Search results for: Intervention
Page 7/8 76 items
This article describes a journey of exploration in which the author takes a hitherto unexamined aspect of her teaching practice, the use of disruption, and subject it to interrogation. The journey is an exercise in auto-ethnographic research in that the author is her own subject, located within the context of the classroom. Her purpose is to surface the beliefs that underpin this pedagogic strategy and to locate it within theories of teaching and learning in higher education.
Updated: Nov. 25, 2009
The authors describe the political circumstances facing new graduates of early childhood education (ECE) training programs and the discrepancy between the ECE curriculum they are exposed to and the realities of the field they enter. The article describes the efforts to create a new network of early intervention professionals in order to address some of the challenges facing early intervention in the province of Ontario, Canada.
Updated: Oct. 28, 2009
Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion
The purpose of the present study was to test an educational intervention designed to advance moral reasoning scores of undergraduate elementary and secondary education students. 94 undergraduate elementary and 98 secondary education majors and 42 undergraduate students majoring in English literature and philosophy participated in the study.Results of the present study support findings of previous studies providing evidence that principled moral reasoning can be advanced by deliberate educational interventions.
Updated: Oct. 14, 2009
Promoting Student Teachers' Understanding of Action Research: An Experience from Teacher Education in Ethiopia
This paper reports on hopes and challenges in the first attempt to assist Ethiopian student teachers to develop practical awareness about action research through collaborative learning methods. Two moments of intervention were set during the project. Evidence on the candidates' use of the knowledge they acquired through the intervention is presented in this paper.
Updated: Jun. 17, 2009
Improving Preservice Middle Grades Science Teachers’ Understanding of the Nature of Science Using Three Instructional Approaches
The purpose of this study was to examine changes in preservice teachers’ understanding of the nature of science (NOS) as a result of four activity-based interventions. These interventions represent three instructional approaches used in a middle grades science methods course. 10 participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated.
Updated: Jun. 15, 2009
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers
The paper reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. The authors extended the synthesis to include all struggling readers, not just those with identified learning disabilities. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. 29 studies were located and synthesized.Implications for comprehension instruction for older struggling readers are described.
Updated: May. 20, 2009
The authors explored the beliefs of teacher candidates, from various levels of training, regarding the effectiveness of potential interventions for childhood disorders. They were primarily interested in participants’ responses to three categories of interventions: (a) evidence-based, (b) controversial, and (c) primarily anecdotal. 351 Students from three educational levels participated in this study. The authors found that the participants’ endorsement levels across three types of disorders (autism, Attention Deficit Hyperactivity Disorder [ADHD], and dyslexia) varied but not in a consistent manner, with only a few noticeable trends across interventions.
Updated: May. 13, 2009
Learning to Teach: Enhancing Pre-Service Teachers' Awareness of The Complexity of Teaching-Learning Processes
The article addresses the effects of the intervention on pre-service teachers’ awarenessof the complexity of teaching. The authors designed one semester-long intervention course for pre-service teachers, based on an Internet site, including video-recorded authentic classroom literature teaching situations, transcripts of these lessons and diverse tasks. An analysis of the data revealed the pre-service teachers’ learning processes as they unfolded along the course: growing awareness of the complexity of classroom teaching, ability to base the analysis of the episodes on theories, and the initial construction of a cognitive lens to view classroom processes holistically.
Updated: Apr. 23, 2009
Vignettes have long been used as a tool to model, teach, and research behavior and understanding. They also have been used to stimulate discussion and problem solving in learning situations. The paper summarizes an analysis of the effects of vignette instruction on vignette quiz performance in three sections of a blended graduate educational psychology course. Study results suggest that vignette instruction provides efficient near-transfer opportunities and richer scaffolding experiences on student mastery of subject matter.
Updated: Mar. 12, 2009
Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis
Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions. The data suggest a generally positive effect of instruction on students' CT skills.
Updated: Mar. 05, 2009