The Effects of Teacher Training on Teachers’ Family-Engagement Practices,Attitudes, and Knowledge: A Meta-analysis

ABSTRACT

When families are engaged in their education, children’s academic, behavioral, and social-emotional development is indirectly supported. Many teacher-training programs (TTPs) focused on preparing teachers to communicate and work with families have been developed, although inconsistencies regarding their effectiveness exist. The current meta-analysis of 39 studies systematically analyzed the effects of TTPs on teachers’ family-engagement practices, attitudes, and knowledge. TTPs included preservice university courses, teacher in-service, and professional development programs. Studies were coded for key sample, setting, and quality characteristics. Analyses revealed TTPs had a significant positive effect on all teacher family-engagement outcomes. Key intervention components were also determined (e.g., communication strategies, collaborative planning, and problem solving) and can be used to inform the development of future TTPs. Although results are promising, future TTPs should aim to improve methodological rigor and study quality.     

EXAMINATION OF EARLY CHILDHOOD PRACTITIONERS’ GENERAL PERCEPTION OF GENDER DIFFERENCES IN YOUNG CHILDREN

This study attempts to explore and discuss preschool teachers’ perception of gender differences in young children through their verbal expression. The teachers (Study I, n —121, Study II, n= 31) in this study perceive female preschoolers as positive and sensitive learners. While many learner qualities such as inventive, problem‐solver, builder, hands‐on, questioning, etc. are identified more often for boys than girls, overall the teachers’ perception of the boys’ group is less “teachable” and “easy to work with” than the girls group. In addition, one of the most intriguing and concerning observations is that girls are perceived as “passive learners” and therefore they are more “teachable” than boys. As implications of the study, the paper discusses an important understanding of gender‐fair and gender‐congruent pedagogical awareness for developmentally and culturally appropriate practice in early childhood education.

This study was originally presented at the 1999 AERA Annual Meeting, April 19‐23, Montreal, Canada, and was titled Examination of Preschool Teachers’ Biased Perception on Gender Difference.     

Differences in technique between sprinters and distance runners at equal and maximal speeds

In the finishing kick of a distance race, maximizing speed becomes the focus even if economy may be sacrificed. If distance runners knew how to alter their technique to become more sprint-like, this process could be more successful. In this study, we compared the differences in technique between sprinters and distance runners while running at equal and maximal speeds. Athletes consisted of 10 Division I distance runners, 10 Division I sprinters, and 10 healthy non-runners. They performed two tests, each consisting of a 60-m run on the track: Test 1 at a set pace of 5.81 m/s, while Test 2 was maximal speed. Video was collected at 180 Hz. Significant differences (P < 0.05) between the sprint and distance groups at maximal speeds were found in the following areas: speed, minimum hip angle, knee extension at toe-off, stride length, contact time, and recovery knee at touchdown. In Test 1, sprinters and distance runners displayed many of the same significant differences. The control group was similar to the distance group in both trials. As distance runners attempt to sprint, the desired adjustments do not necessarily occur. Distance runners may benefit from biomechanical interventions to improve running speed near the end of a race.     

MSIs across the globe: laying the foundation for future research

In this paper, we explore the role that Minority Serving Institutions (MSIs) play in democratizing education in the USA and around the world, examining both the institutions and their larger context. We also put forth recommendations for reaching and empowering students attending MSIs and “students at the margins” across the globe.     

MUSEpad: Supporting Information Accessibility Through Mobile Location-Based Technology

Conclusion Since performing this testing in 2003, there have already been great advancements in computer technologies. For example, OQO has developed a new computer that is as powerful as the Tablet PC that we used and as small as a PDA (http://www.oqo.com). It has a retractable tactile keyboard that would facilitate use by low vision users and has built in 802.11b wireless and Bluetooth capability. It also has a shock mounted hard drive to protect against accidental drops. Still the cost of this device may be prohibitive for many small museums to loan freely to patrons visiting their museum. There have also been great advancements in cellular technology. It is now common for cell phones to have the ability to access the Internet. Many have built-in cameras and others have been combined with PDAs. It is quite likely that in the next few years these devices may provide the ideal platform for achieving the aims of this research. By designing software to deliver content to such devices, the museums would be free of the cost of purchasing mobile computing devices for patrons to use. Museums wishing to support the diverse information needs of their patrons would simply develop the digital content that could be delivered to these mobile devices. Furthermore, this information could serve multiple purposes such as electronically documenting the museum’s collection and populating the museums Web site with a rich set of content that could be used to attract visitors to their museum, while at the same time increasing the accessibility of their online presence     

Measuring Multidimensional Subjective Well-Being with the I COPPE Scale in a Hispanic Sample

The purpose of this study was to provide initial validity evidence for measuring multidimensional subjective well-being in a Hispanic sample with the Interpersonal, Community, Occupational, Physical, Psychological, Economic (I COPPE) Scale. Participants were 641 English-speaking adults who self-identified as Hispanic. Bi-factor analyses were used to evaluate (a) the a priori measurement theory for responses to the I COPPE Scale and (b) convergent relationships of the seven I COPPE subjective well-being factors with scores from established comparison instruments. There was evidence that (a) the a priori hypothesized measurement theory for responses to the I COPPE Scale emerged in an exploratory bi-factor analysis and (b) the I COPPE subjective well-being factors exhibited convergent relationships with scores from comparison instruments. Use of the I COPPE Scale to derive multidimensional measures of subjective well-being may be of potential utility to future research in the interdisciplinary study of human movement and in a diversity of populations in which health disparities may exist.     

A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities

Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.     

The Relationship Between Learning Approaches to Part‐Time Study of Management Courses and Transfer of Learning to the Workplace

The aim of this study was to investigate the relationship between students’ learning approaches to study on part‐time, distance‐learning management courses, and transfer of their learning to the workplace. The relationship between these two variables has rarely been considered before, as they emanate from research areas that have remained distinct. Three learning approaches are identified by ASSIST, the instrument used in this study: the deep approach, the strategic approach, and the surface‐apathetic approach. Transfer of learning was measured by student self‐report. The deep approach was closely related to transfer of learning from the course to the workplace but strategic and surface‐apathetic approaches did not show a significant association. Contrary to expectations, academic grades also showed no significant association with transfer of learning. The findings are discussed in relation to cognitive changes proposed to occur during transfer of learning.     

Educational implications of the TV medium

Conclusion It should be clear that television has much to contribute to education both in extending educational opportunity more widely and in raising the level of quality of what is offered. But to use it effectively it is essential that its characteristics be understood, its potentials be utilized, and its limitations be overcome. Wisely used, television can prove to be a twentieth century answer to some of the century’s most pressing educational problems. On leave from Ohio State University, the husband and wife American specialist team of I. Keith Tyler (long-time director of the Institute for Education by Radio-Television and consultant in educational broadcasting) and Margaret C. Tyler (supervisor of the Ohio School of the Air) spent six and one-half months in the United Arab Republic working with UAR-Television and the Ministry of Education developing an instructional TV series in Arabic literacy and laying the foundations for the extensive use of television in formal education. They followed this with short-term assignments in Manila, Hong Kong, Japan, and Taiwan, lecturing and consulting with leaders in education and television. Educational Implications of the Television Medium was originally presented by Mr. Tyler to representatives of the Ministry of Education in Cairo as basic orientation, and, with minor changes, to educators and broadcasters at Ateneo University in Manila.