Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans          下载免费PDF全文

Lindsay M. Fallon  Sadie C. Cathcart  Emily R. DeFouw  Breda V. O'Keeffe  George Sugai 《Psychology in the schools》2018,55(3):278-294

Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.  相似文献   

Tracing a developer’s development: a self-study in teaching     

Emily O. Gravett 《International Journal for Academic Development》2017,22(4):307-318

Abstract

In this article, I trace how my teaching has changed as I have become increasingly involved in educational development. I divide my career into three phases (pre-educational development, part-time educational development, and full-time educational development) and analyze qualitative and quantitative data from multiple sources of evidence in each phase: teaching statements, syllabi, and student evaluations of teaching. This self-study reveals specific, primarily positive ways my teaching has changed. The results suggest that educational development may not only improve the teaching of its intended recipients, but also those responsible for supporting them. Implications for the field of educational development are explored.  相似文献   

Librarian readiness for research partnerships     

Emily S. Mazure  Kristine M. Alpi 《Journal of the Medical Library Association》2015,103(2):91-95

This study investigated health sciences librarians'' knowledge and skill-based readiness to partner on sponsored research involving human participants. The authors developed and deployed, at two time points, a web-based survey on nine indicators of research activities with response choices reflecting the transtheoretical model of stages of behavior change. Librarians with research experience or membership in the Medical Library Association Research Section reported higher levels of having completed indicators. Our results suggest that creating awareness in precontemplation responders could encourage skill development. Mentoring and continuing education could support librarians who are contemplating or preparing to perform indicator activities.  相似文献   

Lights,camera, active! appreciation of active learning predicts positive attitudes towards lecture capture     

Nordmann  Emily  Clark  Anne  Spaeth  Elliott  MacKay  Jill R. D. 《Higher Education》2022,83(3):481-502

Higher Education - Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by...  相似文献   

Associations and indirect effects between LEGO® construction and mathematics performance     

Emily McDougal  Priya Silverstein  Oscar Treleaven  Lewis Jerrom  Katie A. Gilligan-Lee  Camilla Gilmore  Emily K. Farran 《Child development》2023,94(5):1381-1397

There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7–9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement.  相似文献   

In Search of an Adequate Response to Pluralism: A Critical Analysis of Liberalism in Philosophy of Education     

Emily G. Wenneborg 《Educational theory》2023,73(1):29-50

Nearly everyone recognizes the fact of deep pluralism: it is hard to deny that contemporary America is characterized by widespread diversity of beliefs, practices, and values. We disagree, not on this reality, but on the way we should respond to the pluralism around us. In this paper, Emily G. Wenneborg discusses one of the most common responses to pluralism in contemporary philosophy of education: autonomy-based liberalism. She praises liberalism for its attempt to navigate certain tensions that accompany its approach to pluralism. At the same time, she raises several critiques of liberalism as a response to pluralism, particularly with regard to religious communities and belief systems. She suggests that trust provides a better framework than autonomy for educating in and for deep pluralism.  相似文献   

High-Quality Formative Writing Assessment for Middle School Students in Tier 2 Literacy Interventions     

Deborah K Reed  Kelly Binning  Emily A. Jemison  Nicole DeSalle 《Learning disabilities research & practice》2023,38(1):70-79

Increased expectations for writing performance have created a need for formative writing assessments that will help middle school teachers better understand adolescents’ grade-appropriate writing skills and monitor the progress of students with or at risk for writing disabilities. In this practice piece, we first explain research-based recommendations for high-quality writing prompts that are interesting to students, provide clear directions, and ensure accessibility and fairness. Then, we use lessons learned from working with adolescents in Tier 2 literacy intervention classes to demonstrate how teachers can apply the recommendations to identify or develop prompts that will encourage students to write responses. In addition, we explain how analytic rubrics may be used to evaluate responses as a means of informing instruction and further refining the prompts.  相似文献   

Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom     

Katie A. Gilligan-Lee  Alice Bradbury  Charlotte Bradley  Emily K. Farran  Jo Van Herwegen  Dominic Wyse  Laura A. Outhwaite 《Mind, Brain, and Education》2023,17(2):107-116

Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety.  相似文献   

Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom     

Jensen  Jamie  Smith  Clara M.  Bowers  Robert  Kaloi  Mahealani  Ogden  T. Heath  Parry  Kirkham A.  Payne  Joshua S.  Fife  Porter  Holt  Emily 《Journal of Science Education and Technology》2022,31(6):718-729

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

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Assessing Caregiver Stress and Coping at Time of Autism Spectrum Disorder Diagnosis     

Shamash  Emily R.  Hinman  Jocelyn A. 《Early Childhood Education Journal》2022,50(1):97-106

Early Childhood Education Journal - Research and practice emphasize the importance of family involvement in early intervention for children with autism spectrum disorder (ASD). However, in order to...  相似文献