Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

Students’ use of slope conceptualizations when reasoning about the line of best fit     

Stephanie A. Casey  Courtney Nagle 《Educational Studies in Mathematics》2016,92(2):163-177

  相似文献   

Elementary Education Teacher Candidates’ Integration of Technology in the Design of Interdisciplinary Units     

Drew Polly  Tracy Rock 《TechTrends》2016,60(4):336-343

  相似文献   

Assessment of Cooperative Learning: A Goal-Criterion Approach   总被引：2，自引：0，他引：2  

Vernon A. Quarstein  Polly A. Peterson 《Innovative Higher Education》2001,26(1):59-77

The problem of assessment of non-traditional teaching techniques has long challenged educational administrators and faculty. The approach to assessment that we followed in this instance employed a model that we developed to assess group learning, variously known as cooperative learning, collaborative learning, or team learning. We applied the model to group-based case study courses that included innovative enhancements such as group exams and group-based role-play. The model required balanced representation among multiple learning criteria arranged in six goal-criterion sets, all drawn from the literature on group learning. We designed a test instrument based on the model and administered the instrument to 85 students near the end of three business strategy courses. Imbalances among criteria in the six goal-criterion sets helped identify and correct weaknesses in course design and in methods of instruction.  相似文献   

Faculty Survey of Student Engagement: What Do Faculty Say About Rubrics?     

John Zilvinskis  Thomas F. Nelson Laird  Polly Graham 《Assessment Update》2019,31(6):1-16

  相似文献   

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)     

Valerie Dean O’Loughlin  Polly R. Husmann  James J. Brokaw 《Anatomical sciences education》2019,12(2):181-190

Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.  相似文献   

The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review     

Catherine B. Woods  Kevin Volf  Liam Kelly  Blthín Casey  Peter Gelius  Sven Messing  Sarah Forberger  Jeroen Lakerveld  Joanna Zukowska  Enrique García Bengoechea  PEN consortium 《运动与健康科学(英文)》2021,10(3):263-276

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.  相似文献   

A Model for Peer Review in Instructional Design     

Carl Casey  Dwight Branvold  Brian Cargille 《Performance Improvement Quarterly》1996,9(3):32-51

Although many professions practice some type of formal peer review, similar support for increasing the quality and efficiency of instructional design products is largely informal. Most designers develop solutions in professional eommunilies-of-practice, but formal design methodologies ordained by many corporations and instructional design schools do not account for the strong influence these communities have on design decisions. This paper describes an instructional design review process that is modeled after a widely accepted practice among software developers in which peers offer feedback through “structured walkthroughs.” The instructional design review helps the practitioner develop stronger designs more quickly. provides a means to scaffold the novice designer in the vagaries of the workplace, and improves organizational memory. An artifact of a design review as well as guidelines and success factors are presented. The paper provides a summary of a formal peer review structure that has been developed and tested over the past three years at a major corporation.  相似文献   

The learning worker,organizations and democracy     

Catherine Casey 《International Journal of Lifelong Education》2013,32(6):620-634

A current turn of interest in notions of the ‘learning economy’ and the ‘learning society’ is fuelling discussions on promoting education, training and learning in contemporary organizations and workplaces. Although the education of workers has been variously theorized and practised throughout the 20th century, the current debates are marked by a prevailing economic perspective that places emphasis on constructing ‘learning organizations’ and on ‘human resource’ learning in service of organizational strategies for innovation and competitive advantage in economic activities. Critics point out that economic and managerial models scarcely attend to the human subjectivity of the learner‐worker and the worker's diverse learning interests. Broader socio‐cultural ends of worker learning such as lifelong human development and participatory citizenship in democratic society are very often overlooked. This article offers a critical discussion of current conceptions of learning organizations and learning workers. It argues that the prevailing focus on techno‐economic imperatives and of obscured managerial elite interests in organizations currently circumscribe and delimit learning in production organizations. It proposes that a more comprehensive approach to learning in organizations attends explicitly to the needs and interests of workers as learning persons. Taking a longer view, it proposes that organizational and worker learning may generate not only improved work practices but may regenerate links between lifelong learning, societal democratic citizenship and civilized organizations.  相似文献   

Influence of Individual North American and British Journals on Medical Progress in the United States and Britain     

Casey AE 《Bulletin of the Medical Library Association》1942,30(5):464-466

  相似文献