Effective pedagogy as a local experience     

Margaret Walshaw 《Journal of Mathematics Teacher Education》2014,17(4):299-301

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The Development of the STEM Career Interest Survey (STEM-CIS)     

Meredith W. Kier  Margaret R. Blanchard  Jason W. Osborne  Jennifer L. Albert 《Research in Science Education》2014,44(3):461-481

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Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention     

Margaret J. Snowling  Charles Hulme 《Journal of research on educational effectiveness》2014,7(3):300-306

Abstract

The authors reflect on findings from three studies of different approaches to reading intervention (Al Otaiba et al., Denton et al., and Miller et al., all found in this issue). It is argued that the science of interventions for reading disorders is advanced and that these and other related studies provide a strong evidence base for guiding educational policy in this area. Reading interventions need to be based on theories of reading development and reading difficulty. Current causal models of reading development arguably have focused almost exclusively on the cognitive processes underlying reading development and how best to remediate deficiencies in such processes. Such models are typically silent on broader influences (motivational, attentional, and socio-cultural) on learning, however. It is concluded that future theories will need to be broadened in order to develop more effective interventions for children with a variety of reading and language learning difficulties.  相似文献   

Group in‐course assessment promotes cooperative learning and increases performance          下载免费PDF全文

Margaret K. Pratten  Deborah Merrick  Steven A. Burr 《Anatomical sciences education》2014,7(3):224-233

The authors describe and evaluate a method to motivate medical students to maximize the effectiveness of dissection opportunities by using In‐Course‐Assessments (ICAs) to encourage teamwork. A student's final mark was derived by combining the group dissection mark, group mark for questions, and their individual question mark. An analysis of the impact of the ICA was performed by comparing end of module practical summative marks in student cohorts who had, or had not, participated in the ICAs. Summative marks were compared by two‐way ANOVA followed by Dunnets test, or by repeated measures ANOVA, as appropriate. A cohort of medical students was selected that had experienced both practical classes without (year one) and with the new ICA structure (year two). Comparison of summative year one and year two marks illustrated an increased improvement in year two performance in this cohort. A significant increase was also noted when comparing this cohort with five preceding year two cohorts who had not experienced the ICAs (P <0.0001). To ensure that variation in the practical summative examination was not impacting on the data, a comparison was made between three cohorts who had performed the same summative examination. Results show that students who had undertook weekly ICAs showed significantly improved summative marks, compared with those who did not (P <0.0001). This approach to ICA promotes engagement with learning resources in an active, team‐based, cooperative learning environment. Anat Sci Educ 7: 224–233. © 2013 American Association of Anatomists.  相似文献   

Comparing the Picture Exchange Communication System and the iPad™ for Communication of Students with Autism Spectrum Disorder and Developmental Delay     

Doris Adams Hill  Margaret M. Flores 《TechTrends》2014,58(3):45-53

Both picture exchange, a low-tech picturebased communication system, and technologybased interventions, such as the iPad? with communication application, are emerging treatments for students with autism spectrum disorder (ASD), according to the National Autism Center (2009). Recently, investigations regarding the use of the Apple iPad? to communicate have been conducted with mixed results. The authors used a single-subject alternating treatment design during an extended school year (ESY) program for students with disabilities to compare the independent use and effectiveness of the two approaches (low-tech picture-based versus iPad? equivalent) for three pre-school and two elementary students with ASD and developmental delay (DD). The authors concluded that teaching low-tech picture exchange prior to introducing the iPad? may be effective progression in teaching communication reciprocity skills for some students with ASD/DD. Limitations and strengths of both technologies are discussed.  相似文献   

Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children     

Robert C. Pianta  Jamie DeCoster  Sonia Cabell  Margaret Burchinal  Bridget K. Hamre  Jason Downer  Jennifer LoCasale-Crouch  Amanda Williford  Carollee Howes 《Early childhood research quarterly》2014

The present study examined the pattern of associations over time between the quality of observed interactions and exposure to features of an effective coaching model for 170 preschool teachers enrolled in a study investigating professional development impacts. Using a treatment-on-the-treated approach, teachers exposed to a greater number of cycles of coaching showed more improvement in classroom interactions over the year. More specifically, of the two components of treatment examined, video exemplars and individual coaching prompts, exposure to prompts was associated with growth from baseline in instructionally supportive interactions while watching video exemplars was associated with growth in emotionally supportive behaviors in analysis of linear effects. Watching emotional support video exemplars was negatively associated with growth in classroom organization behaviors. The non-linear pattern of these associations suggested that the initial dosage of prompts created observable effects on instructional support, but after a certain point additional dosage was not effective. Conversely, initial dosage did not create observable effects on emotional support, but improvement was observed after exposure to a certain minimum dosage of time watching video exemplars. The results have implications for the design, delivery, and focus of professional development for early childhood educators.  相似文献   

Effects of vocabulary instruction on measures of language processing: Comparing two approaches     

Margaret G. McKeown  Isabel L. Beck 《Early childhood research quarterly》2014

This study examined effects on kindergartners (n = 131) of two approaches to vocabulary instruction, repetition and interactive, and a control condition, along a progression of language processing, using a within subject design. The repetition condition featured repeated readings of a story and practice with definitions. The interactive condition featured multiple contexts and active processing of the words. Students were assessed with experimenter-designed measures of meaning recognition, comprehension, and production. Repetition and interactive approaches enabled students’ recognition of word meanings and higher-order processing compared to the control. Two measures of higher-order processing showed advantage for interactive instruction relative to repetition instruction.  相似文献   

The quality of toddler child care and cognitive skills at 24 months: Propensity score analysis results from the ECLS-B     

Erik Ruzek  Margaret Burchinal  George Farkas  Greg J. Duncan 《Early childhood research quarterly》2014

Over half of the toddlers in the US experience routine nonparental care, but much less is known about early care than about preschool care. This study analyzed 2-year-old child care and child outcome data from the nationally representative ECLS-B sample of children born in 2001. At two-years of age, 51% of children experienced exclusive parental care, 18% relative care, 15% family child care, and 16% center care. More children in nonparental care were in medium quality care (61%) than in high quality (26%) or low quality (13%) care. Low-income children were more likely than non-low income children to be cared for by their parents and, when in care, were more often in lower quality care. The impact of toddler care quality on cognitive skills was estimated using propensity score adjustments to account for potential selection confounds due to family and child characteristics. Children's cognitive scores were higher in high or medium quality care than in low quality care, but no evidence emerged suggesting that poverty moderated the quality effects. Nevertheless, this suggests that increasing the proportion of low-income children in high quality care could reduce the achievement gap because low-income children are very unlikely to experience high quality care.  相似文献   

Responsibilities of Special Educators in Rural Schools: A Latent Class Analysis     

Margaret P. Weiss  Robert A. Petrin  Thomas W. Farmer 《Exceptionality》2014,22(2):69-90

Despite the importance of special educators in the current era of educational reform, there is no overarching portrait of special educators' roles, especially in rural schools where the provision of services is especially challenging. Using latent class analysis and data from a national sample of rural school districts, we identified four distinct types of special educators and related their prevalence to key policy variables. Our findings provide a way of understanding the use of special educators in rural schools and current needs in special educator training. They also suggest means of studying special educators' roles more generally.  相似文献   

Developing an evidence-based list of journals for nursing     

Pamela Sherwill-Navarro  Joy C. Kennedy  Margaret Allen 《Journal of the Medical Library Association》2014,102(2):105-109

The Nursing and Allied Health Resources Section (NAHRS) of the Medical Library Association created the 2012 NAHRS Selected List of Nursing Journals to assist librarians with collection development and to provide nurses and librarians with data on nursing and interdisciplinary journals to assist their decisions about where to submit articles for publication. This list is a continuation and expansion of a list initially known as the Key Nursing Journals list. It compares database coverage and full-text options for each title and includes an analysis of the number of evidence-based, research, and continuing education articles.  相似文献