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161.
Lori A. Rolleri Regina Firpo-Triplett Catherine A. Lesesne Claire Moore Kimberly D. Leeks 《American journal of sexuality education》2014,9(2):135-154
Evidence-based interventions (EBIs) are effective in preventing adolescent pregnancy and sexually transmitted infections; however, prevention practitioners are challenged when selecting and adapting the most appropriate programs. While there are existing adaptation frameworks, there is little practical guidance in applying research in the field. To address this need, the Centers for Disease Control and Prevention (CDC) Division of Reproductive Health initiated the Adaptation Guidance Project. The project included the development of a comprehensive adaptation guidance framework and adaptation kits for select evidence-based teen pregnancy and HIV prevention programs. In addition, three innovative concepts emerged that have application to other adaptation program and evaluation efforts, including moving research into practice. First, the authors defined the core components of an EBI in three distinct ways: core content, core pedagogy, and core implementation. Second, they piloted a practitioner-friendly adaptation guidance-messaging schema—Green, Yellow, and Red Light Adaptations, and last they included fidelity/adaptation monitoring logs. This article will describe the process used to develop the adaptation guidance kits, including the main features and tools. 相似文献
162.
163.
Jannet A. Wright Caroline Newton Michael Clarke Chris Donlan Claire Lister Jasmina Cherguit 《British Journal of Special Education》2006,33(1):25-32
The findings presented in this paper are part of an independent evaluation study of the Communication Aids Project (CAP). The study was carried out between July 2003 and April 2004 and looked at the impact of CAP on children receiving communication aids and evaluated the CAP strategy of assessment and delivery. In this paper the views of education staff and speech and language therapists who were working with communication aid users in school are presented. The professionals who were interviewed provided positive feedback on the existence of CAP, on the assessment for the communication aid, particularly where the use of the aid in the classroom was considered, and on the children's increased participation in classroom and learning activities since receiving the aid. They also highlighted the issue of managing parents' expectations regarding the use of aids and the value of and need for continued training for professionals working with communication aids in the classroom. The authors of this article, Jannet Wright, senior lecturer, Chris Donlan, senior lecturer, Caroline Newton, lecturer, and Michael Clarke, lecturer, from University College London; Claire Lister, from the Institute of Child Health, London; and Jasmina Cherguit, assistant psychologist, draw upon their findings to develop recommendations for future policy, practice and professional development. 相似文献
164.
165.
Asha K. Jitendra Lana L. Edwards Claire M. Choutka Pamela S. Treadway 《Learning disabilities research & practice》2002,17(4):252-267
The purpose of this article is to describe a collaborative approach to planning in the content areas to include and allow students with learning disabilities access to the general education curriculum. Procedures for selecting and organizing content, determining activities, identifying accommodations and modifications necessary to enhance content learning, and assessing student performance are presented. In addition, a sample unit plan and a lesson plan are included to illustrate the outcomes of collaborative planning based on effective teaching practices. 相似文献
166.
Claire Wyatt-Smith 《English in Education》1997,31(3):8-22
This article examines issues of writing instruction and assessment as they relate to an approach to English language education that has been developed in Australia. The approach, put forward by proponents of genre theory, is underpinned by the argument that it is essential for all teachers, and especially English teachers, to have a ‘metalanguage’ about language education. The expectation is that such a metalanguage makes it possible for teachers and students to develop shared understandings of how written and spoken language works in their various forms. The related argument is that the teacher represents an authoritative (as distinct from authoritarian) language user in the classroom and is responsible for teaching the linguistic characteristics of texts as well as the relationship between texts and the cultural and social contexts in which they are produced and received. In this article I examine the ‘genre’ position and consider its relevance to the business of teaching, learning and assessing in the English classroom. 相似文献
167.
The complexity of practicum in initial teacher education, in terms of the range of diverse social relations and differing school contexts, provides a challenge for teacher educators worldwide, aiming to guide and shape opportunities for student teachers learning to teach. This challenge is further compounded by societal problems linked to child poverty. Drawing from social capital theory, this paper explores the kinds of social relations that are currently associated with student teachers’ practicum experience in schools located in areas of social and economic deprivation or with significant proportions of pupils living in poverty. The paper brings to the surface types of social relations that are beneficial to mitigating the effects of poverty on educational outcomes. The case is made that practicum does not currently support the principles of social capital theory by enabling student teachers to develop an understanding of how to make connections, and develop the social relationships required to support positive educational outcomes for the children and young people in such contexts. Findings indicate that more effective ‘joint practice’ is required to better support student teachers’ professional learning. 相似文献
168.
Fifteen pianists were asked to study the same piano piece for a period of time. They were then interviewed about motivation to pursue musical performance and factors which influence the generation of performance. Participants were encouraged to raise their own issues or refute the ones presented. The data were then subjected to a content analysis. It was assumed that emotion plays an important part in motivating a performer over a long period of time and also influences actual playing. Four main components common to the participants emerged as influencing performance generation. There also appeared to be four main components describing motives for pursuing music. The results suggest that emotion is intertwined with both performance generation and motivation for musical performance. Findings may have a bearing on the nurturing of musical talent, and imply that competitiveness could be detrimental rather than beneficial to an artistic endeavour. 相似文献
169.
This paper positions the importance of frequency sensitivity in the development of orthographic knowledge throughout childhood and promotes learning to spell as a vehicle which may be used effectively to develop this sensitivity. It is suggested that orthographic knowledge is advanced via a process of ‘frequency sensitivity’ to ‘patterns and sequences’ and ‘rules and regularities’ particular to English orthography and that the process of sensitivity to these coarse grain orthographic patterns is influenced by consistency in sound and by morphological knowledge (knowledge of morphemes; words or word parts that form the smallest unit of meaning in language). A model highlighting the increasing importance of orthography and morphology as reading and spelling development progresses is presented. Discussion of the importance of considering phonology, orthography and morphology throughout literacy development and the relative importance of each is discussed. Distinctions are drawn between the processes involved in children who are good readers and good spellers, children who are good readers and poor spellers, and children who are poor readers and poor spellers. This paper outlines how considering these interrelated and developmentally sensitive contributors to literacy development can contribute to the practice of educational professionals in promoting the development of literacy skills throughout childhood. 相似文献
170.
This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education. 相似文献