Search results for: Intervention
Page 6/8 76 items
The article seeks to explain how students from middle-class to upper-middle-class communities continue to pull ahead of students from other backgrounds. A mixed-method ethnographic study that followed a diverse group of high- and underachieving students through their entire high school careers. The article describes the practices that were oriented toward producing competitive academic success, including: 1) the class cultural community achievement ideology; (2) the school’s institutional advantaging of its pupils; (3) student identities and strategies for school success; and (4) parental intervention in school and manipulation of educational policies.
Updated: Nov. 28, 2010
An Interdisciplinary Approach to Preparing Early Intervention Professionals: A University and Community Collaborative Initiative
The purpose of this article is to describe a university-community collaborative initiative that provided an interdisciplinary approach to personnel preparation. Twelve students from various academic disciplines participated in early intervention coursework and practical experiences. Specifically, students were prepared to provide early intervention to infants/toddlers who were premature/medically fragile and their families. Outcome measures indicated increased knowledge and acquisition of skills related to early intervention, and intervention specific to the high-risk population. Employment outcomes and increased opportunities for professional collaboration are also described. Implications are discussed.
Updated: Oct. 26, 2010
This study implemented a brief theory-driven autonomy-supportive intervention in university seminars and developed an observational checklist instrument to assess behavior change. Tutors who received brief training in autonomy-supportive teaching techniques showed significant increases from baseline in two important autonomy-supportive behaviors in their classes.
Updated: Sep. 05, 2010
Data Literacy: Understanding Teachers' Data Use in a Context of Accountability and Response to Intervention
The purpose of this study is to understand the qualitatively different ways that current practicing teachers are using data to inform instruction. Nine elementary schools teachers participated in this study. Findings from teacher interviews are presented through the image of a ladder representing the stages that teachers experience as they engage in data usage to inform their instructional decision making. These findings have implications for teacher educators and school-based practitioners alike in better supporting the professional development of preservice and in-service teachers for this data-driven context of schools.
Updated: Sep. 02, 2010
“I Had No Idea”: Developing Dispositional Awareness and Sensitivity through a Cross-Professional Pedagogy
The current research scrutinized the diffusion of a medical education pedagogy to the context of teacher education. Specifically, this research focused on the use of standardized parents as an emerging pedagogy in teacher education. Preservice teachers taking part in a six case, fifteen-week intervention showed advances in multicultural awareness and ethical sensitivity as they engaged in multiple simulated parent–teacher conferences.
Updated: Aug. 17, 2010
Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. This article describes a prospective, mixed-method study conducted in the United States. 34 teachers participated in the study and were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills.
Updated: Aug. 15, 2010
There is much current interest in the impact of early childhood education programs on preschoolers and, in particular, on the magnitude of cognitive and affective gains. To address this issue, a meta-analysis was conducted for the purpose of synthesizing the outcomes of comparative studies in this area. Consistent with the accrued research base on the effects of preschool education, significant effects were found in this study for children who attend a preschool program prior to entering kindergarten. Although the largest effect sizes were observed for cognitive outcomes, a preschool education was also found to impact children's social skills and school progress.
Updated: May. 25, 2010
This paper focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. An intervention with a cohort of prospective teachers is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics.
Updated: Jan. 12, 2010
Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking
MySpace and Facebook are innovative digital communication tools that surpass traditional means of social interaction. In this article, the researchers developed a case-based reasoning intervention to support more informed decisions by preservice teachers. The case-based coursework led students to perceive a need for more definitive guidelines about their participation in social networking spaces.
Updated: Nov. 30, 2009
In this article, a teacher action researcher describes how he investigated ways to enhance student engagement in the required reading. The article begins by setting research context in Greece, and goes on to describe the action research project. The author focuses on the students' active involvement in the process. The article concludes that, in an action research framework, the teacher-students negotiation organizes student intervention quite effectively and allows us to consult the student's voice.
Updated: Nov. 25, 2009