Lessons Learned Coaching Teachers in Behavior Management: The PBISplus Coaching Model     

Patricia A. Hershfeldt  Karen Pell  Richard Sechrest  Elise T. Pas  Catherine P. Bradshaw 《Journal of educational and psychological consultation》2013,23(4):280-299

There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This article describes the PBISplus coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of 3 years. This Tier 2 coaching model was implemented within the context of school-wide Positive Behavioral Interventions and Supports (PBIS) and tested in a 42-school, randomized controlled trial. We summarize some of the lessons learned by coaches regarding their efforts to gain access to the administrators, teachers, and student support staff in order to effect change and improve student outcomes. We conclude with a discussion of ways to successfully collaborate with teachers to promote effective classroom- and school-wide behavior management.  相似文献   

Public participation in the arts in the United States: Summary of the national endowment for the arts 1997 survey     

Tom Bradshaw  Olive Mosier 《Cultural Trends》1999,9(33):35-104

The 1997 Survey of Public Participation in the Arts examines the extent to which adult Americans throughout the US participate in the arts ‐ by attending live events and exhibitions, listening to and watching broadcast or recorded arts programmes, as well as personally performing or creating art themselves.

Respondents indicate that 35 per cent of American adults visited an art museum or gallery at least once in 1997. Other popular activities included attending ‘musical plays’ (25 per cent), non‐musical plays and classical music (both 16 per cent). Twelve per cent of the populated went to performances of jazz and dance other than ballet. Reading literature and visiting a historic park or an arts/crafts fair also had high participation rates ‐ the former, 63 per cent, and the latter two, about 47 per cent.

The chapter is divided into eight sections. The first three sections describe total participation, rates of participation, and participation by demographic group for each arts activity by types of participation: attendance at live events, participation through media, and active participation. The fourth section is devoted to socialisation, the amount of education and exposure to the arts. The fifth compares participation rates for the arts and other leisure activities. The sixth section focuses on music preferences, and the seventh on the geographical distribution of participation in the arts. The final section presents a summary and conclusions. Appendices to the report provide background and history of the survey, details of its methodology and analysis, and the questions asked in the survey.  相似文献   

Fostering Policies That Enhance Positive School Environment     

Peter L. Sheras  Catherine P. Bradshaw 《理论付诸实践》2016,55(2):129-135

Schools have a considerable influence on children's development, through proximal factors such as teachers and curriculum, but also through indirect effects of school policies. Although some policies and programs have the potential to increase stress and burden on students, educators, as well as the broader educational context, several programs have demonstrated a positive impact on the school environment. This article considers the role of some educational policies, programs, and activities related to discipline and teacher behavior, which together influence the school environment. Programs that set high expectations for student performance, healthy social-emotional learning, and positive behavior support are highlighted, due in part to rigorous research demonstrating both their broad reach and their impact on a range of learning and positive behavioral outcomes. Despite the potential significance of policies on the learning environment, there has been limited systematic research documenting the impact of policies on the school environment more broadly. This article concludes by identifying some areas for future study.  相似文献   

Project-based learning in an internship program: A qualitative study of related roles and their motivational attributes     

Abbas Johari  Amy C. Bradshaw 《Educational technology research and development : ETR & D》2008,56(3):329-359

The roles of task, learner, and mentor in a successful project-based instructional technology (IT) internship program were studied in light of contemporary motivation theories. Interns in four different locations were asked to apply their academic experiences in constructing real projects at work under the supervision of their site mentors and academic advisor. Data included tape-recorded intern interviews, status-review notes, e-portfolios, mentor interviews, and mentor evaluations. Data were collected over 6 semesters, from 18 different cases, 4 of which are highlighted here. The study considered the roles of task, learner, and mentors as they are needed to make the most of project-based internship programs. Implications for the design and development of internship and capstone programs, and specifically successful student performance in internship programs, are considered.  相似文献   

Evaluating Intervention Effects in a Diagnostic Classification Model Framework          下载免费PDF全文

Matthew J. Madison  Laine Bradshaw 《Journal of Educational Measurement》2018,55(1):32-51

The evaluation of intervention effects is an important objective of educational research. One way to evaluate the effectiveness of an intervention is to conduct an experiment that assigns individuals to control and treatment groups. In the context of pretest/posttest designed studies, this is referred to as a control‐group pretest/posttest design. The transition diagnostic classification model (TDCM) was recently developed to assess growth, defined as change in attribute mastery status over time, in a diagnostic classification model framework. The TDCM, however, does not model multiple groups, and therefore is not able to analyze data from a control‐group pretest/posttest designed experiment. In this study, we extend the TDCM to model multiple groups, thereby enabling the examination of group‐differential growth in attribute mastery and the evaluation of intervention effects. The utility of the multigroup TDCM is demonstrated in the evaluation of an innovative instructional method in mathematics education.  相似文献   

Performance score variation between days at Australian national and Olympic women's artistic gymnastics competition     

Bradshaw EJ  Hume PA  Aisbett B 《Journal of sports sciences》2012,30(2):191-199

We determined the inter-day variability in elite-standard women's artistic gymnastics competition scores. National (50 gymnasts for up to three days) and Olympic (24 gymnasts for up to five days) competition scores published in the public domain ('Giant poster pull-out', 2010 ; Gymnastics Australia, 2008 ) were evaluated using three statistical measures. Analyses of the inter-day differences in the mean scores as a percentage (MDiff%), coefficient of variation percentages for the mean score across both days (CV%), and Pearson correlation coefficients for the inter-day score (r) were interpreted using thresholds from trivial to large. National-class gymnasts' two-day performance variation was trivial for vault, small for floor and beam, and moderate for bars. When senior gymnasts competed for a third day the performance variation increased to moderate for vault. Across five days of Olympic competition there were trivial (e.g. CV%: vault = 0.8) to small (e.g. CV%: bars = 2.0) variations in performances between days on all apparatus. Olympians' performance score consistency is superior to senior, national-class competitors. The performance score consistency required for gymnasts who aspire to participate at the Olympics as a top-24 competitor is better than 3%.  相似文献   

Early changes in Achilles tendon behaviour in vivo following downhill backwards walking     

C. W. Joseph  E. J. Bradshaw  T. P. Furness  J. Kemp  R. A. Clark 《Journal of sports sciences》2016,34(13):1215-1221

Downhill backwards walking causes repeated, cyclical loading of the muscle–tendon unit. The effect this type of repeated loading has on the mechanical behaviour of the Achilles tendon is presently unknown. This study aimed to investigate the biomechanical response of the Achilles tendon aponeurosis complex following a downhill backwards walking protocol. Twenty active males (age: 22.3 ± 3.0 years; mass: 74.7 ± 5.6 kg; height: 1.8 ± 0.7 m) performed 60 min of downhill (8.5°), backwards walking on a treadmill at ?0.67 m · s^?1. Data were collected before, immediately post, and 24-, 48- and 168-h post-downhill backwards walking. Achilles tendon aponeurosis elongation, strain and stiffness were measured using ultrasonography. Muscle force decreased immediately post-downhill backward walking (P = 0.019). There were increases in Achilles tendon aponeurosis stiffness at 24-h post-downhill backward walking (307 ± 179.6 N · mm^?1, P = 0.004), and decreases in Achilles tendon aponeurosis strain during maximum voluntary contraction at 24 (3.8 ± 1.7%, P = 0.008) and 48 h (3.9 ± 1.8%, P = 0.002) post. Repeated cyclical loading of downhill backwards walking affects the behaviour of the muscle–tendon unit, most likely by altering muscle compliance, and these changes result in tendon stiffness increases.  相似文献   

Conference highlights     

Mary Herring  Abbas Johari  Amy C. Bradshaw  Mary B. Shoffner  Nada Dabbagh  Nathan Lowell 《TechTrends》2001,45(1):8-23

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The development and application of affective assessment in an upper‐level cell biology course     

Elizabeth Kitchen  Suzanne Reeve  John D. Bell  Richard R. Sudweeks  William S. Bradshaw 《科学教学研究杂志》2007,44(8):1057-1087

This study exemplifies how faculty members can develop instruments to assess affective responses of students to the specific features of the courses they teach. Means for assessing three types of affective responses are demonstrated: (a) student attitudes towards courses with differing instructional objectives and methodologies, (b) student self‐efficacy (confidence) in completing tasks common to practicing experts, and (c) interests in subject‐specific topics and associated intellectual skills. The iterative processes used in refining the instruments and performing the statistical analyses of their effectiveness are detailed. An analysis of data obtained using these instruments is also included. Positive attitudes towards courses emphasizing analytical thinking increased significantly over the course of a 14‐week semester, as did the measures of self‐efficacy. Despite the rigorous analytical nature of the course experience, the initial strong interest in cell biology topics and higher order thinking skills remained unchanged. There were no significant differences based on gender in any of the affective measures. We discuss the apparent dichotomy, revealed in these assessments, between students' idealistic, academic attitudes towards the course's effectiveness and their opinions of its effects on them personally. We conclude by reporting how insights garnered both from these formal assessments and from anecdotal communications have prompted experimental modifications in the design and conduct of the course. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1057–1087, 2007  相似文献   

Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity     

Pete Bradshaw  Sarah Younie 《Teacher Development》2016,20(5):599-613

This paper focuses on the impact of pre-service teachers’ engagement in the annual BBC News School Report project on their emerging professional identity and on the evidence they provide as part of the process of becoming qualified. The research reported on is drawn from three years of enquiry. Respondents included pre-service teachers themselves, their tutors as representatives of teacher education providers and their mentors as representatives of schools in which they were placed. The methodological approach was interpretative and phenomenological with qualitative and quantitative data being analysed for emergent themes. Two years of evaluations were followed by a third year in which a set of case studies were developed. The research showed that professional identity is enhanced through being in a leading role in respect of curriculum and working with other staff. Through engagement in such projects, this paper moots that pre-service teachers develop richer evidence of emerging professionalism as defined by standards of initial teacher training. Moreover, self-perception of role was modified to one in which they saw themselves, and were seen, as equals to qualified staff rather than subservient to or dependent on them. A new more equal power relationship developed as they took on responsibility for the project. Pre-service teachers’ move to become full members of the professional community for which they are training was accelerated.  相似文献