the existing links between youth and risk, and morality and risk. It has also impeded explanations of young people's sexual risk-taking. This article examines the stories that young rural Tasmanians (a group considered to be at sexual risk) tell about their experiences of safe and risky sex. A narrative analysis highlights the way that they perceive risk through the prism of self-identity. The participants' desire not to understand the self as a ‘real’ risk-taker inhibits them from imbuing their sex practices with significant risk. The findings suggest that sexual health research and safety promotion strategies may benefit from a shift away from at-risk rhetoric and a greater emphasis on the self-identity and risk perception nexus.  相似文献   

The effect of foot orthoses and insoles on running economy and performance in distance runners: A systematic review and meta-analysis     

Daniel Crago  Christopher Bishop 《Journal of sports sciences》2013,31(22):2613-2624

ABSTRACT

Foot orthoses and insoles are prescribed to runners, however their impact on running economy and performance is uncertain. The aim of this systematic review and meta-analysis was to determine the effect of foot orthoses and insoles on running economy and performance in distance runners. Seven electronic databases were searched from inception until June 2018. Eligible studies investigated the effect of foot orthoses or insoles on running economy (using indirect calorimetry) or running performance. Standardised mean differences (SMDs) were computed and meta-analyses were conducted using random effects models. Methodological quality was assessed using the Quality Index. Nine studies met the criteria and were included: five studies investigated the effect of foot orthoses on running economy and four investigated insoles. Foot orthoses were associated with small negative effects on running economy compared to no orthoses (SMD 0.42 [95% CI 0.17,0.72] p = 0.007). Shock absorbing insoles were also associated with negative effects on running economy, but an imprecise estimate (SMD 0.26 [95% CI ?0.33,0.84] p = 0.83). Quality Index scores ranged from 4 to 15 out of 17. Foot orthoses and shock absorbing insoles may adversely affect running economy in distance runners. Future research should consider their potential effects on running performance.  相似文献   

Professional development,changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand     

Russell Bishop  Mere Berryman  Janice Wearmouth  Mira Peter  Sandra Clapham 《Teaching and Teacher Education》2012

This paper considers the relationship between a professional development programme designed to bring about changes in teacher practice through iterative cycles of implementation and evaluation and associated changes in Indigenous students’ educational performance. The paper does this by documenting the outcomes of the implementation of the Te Kotahitanga research and development project between 2007 and 2009 in schools in the third and fourth phases of the project. Evidence shows that the professional development programme of Te Kotahitanga has been implemented consistently in Phase 3 schools since 2004 and in Phase 4 schools since 2007. Changes in teacher practice and associated improvements in Māori student outcomes were seen in Phase 3 schools between 2004 and 2006. The first question is, therefore, have these changes been maintained during the period 2007–9, that is, during the fourth to seventh years of the project’s implementation in these schools. If so, then what implications does this maintenance of practice have for sustainability? The second question is, have the changes that were seen in the Phase 3 schools in the first three years of the project’s implementation, 2004–2006, been replicated in the Phase 4 schools in their first three years of the project. If so, what implications does this have for determining the strength of the association between improved student performance and the implementation of the professional development programme. In other words does a repeated measure over two different groups of schools at different times indicate that changes in Māori student outcomes are strongly associated with changes in teacher practice, even if we cannot demonstrate a direct cause–effect relationship.  相似文献   

Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand   总被引：2，自引：0，他引：2  

Russell Bishop  Mere BerrymanTom Cavanagh  Lani Teddy 《Teaching and Teacher Education》2009

The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.  相似文献