Longitudinal Studies of Alternative Types of Early Intervention: Rationale and Design     

Glendon Casto  Karl R. White 《Early education and development》1993,4(4):224-237

In 1985, the US. Department of Education awarded a competitively bid contract to Utah State University to conduct a series of longitudinal studies on the effects and costs of alternative types of early intervention programs for children having disabilities. Issues addressed by this set of studies included the effects and costs of varying (a) the intensity of intervention, (b) the age at which intervention is begun, and (c) the ways in which parents are involved in intervention programs. This article summarizes the historical context in which these studies were implemented, the rationale for conducting this type of study, and the procedures incorporated into the design of each study to ensure that the results would be useful to practitioners and other researchers.  相似文献   

Can business schools increase student employability by embedding action learning into undergraduate management education? An account of practice     

Catherine J. Groves  Gabrielle D. Orbaek White  Fuangfa Panya  Jim Stewart 《Action Learning: Research and Practice》2018,15(3):258-266

ABSTRACT

Management education is at a pivotal crossroads. In an increasingly globalized world, where change is the only constant, business school graduates leaving university are faced with ever intensifying competition and complexity. Universities have responded by increasing their emphasis on teaching ‘employability skills’ to graduates. However, undergraduate management curricula still often focus on Programmed Knowledge, which does not adequately prepare graduates for the labour market to which they will inevitably graduate. A Future Search exercise was implemented to help conceptualize new visions of the future of management education, considering the question ‘to what extent does management education impact on management practice?’ This paper asserts that integrating Questioning Insight and a scholarly practice approach into management education will better equip graduates for the world of work. The authors utilize Kotter’s 8-stage model of change to outline a pathway for change and action for business schools to adapt a scholarly practice approach to education into their curricula.  相似文献   

Trainee Primary Teachers’ Ideas about the Ozone Layer     

Edward Boyes  William Chambers  Martin Stanisstreet 《Environmental Education Research》1995,1(2):133-145

The ideas of trainee primary teachers about the ozone layer have been examined. Students were well informed about the nature and location of the ozone layer and appreciated that it screens the Earth from ultraviolet (UV) rays, although some thought that it protects the Earth from acid rain. Most identified real causes of ozone layer depletion, but many thought that radioactivity and factory and vehicle emissions cause ozone layer degradation. Almost all realised that ozone depletion might cause more skin cancers; fewer recognised other potential biological problems. Many confused ozone layer depletion with global warming. The proportions holding these ideas were similar to those of older secondary school children, suggesting that misconceptions persist to the adult population. Since these ideas were found in final year trainee teachers, there is a danger that erroneous ideas or the attitudes based on them might be perpetuated in a formal learning context.  相似文献   

Adult-child interaction in children’s learning from “Sesame Street”     

Robert A. Reiser  Martin A. Tessmer  Pamela C. Phelps 《Educational technology research and development : ETR & D》1984,32(4):217-223

This study examined whether children’s learning from “Sesame Street” could be improved by having adults ask the children questions and provide them with feedback while they watched the show. Subjects were 23 three- and four-year-old, white, middle-class children who were randomly assigned to one of two conditions. Children in both conditions watched three specially edited versions of “Sesame Street” with an adult. While they did so, children in the experimental condition were asked to name the letters and numbers shown on the programs. Results indicated that 3 days after watching the last program, children in the experimental condition were better able to name and identify the letters and numbers they had seen (p < .01). Three features of the experimental treatment that may have contributed to these results are discussed, as are the implications of the findings.  相似文献   

The role of context in learning and instructional design   总被引：4，自引：0，他引：4  

Martin Tessmer  Rita C. Richey 《Educational technology research and development : ETR & D》1997,45(2):85-115

Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic.  相似文献   

The use of annotations in examination marking: opening a window into markers' minds   总被引：1，自引：0，他引：1  

Victoria Crisp  Martin Johnson 《British Educational Research Journal》2007,33(6):943-961

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Haggarty, L. (Ed.) (2002). Teaching mathematics in secondary schools: A reader     

Paul White 《Journal of Mathematics Teacher Education》2002,5(4):381-384

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The spectrum of school–university partnerships: A typology of organizational learning systems     

Jamie L. Callahan  Dorian Martin 《Teaching and Teacher Education》2007

School–university partnerships are not uni-dimensional projects. Success in these partnerships can be found in loosely-coupled systems such as client–server partnerships and in more tightly-coupled systems such as collaborative development centers. Using a comparative case study approach, we explore two school–university partnership case studies and propose a framework for identifying and evaluating partnerships as learning systems. The structure of the partnership has implications for the focus of organizational learning initiatives that can form the foundation of sustained, systemic internal evaluation.  相似文献   

Priority-setting in the roll out of South Africa’s National Integrated ECD Policy     

Chris Desmond  André Viviers  Taygen Edwards  Kate Rich  Patricia Martin  Linda Richter 《Early Years: An International Journal of Research and Development》2019,39(3):276-294

The South African National Integrated Early Childhood Development Policy was approved by the South African Cabinet in 2015. Given capacity and financial constraints, all services outlined cannot be implemented in a single step. Priorities must be set. We examine the budget implications (total cost and cost per child) and benefits of the four largest components of the Policy: interventions to improve pregnancy outcomes; home visits for at-risk mothers of children under 2 years of age; community-based playgroups for mothers and children, and center-based early childhood development services. Further, we identify which services are based on the strongest evidence, the value-based trade-offs that characterise the prioritising decisions, and which logistical factors favour alternative orderings of services. The interventions to improve pregnancy outcomes are low cost, based on sound evidence and would make use of the established healthcare infrastructure. Home visits for at-risk mothers are associated with improved development for targeted children and consequential benefits for caregivers and broader society. Playgroups are a promising low-cost intervention, but further evidence is required to determine their effectiveness. Centre-based services are expensive and generate smaller developmental returns, but provide childcare. The results highlight the value judgements required to determine the appropriate sequencing of interventions.  相似文献   

Helping,Sharing, and Comforting in Young Children: Links to Individual Differences in Attachment     

Jonathan S. Beier  Jacquelyn T. Gross  Bonnie E. Brett  Jessica A. Stern  David R. Martin  Jude Cassidy 《Child development》2019,90(2):e273-e289

Although attachment theory has long posited a link between early experiences of care and children's prosocial behavior, investigations of this association have not embraced the multifaceted nature of prosociality. This study is the first to assess associations between child attachment and independent observations of helping, sharing, and comforting. Attachment quality in 3- to 5-year-old children (N = 137) was linked to all three prosocial behaviors. Additionally, bifactor analyses revealed distinct associations between attachment and children's general prosocial dispositions and their specific abilities to meet the unique challenges of helping and, marginally, comforting. These findings underscore the importance of considering multiple explanations for links between attachment and prosocial behavior and provide novel insights into sources of variation in children's prosociality.  相似文献