Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study     

Katie Finning  Kate Harvey  Darren Moore  Tamsin Ford  Becky Davis  Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.  相似文献   

Reading and genetics: an introduction     

Kate Nation 《Journal of Research in Reading》2006,29(1):1-10

Recent years have brought about rapid advances in our understanding of how genetic factors influence reading development and reading disorder. The purpose of this special issue is to summarise what has been learned, and to highlight some of the issues and questions currently at the forefront of research. This paper sets the scene for the special issue by introducing relevant methodology and background information.  相似文献   

Practicing Formative Assessment for Computational Thinking in Making Environments     

Hadad  Roxana  Thomas  Kate  Kachovska  Mila  Yin  Yue 《Journal of Science Education and Technology》2020,29(1):162-173

Journal of Science Education and Technology - Making activities and environments have been shown to foster the development of computational thinking (CT) skills for students in science, technology,...  相似文献   

Paper‐based versus computer‐based assessment: is workload another test mode effect?     

Jan Noyes  Kate Garland  Liz Robbins 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):111-113

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Trait-treatment interactions,cognitive processes,and research on communication media     

Francis J. Di Vesta 《Educational technology research and development : ETR & D》1975,23(2):185-196

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Empirical Performance of Covariates in Education Observational Studies     

Vivian C. Wong  Jeffrey C. Valentine  Kate Miller-Bains 《Journal of research on educational effectiveness》2017,10(1):207-236

This article summarizes results from 12 empirical evaluations of observational methods in education contexts. We look at the performance of three common covariate-types in observational studies where the outcome is a standardized reading or math test. They are: pretest measures, local geographic matching, and rich covariate sets with a strong theory of treatment selection. Overall, the review demonstrates that although the pretest often reduces bias in observational studies, it does not always eliminate it. Its performance depends on the pretest's correlation with treatment selection and the outcome, and whether preintervention trends are present. We also find that although local comparisons are prioritized for matching, its performance depends on whether comparable no-treatment cases are available. Otherwise, local comparisons may produce badly biased results. In cases where researchers have a strong theory of selection and rich covariate sets, observational methods perform well, but additional replication studies are needed. Finally, observational methods that rely on demographic covariates without a theory of selection rarely produce unbiased treatment effects. The article concludes by offering education researchers empirically based guidance on covariate selection in observational studies.  相似文献   

A critical discourse analysis of practical problems in a foundation mathematics course at a South African university     

Kate le Roux  Jill Adler 《Educational Studies in Mathematics》2016,91(2):227-246

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A Multidisciplinary,Team-Based Teleconsultation Approach to Enhance Child Mental Health Services in Rural Pediatrics     

Kate Margolis  Kimberly Kelsay  Ayelet Talmi  Heidi McMillan  M. Cecile Fraley  John F. Fred Thomas 《Journal of educational and psychological consultation》2018,28(3):342-367

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Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings     

Kate Schwartz  Elise Cappella  J. Lawrence Aber 《Journal of research on educational effectiveness》2019,12(1):160-190

There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed.  相似文献   

Exploratory studies in the effectiveness of visual illustrations     

Francis M. Dwyer 《Educational technology research and development : ETR & D》1970,18(3):235-249

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