Search results for: Intervention
Page 5/8 76 items
The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia
The purpose of this study was to test the effectiveness of VR technology in enhancing the teacher’s knowledge and awareness of dyslexia, a phenomenon that is very difficult to explain. Eighty teachers of various subjects from a variety of schools in the Tel Aviv metropolitan area participated in this study. The research results clearly suggested that experiencing a variety of simulated types of dyslexia via virtual reality can bring about a greater improvement in teacher awareness of the dyslexic pupil’s cognitive experiences than is achieved by viewing a film about dyslexia.
Updated: Oct. 10, 2011
This article discusses the development of a measurement to investigate the improvement of teachers’ authoritative teaching. Furthermore, measurement of teachers’ self-reports of warmth and control is investigated, both in a cross sectional and in a longitudinal sample attending one out of two school-wide interventions. The results provide support for warmth and control as two dimensions of authoritative teaching.
Updated: Oct. 07, 2011
The authors discuss the 19 individual studies included in chapter 4 of the report of the National Early Literacy Panel (NELP). The authors offer more nuanced conclusions than the report’s authors do. The authors also emphasize the need for more comprehensive approaches to shared story reading in preschool than those found in the studies available to the NELP for its meta-analysis.
Updated: Jul. 05, 2011
In this paper, the author presents the results of research that highlights a different kind of change—a profound change that takes place very quickly. Based on the analysis of 42 cases of such rapid and profound change, the author also presents a disaggregation of this phenomenon into five distinct mechanisms of change, each one rapid and profound.
Updated: May. 26, 2011
The goal of this research was to examine the impact of robotics and geospatial technologies instruction on middle school students' learning and attitudes toward science, technology, engineering, and mathematics (STEM). The first intervention was robotics and GPS/GIS full intervention that targeted at youth who spent 40 hours in a summer-camp setting. The second intervention was a 3-hour event modeled on the camp experiences and intended to provide an introduction to these technologies. Results showed that the week-long intervention clearly increased the students' STEM learning. In contrast, the short-term intervention had no impact on student learning but it clearly had an impact on student attitudes.
Updated: Mar. 13, 2011
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. Results indicated that children’s oral language development benefited strongly from these interventions. However, the authors argue that vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
Updated: Feb. 21, 2011
The current study of 54 articles from the research literature examines how argument interventions promote scientific literacy. Articles were classified across three domains to determine structural patterns of the various argument interventions. The three orientations toward argument instruction are discussed in light of the epistemic nature of science and scientific literacy. The orientations can serve as an opportunity to refine understanding of argument interventions, particularly with regard to the pursuit of scientific literacy.
Updated: Feb. 21, 2011
The current article reports a self-study where a practitioner and colleagues scrutinize an intervention in teacher education. This research is located as self-study employing design-based methods. The intervention consisted of modifications to an existing secondary teacher education program. The findings revealed that there appear to be two anchors, contextual anchors and conceptual anchors, that operating to inform and enrich reflection among these student teachers.
Updated: Feb. 06, 2011
The purpose of this study was to investigate the effects of PORT, an intervention comprising explicit training and performance feedback for teachers on implementation of three critical classroom management skills: presentation of prompts, OTRs, and specific praise. The results indicate that there was not a functional relationship between explicit training and teachers' demonstration of classroom management skills; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers' use of each skill.
Updated: Jan. 23, 2011
The current study explored the impact of using video lesson analysis methodology (VLAM) on the ability of prospective secondary mathematics teachers to analyze mathematics teaching. The participants were 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates University. It was found that the intervention remarkably improved the ability to analyze mathematics teaching of the experimental group while little improvement occurred to the control group. Implications for teacher education programs are discussed.
Updated: Dec. 21, 2010