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151.
Leanne R. Ketterlin‐Geller 《Educational Measurement》2008,27(3):3-16
This article presents a model of assessment development integrating student characteristics with the conceptualization, design, and implementation of standardized achievement tests. The model extends the assessment triangle proposed by the National Research Council ( Pellegrino, Chudowsky, & Glaser, 2001 ) to consider the needs of students with disabilities and English learners on two dimensions: cognitive interaction and observation interaction. Specific steps in the test development cycle for including students with special needs are proposed following the guidelines provided by Downing (2006) . Because this model of test development considers the range of student needs before test development commences, student characteristics are supported by applying the principles of universal design and appropriately aligning accommodations to address student needs. Specific guidelines for test development are presented. 相似文献
152.
Jill Willis Peter Churchward Denise Beutel Rebecca Spooner-Lane Leanne Crosswell Elizabeth Curtis 《School Leadership & Management》2019,39(3-4):334-351
ABSTRACTMentors for beginning teachers in schools are often unacknowledged middle leaders in their schools. Through their work with beginning teachers, they not only provide local leadership in their contexts, they influence and shape the work of the next generation of teachers. Government-funded mentor training for the purpose of supporting beginning teachers in Education Queensland schools commenced in 2014 (Queensland Government. [2017]. Mentoring Beginning Teachers. http://education.qld.gov.au/staff/development/employee/teachers/mentoring.html). In Queensland, Australia, over 3000 experienced teachers have completed a two-day professional learning Mentoring Beginning Teacher (MBT) programme. Upon completion, mentors were expected to design and enact a mentoring programme that met the beginning teachers’ needs in their context, using the dialogic mentoring principles they had learned to fulfil the policy goals of increasing the number of beginning teachers transitioning to full registration. This article draws on Bernstein’s ([2000]. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Revised ed. Rowman & Littlefield) concepts of recontextualisation, and horizontal and vertical discourses of knowledge to understand how mentor teachers negotiated and enacted their roles as middle leaders in schools in diverse schooling contexts. 相似文献
153.
154.
Jennifer Gore Sally Patfield Leanne Fray Kathryn Holmes Maree Gruppetta Adam Lloyd Maxwell Smith Treesa Heath 《The Australian Educational Researcher》2017,44(3):323-355
While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship. 相似文献
155.
A growing literature points to the importance of children's relationships with their teachers as a factor influencing attitudinal, cognitive, and behavioral aspects of school adjustment. However, such data may be confounded when the same teacher rates school adjustment as well as relationship quality. The present study sought to address this problem by investigating direct (self-reported feelings about the teacher) and indirect (representations through drawings) procedures to assess children's perspectives on the relationship. Self-report questions were adapted from measures of school liking and maternal acceptance. Drawings applied Fury's system for describing relational negativity in child–family drawings. Results, based on a sample of 125 six-year-olds, showed significant associations between children's reports/drawings and teacher-rated relationship quality and school adjustment. Negativity in child–teacher drawings was a particularly salient correlate, suggesting that children's representations of relationships can provide a useful independent means of identifying relationship or adjustment difficulties at school. 相似文献
156.
Erinn Hanner Emily J. Braham Leanne Elliott Melissa E. Libertus 《Mind, Brain, and Education》2019,13(2):110-118
Young children have better math abilities when their parents engage in more math‐related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult–child conversations about math in a naturalistic context using minimal instructions. We observed 179 adult–child dyads while they shopped in grocery stores with signs prompting them to engage in math‐related conversations (math condition), signs prompting them to talk about other topics (general language condition), or without any signs (baseline condition). In the math condition, more adults talked about math compared to the general language or the baseline condition, and this finding could not be explained by demographic characteristics of the dyad or the overall amount of conversations. This study demonstrates that cost‐effective signs placed in everyday contexts can promote math‐related conversations and potentially provide math learning opportunities for children. 相似文献
157.
Constance C. Beecher Mary I. Abbott Sarah Petersen Charles R. Greenwood 《Early Childhood Education Journal》2017,45(5):595-602
Despite much progress in improving the quality of preschool programs, there is still an uneven quality of instruction in early childhood settings. Providing support and professional development (PD) for teachers that is practical, systematic and sustainable is one potential avenue to increase classroom quality in preschool, including quality of literacy instruction. Preschool educators who want to focus on increasing the quality of literacy instruction need simple-to-use tools that can be implemented quickly and provide a means to assess progress towards the goal of improving literacy instruction. The Quality of Literacy Implementation checklist measures how well the teaching staff include intentional, instruction in literacy/oral language. Rather than focusing on a specific curriculum or intervention, quality of implementation focuses on the teacher’s delivery of key procedural features of evidence-based instruction. As is the case with fidelity of implementation, a quality of implementation checklist not only measures implementation but also provides a roadmap about how instruction might be modified to ensure that critical and essential skills are emphasized across the preschool day. 相似文献
158.
Donna Cross Leanne Lester Natasha Pearce Amy Barnes Shelley Beatty 《The Journal of educational research》2018,111(3):255-267
Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying. 相似文献
159.
Robert H. Bradley Daniel J. Mundfrom Leanne Whiteside Patrick H. Casey Kathleen Barrett 《Child development》1994,65(3):880-888
Factor analyses were performed on the Infant-Toddler and the Early Childhood versions of the HOME Inventory for 3 groups (blacks, whites, and Hispanics) of premature, low-birthweight children. Participants lived in 8 different U.S. cities. On the IT-HOME, 5 factors were originally retained for each group using the principal factors method of extraction. Factor structures for blacks and whites were similar, accounting for 85% and 75% of the variance, respectively. The structure for Hispanics was somewhat different; a 7-factor solution accounting for 65% of the variance was most interpretable. For the EC-HOME, 6 factors were retained for both black and white groups, accounting for 80% and 73% of the variance, respectively. For Hispanics, an 8-factor solution accounted for 59% of the variance. The factor structures for blacks and whites were largely in agreement with the current organization of items into subscales. The fit for Hispanics was not quite as good, but most factors also corresponded to current subscales. 相似文献
160.
Jay Buzhardt Charles R. Greenwood Mary Abbott Yolanda Tapia 《Educational technology research and development : ETR & D》2006,54(5):467-492
Few evidence-based instructional practices achieve large-scale use, often remaining only in the schools directly involved
in their development. Research on scaling up effective educational practice often lacks sensitive measures of the practice's
implementation and the required research protocol. This article describes how we used rate of implementation as a sensitive
measure to help identify barriers to implementation of class-wide peer tutoring (CWPT). Using communication technologies and
a learning management system, we monitored the rate of CWPT implementation and its research protocol across nine schools in
five states. Rate of implementation was defined as the number of weeks in which a school successfully completed the 12 implementation
tasks required to reach full implementation. We discuss factors related to the variation in implementation rate (30-50 weeks)
between schools, and implications of this measurement strategy for research on instructional practices and the technology
used to facilitate scalability research. 相似文献