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Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth 总被引:2,自引:0,他引:2
Bridget K. Hamre Laura M. Justice Robert C. Pianta Carolyn Kilday Beverly Sweeney Jason T. Downer Allison Leach 《Early childhood research quarterly》2010
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively. 相似文献
63.
Xiaochen Zhou Clare Hanlon Jonathan Robertson Ramon Spaaij Hans Westerbeek Allison Hossack Daniel C. Funk 《Sport Management Review》2018,21(4):403-415
While the female activewear market is growing rapidly, research on activewear consumption and female consumers is lagging. Existing researchers have failed to produce an in-depth understanding of female consumers’ perceptions of activewear, thereby providing limited insights for the activewear industry. Drawing upon brand association theory and the functional, expressive, and aesthetic model, the authors identify important attributes of activewear brands and how attributes lead to benefits pursued by female activewear consumers. Focus groups were conducted with 72 female activewear consumers in Australia. Findings reveal three product-related attributes (functional design, colour, and size and fit) and two non-product-related attributes (price and model imagery) influence the fulfillment of four benefits (mood enhancement, exercise facilitation, healthy and active lifestyle, and physical fit body image). This research contributes theoretical and empirical knowledge about activewear consumption and the vertical structure of brand associations. Findings of this research can help activewear brands deliver benefits to female consumers through improved product designs and marketing strategies. 相似文献
64.
Allison Freed 《Environmental Education Research》2018,24(3):474-475
Environmental education scholars have argued for the need to focus on identity as a more predictive factor than attitude of individuals’ environmental behavior. We examine individuals’ decision-making as a mediating process between identity and behavior. University undergraduates (N = 299) were surveyed, with a select sub-sample interviewed. As expected, environmental identity was correlated with pro-environment behavior (recycling). However, students with lower pro-environmental identity also recycled regularly. Similarly, analysis of decision-making revealed most students, regardless of their environmental identity, do not think much when recycling. Environmental structures such as presence of recycling bins surfaced as a powerful influence on pro-environment behavior. 相似文献
65.
Abstract The primary purpose of this study was to assess perceived and experienced role conflict of high school female athletes in enacting the roles of female and female athlete. Data were collected on 133 high school varsity athletes by the use of a 33-item questionnaire designed to assess perceived and experienced role conflicts of the subjects, their socioeconomic backgrounds, and specific instances of encouragement or discouragement from significant others experienced during their athletic careers. Thirty-two percent of the subjects responded that they perceived little or no problem with role conflict, and 50% had experienced little or no role conflict. Seventeen percent of the subjects responded that they perceived role conflict to be a great or very great problem with 11% experiencing role conflict to the same degree. A chi square analysis of perceived and experienced role conflict computed for the entire group of subjects indicated that the athletes perceived greater role conflict than they had experienced (p<.01). A one way analysis of variance was performed comparing the means of the athletes in traditionally socially approved sports, those in non-traditionally socially approved sports, and those participating in both categories. Results indicated a tendency for those participating simultaneously in both socially approved and non-socially approved sports to have experienced more role conflict (p≤.07). A distinction between internal and external role conflict was suggested as a method of understanding the different types of pressures with which the female athlete must deal. 相似文献
66.
Joellen Fisherkeller Allison Butler Emilie Zaslow 《Learning, Media and Technology》2001,26(3):203-216
This article reports on how a small group of New York City adolescents interpreted audio‐visual expressions that were created by youth participating in the international VideoCulture Project. The New York City youth looked for explicit messages in the youth‐produced video films, but also appreciated features of content and form that prompted their curiosity about the youth producers’ intent, as well as experience of everyday life. This study suggests how American culture has influenced these youth's sensibilities about audio‐visual communication, and discusses the value and problems of engaging youth in projects of this nature 相似文献
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This article examines the stories of 24 social sciences doctoral students in three universities, one in Canada and two in the UK, who experienced challenging roads to completion. While their stories confirm earlier findings, they also provide insight into how students' agency and personal networks of relationships may be critical, both as resources and constraints. We argue that these ‘untold stories’ of student agency coupled with supervisor narratives of students ‘not measuring up’ can contribute to a culture of institutional neglect. Pedagogies emphasizing an ethic of care and relational rather than regulatory practices are essential if these conditions are to change. 相似文献
69.
Native America’s twenty-first-century right to know 总被引:1,自引:1,他引:0
Allison Boucher Krebs 《Archival Science》2012,12(2):173-190
More than 30 years ago, in October of 1978, Standing Rock Sioux scholar Vine Deloria Jr. prepared a paper for The White House
Pre-conference on Indian Library and Information Services On or Near Reservations titled “The Right to Know.” In his paper,
Deloria establishes the United States Federal government’s treaty responsibility for Indian Country’s:
…need to know; to know the past, to know the traditional alternatives advocated by their ancestors, to know the specific experiences of their communities, and to know about the world that surrounds them (Deloria 1978, p. 13). 相似文献
70.