Supplemental Fluency Intervention and Determinants of Reading Outcomes     

Patricia F. Vadasy  Elizabeth A. Sanders 《Scientific Studies of Reading》2013,17(5):383-425

This study replicates research on the efficacy of a repeated reading intervention with word-level instruction for students in Grades 2 and 3 with low to moderate fluency skills, examines differences between treatment implementers, and tests unique contributions of treatment-related variables on outcomes. Students from 13 schools were randomly assigned to dyads; dyads were randomly assigned to treatment or control conditions. Schools were matched into treatment implementer groups (teachers or paraeducators) at study onset. Tutoring occurred during school hours for 15 weeks (M = 25.5 hr). Multilevel model results showed treatment students (n = 98) gained more than controls (n = 104) on measures of letter-sound knowledge (d = .41), fluency (d = .37–.38), and comprehension (d = .30–.31); students tutored by teachers gained more than their paraeducator-tutored peers on word reading and fluency. Finally, dyads tutored with greater fidelity gained more in word reading and fluency; dyads that read more complex words in their texts gained less on letter-sounds, fluency, and comprehension.  相似文献   

“Thinking About Thinking: It's not Just for Philosophers:” Using Metacognitive Journals to Teach and Learn About Constructivism     

Mary M. Cornish  Patricia A. Cantor 《Journal of Early Childhood Teacher Education》2013,34(4):326-339

This article describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. We emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential. We share the effects on our students' learning and on our teaching. We also offer recommendations for teacher educators to incorporate Metacognitive Journals in their practice  相似文献   

Fostering Resilience: A Necessary Skill for Teacher Retention     

Patricia A. Doney 《Journal of Science Teacher Education》2013,24(4):645-664

The goal of this qualitative 2-year study was to examine the resilience building process in four novice secondary science teachers and its link to teacher retention. To achieve the research goal, a resilience framework was established. Three factors were instrumental in creating the framework. The first focused on stressors and protective factors in the lives of novice secondary science teachers and provided direction and goals for the research. Second, a case study was developed for each of the four teachers participating in the research in order to emphasize the detailed analysis of factors linked to resilience. Finally, cross-case analysis was employed to identify similarities and differences and provide insight into issues concerning the resilience process. Results of this study suggest that the interaction between stressors and protective factors acts as a primary force in the resilience process and stimulate responses to help counteract negative effects of resulting stress. Therefore, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.  相似文献   

Treatment Fidelity Challenges in a Five-State Consultation Study     

Patricia W. Wesley  Donna Bryant PhD  Carla Fenson MEd  Kere Hughes-Belding PhD  Kathryn Tout PhD  Amy Susman-Stillman PhD 《Journal of educational and psychological consultation》2013,23(3):209-227

Consultation is a promising approach to creating change in early childhood programs, from innovations in instructional strategies to the enhancement of global program quality. Studies of consultation effectiveness have been hampered by limited reports of implementation fidelity related to consultation procedures. This article describes the challenges of supporting and measuring implementation fidelity in a 5-state study in which community consultants followed a collaborative consultation model to enhance global quality in childcare programs. The authors consider the limitations of using a randomized experimental design to study the effectiveness of consultation and share lessons learned in their efforts to enhance treatment fidelity without compromising the basic tenets of the model or the rigorous design.  相似文献   

Why Do We Gotta Do This Stuff,Mr. Nehring?: Notes from a Teacher's Day in School     

Patricia H. Phelps 《Teaching Education》2013,24(1):225-226

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Teaching and learning across disciplines: student and staff experiences in a newly modularised system     

Eilis Hennessy  Rosario Hernandez  Patricia Kieran  Henry MacLoughlin 《Teaching in Higher Education》2013,18(6):675-689

Within modular degrees it is sometimes possible for students to broaden their education by taking modules from outside their main programme of study. This is one significant aspect of modular degrees which has not been studied. In an effort to better understand this issue, the research reported in this paper explored the experiences: (1) of students taking modules from outside their programme of study and; (2) of staff teaching modules with significant numbers of students from other programmes. In total, 820 undergraduate students responded to an on-line survey; 12 academic staff members participated in interviews. The survey focused on students’ reasons for choosing the module, their experiences of assessment and their perceptions of workload. Interviews with academic staff focused on the influence of non-programme students on teaching and assessment practices. The discussion addresses the implications of student choice and classroom diversity for teaching and assessment in modular systems.  相似文献   

Extreme science     

Vertinsky  Patricia 《Metascience》2020,29(3):429-432

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Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs     

Katherine A. MacDonald  Patricia K. Hrynchak  Marlee M. Spafford 《Journal of the Medical Library Association》2014,102(3):210-215

North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians.  相似文献   

Public health practitioners' information access and use patterns in the Maryland (USA) public health departments of Anne Arundel and Wicomico Counties     

Twose C  Swartz P  Bunker E  Roderer NK  Oliver KB 《Health information and libraries journal》2008,25(1):13-22

PURPOSE: To increase understanding of the information needs and use of public health practitioners. SETTING: From June 2005 to May 2006, the library offered a course in public health information resources to eighteen practitioners in two counties, access to the library's licensed electronic resources through a tailored web portal, and consulting services. EVALUATION METHOD: We combined usage statistics from the web portal, self-report and observational data collected during training and shadowing of participants. CONCLUSIONS: The data from this project indicate that usage of licensed information resources and services is infrequent but broad ranging. A few users register at the high end of the usage range, but one use of one high quality article can have a significant impact on policy decisions. Time and competing responsibilities often constrain the retrieval and use of resources for evidence-based decision making and an informationist or power-user model may be more appropriate than training all practitioners to integrate searching into their workflow. This study indicates (i) that evidence-based public health practice requires seamless and broadly based information access; and (ii) that the currently existing patchwork does not support the level of use or take into account the time constraints of information needs for public health practice.  相似文献   

Reviews     

Nancy Green  Patricia Hough  Sandra J. Jackanicz  Geoff Bookbinder 《Literacy》1980,14(1):37-39

Moyle, Donald (compiler) (1979) Teaching Reading. Peddie, W. S. & White, G. R. (1978). Testing in Practice–a guide to the preparation and marking of tests, formal examinations and informal assessments. Drummond, Don and Wignell, Edna (Editors), 1979. Reading: A Source Book. Roswell, Florence G. and Chall Jeanne S., (1979). Roswell Chall Diagnostic Reading Test of Word Analysis Skills.  相似文献