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John C. Begeny Amy Lynn Hawkins Hailey E. Krouse Kelly M. Laugle 《Psychology in the schools》2011,48(8):769-785
With limited educational resources and numerous other variables that complicate effective teaching, educators need to think prudently about how to allocate resources. In essence, teachers must allocate resources in ways that will best maximize student learning. However, minimal research has systematically evaluated whether increased instructional intensity and resources meaningfully increase instructional effectiveness. As a preliminary attempt to address this research question, this study systematically evaluated the differential effectiveness of three intervention options that integrated the same instructional components but required varying levels of resources (i.e., teacher time for instructional delivery). To better isolate the research question, this study specifically evaluated interventions designed to improve students' reading fluency. Overall findings suggested that increased instructional intensity does not necessarily equate with increased instructional effectiveness. © 2011 Wiley Periodicals, Inc. 相似文献
95.
Su Zhixin Hawkins John N. Huang Tao Zhao Zhiyi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(6):611-635
In this article, the researchers report findings from a recent national study of teacher education in China, in comparison to similar data from national and case studies in the United States. The study aims at understanding and comparing the profiles and entry perspectives of Chinese versus American teacher candidates. The researchers demonstrate that there are both similarities and differences in the demographic characteristics of the Chinese and American teacher candidates. The Chinese education students come from less privileged backgrounds in socioeconomic status and academic preparation. Although they share some of the noble ideas about becoming teachers, the overwhelming majority of the Chinese students do not intend to commit to teaching as a lifelong career. They cite the low status of the teaching profession and the poor benefits for teachers as primary reasons for leaving teaching. The researchers urge Chinese and American policy makers and teacher educators to revise their policies and practices in light of the study findings in order to recruit qualified young people into teacher education programs and more importantly to retain good teachers in the profession. 相似文献
96.
Les Tickle 《Journal of Philosophy of Education》2001,35(3):345-359
The chapter records personal accounts of the author's dealings with dilemmas encountered in the research methods literature and in the field of practice, as an action researcher and teacher educator. It draws on Mary Chamberlain's Fenwomen to illustrate some of the dangers of ethnographic research. Using data from two instances, one in a pre-service initial teacher-training programme and the other in teacher induction, the author draws out the tensions between the 'need to know' in order to act professionally, and the 'need to protect' in order to do the same. 相似文献
97.
Les Underhill 《Teaching Statistics》1989,11(1):8-11
At the First International Conference on Teaching Statistics (Grey et al. 1983), several papers dealth with simulation games, either with or without a computer to assist in the teaching of a variety of statistical concepts (Mead 1983, Elliott 1983, Bright et al. 1983a, b, Joiner 1983, Singh 1983). One area not covered was survey sampling which is the subject of this article. 相似文献
98.
Kevin Watson Frances Steele Les Vozzo Peter Aubusson 《Research in Science Education》2007,37(2):141-154
This paper reports the experiences of teachers involved in a novel retraining scheme designed to meet a short-term crisis
in numbers of teachers of physics. Teachers trained in other subject areas underwent an intensive six-month training in physics
and were then placed in schools. During the first year of teaching some support for ongoing learning in science was provided.
A study of these teachers' experiences found they lacked content knowledge in areas of the curriculum other than physics and
were unprepared for the reality of the science classroom. Their existing classroom management skills were of only limited
value in the new context. For those graduates who were supported by experienced staff in schools, the transition to science
teaching was hard but ultimately worthwhile. For some, whose qualifications to teach science were never accepted by their
peers, retraining was a bitter experience. 相似文献
99.
Shaw David E. Becker Henry J. Bransford John D. Davidson Jan Hawkins Jan Malcom Shirley Molina Mario Ride Sally K. Sharp Phillip Tinker Robert F. Vest Charles Young John Allen Richard Bakia Marianne Bryson Rebecca Chen C. Samantha Costello Caroline M. Deckel Garrett M. Dial Marjorie R. Kealey Edith M. Lehoczky Sandor 《Journal of Science Education and Technology》1998,7(2):115-126
The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report. 相似文献
100.
The Dyslexia Pilot Project provided funding to school districts to implement a multitiered system of support (MTSS) framework for the prevention, early identification, and early intervention of reading difficulties. This article describes the evaluation of the multiyear Dyslexia Pilot Project for students in kindergarten through Grade 2. The evaluation extended a conceptual model for evaluating the systems effects of an MTSS for reading by including a cost-effectiveness analysis. The results indicate that mean rates of improvement on Dynamic Indicators for Basic Early Literacy Skills Next curriculum-based measures for students in participating schools exceeded the expected rates of improvement based on benchmark norms. This reduction in risk precluded the need for more intensive, individualized, and costly interventions and specialized educational services. Implications of the findings and future directions are discussed. 相似文献