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11.
Amanda L. March Jose M. Castillo Julie G. Daye Lisa P. Bateman Cheryl D. Gelley 《Journal of educational and psychological consultation》2020,30(2):210-250
ABSTRACTSystems coaching is a professional development approach focusing on the implementation fidelity of evidence-based practices and whole school reform efforts such as Response to Intervention (RtI). However, the roles, responsibilities, and supports required by systems coaches, and how the work of those tasked with facilitating capacity for RtI implementation manifests within complex and multifaceted school environments remains unclear. The purpose of the current exploratory study was to investigate coaches’ perspectives and experiences related to RtI implementation to illustrate systems coaching in context. Ten coaches providing job-embedded support for RtI implementation across 34 schools in one state participated in semi-structured interviews. A constant-comparative and matrix analysis approach was used to generate codes and themes. Results indicated systems coaches experience a number of systemic and contextually dependent facilitators and barriers to their work, providing implications for RtI coaches’ preparation, ongoing support, and current practices, as well as directions for future research. 相似文献
12.
In addition to educating and extending knowledge, university programs for seniors, at least the university program for seniors at the University of the Balearic Islands during the period analyzed, also fulfil physical and psychological health-related functions specifically related to our analysis of social support. This article reaches several conclusions on social support that reaffirm the idea of the role these university programs play in seniors' lives. Reducing these programs to a purely instructive approach would not only be a conceptual error, but would also overlook the effects and impacts they have on seniors' quality of life, regardless of the knowledge that may be acquired. 相似文献
13.
March Silver 《海外英语》2009,(11):19-19
数一数你手头损坏和废弃的CD和DVD光碟吧,和你一样的用户有数百万。这些废弃光碟加上那些商用废旧数据碟片及音乐、游戏和影视碟片,每年总数可达到数十亿张。你怎样将其回收再生呢? 相似文献
14.
Jose M. Castillo Amanda L. March Sim Yin Tan Kevin M. Stockslager Amber Brundage Mollie Mccullough Sujay Sabnis 《Psychology in the schools》2016,53(9):893-910
Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed. 相似文献
15.
Luís Ballester Carmen Orte Marti X. March Josep Lluís Oliver 《Educational gerontology》2013,39(4):253-261
ABSTRACT In this paper we consider that, to a great degree, educational quality is insured through successful educational and social-relationship strategies developed among educators and their older adult students. Proposals to improve educational quality should be considered within the unique context of each university's mission and goals. Otherwise, the same measures used in different institutions may lead either to progress or to educational and social regression. Much depends on the conditions under which programs are implemented, and the way they are perceived by participants in the educational process. 相似文献
16.
Ieva Stupans Geoff March Susanne M. Owen 《Assessment & Evaluation in Higher Education》2013,38(5):507-519
Professional preparatory health programmes generally involve clinical placements with a focus on integration of theory into real life practice. Reflective writing is often included in the assessment requirements for clinical placement courses. However enabling students to engage in deeper levels of reflective writing in action, on action and for action requires careful scaffolding and assessment task design within university clinical placement handbooks. The purpose of this case study was to explore iterative refinement of assessment exercises within clinical placement handbook activities. Specifically, the study examined students’ responses to counselling experiences in authentic pharmacy practice, with comparative analysis undertaken for the various versions of the assessment task. Results showed that provision of iteratively developed guidelines, provided to three different groups of students, to support students in the assessment task, increased the marks achieved for individual components of the assessment. The results provide insight into how the design of these types of assessment exercises can be improved. 相似文献
17.
Despite a variety of definitions, children’s books and picture books generally adhere to certain conventions. Depicting the
Holocaust in children’s books challenges these conventions. The authors review the Holocaust literature for children, paying
special attention to two picture books: Let the Celebrations Begin! by Margaret Wild and Julie Vivas, and Rose Blanche by
Roberto Innocenti and Christophe Gallaz. Their analysis leads them to conclude the books for children that deal with horrific
events should be viewed as a category of their own.
Virginia A. Walter is an assistant professor at the Graduate School of Library and Information Science at the University of
California, Los Angeles. She has a Master of Library Science degree from the University of California, Berkeley, and a Ph.D.
from the University of Southern California. Susan F. March is on the faculty of Kehillath Israel Religious School in Pacific
Palisades, California. She has a Master of Arts in Education degree from the University of Judaism in Los Angeles and a Master
of Library Science from UCLA. 相似文献
18.
Roger T. Johnson Robert Bjorkland March L. Krotee 《Research quarterly for exercise and sport》2013,84(2):129-134
Abstract There are three types of student-student interaction patterns which can be structured for students learning a physical skill: cooperative, competitive, and individualistic (Deutsch, 1962; Johnson & Johnson, 1975). In this study, one hundred and fifteen university students were randomly assigned to condition, stratifying for physical ability on a pretest. The golf skill of putting was taught to each condition in six periods of 45 min each, with putting ability, altitudes toward the instructor, attitudes toward peers, attitudes toward self and attitudes toward the different interaction patterns being measured. The results indicate that cooperative interaction tends to promote putting skill and more positive attitudes toward the instructor and each other. Students in the cooperative and competitive conditions showed a preference for their own interaction patterns, while all students indicated less positive feelings for the individualistic condition. 相似文献
19.
Susan B. Campbell Elizabeth W. Pierce Cynthia L. March Linda J. Ewing Emily K. Szumowski 《Child development》1994,65(3):836-851
Preschool boys identified by their parents and/or teachers as active, inattentive, and impulsive ( N = 69) at age 4 were compared with boys without problem ( N = 43) on observational measures of symptm-related behaviors, obtained across context (home, laboratory, and preschool). Problem boys differed from comparison boys on measures of activity/inattention, noncompliance, and impulsivity obtained in the 3 settings. At a 2-year follow-up, when they were 6 years old, problem boys continued to differ from comparison boys on laboratory measures of activity and impulsivity; there also was some stability in these symptomatic behaviors. Implications of these findings for the emergence and persistence of externalizing problems in preschool boys are addressed. 相似文献