Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention

Biological energy flow has been notoriously difficult to teach. Our approach to this topic relies on abiotic and biotic examples of the energy released by moving electrons in thermodynamically spontaneous reactions. A series of analogical model-building experiences was supported with common language and representations including manipulatives. These materials were designed to help learners understand why electrons move in a hydrogen explosion and hydrogen fuel cell, so they could ultimately understand the rationale for energy transfer in the mitochondrion and the chloroplast. High school biology teachers attended a 2-wk Students Understanding eNergy (SUN) workshop during a randomized controlled trial. These treatment group teachers then took hydrogen fuel cells, manipulatives, and other materials into their regular biology classrooms. In this paper, we report significant gains in teacher knowledge and self-efficacy regarding biological energy transfer in the treatment group versus randomized controls. Significant effects on treatment group teacher knowledge and self-efficacy were found not only post–SUN workshop but even 1 yr later. Teacher knowledge was measured with both a multiple-choice exam and a drawing with a written explanation. Teacher confidence in their ability to teach biological energy transfer was measured by a modified form of the Science Teaching Efficacy Belief Instrument, In-Service A. Professional development implications regarding this topic are discussed.

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The role of maternal psychosocial perceptions in parent-training programs: a preliminary randomized controlled trial

Journal of Child Language ◽

10.1017/s0305000919000138 ◽

2019 ◽

Vol 47 (2) ◽

pp. 358-381

Author(s):

Rebecca M. ALPER ◽

Richard R. HURTIG ◽

Karla K. MCGREGOR

Keyword(s):

Randomized Controlled Trial ◽

Parent Training ◽

Training Program ◽

Training Programs ◽

Controlled Trial ◽

Control Group ◽

Language And Literacy ◽

Randomized Controlled ◽

Parent Training Programs ◽

Control Perceptions

AbstractParent–child interaction is critical for early language and literacy development. Parent training programs have proliferated to support early interactions. However, many environmental and psychosocial factors can impact the quality of parent–child language and literacy interactions as well as training program outcomes. This preliminary randomized controlled trial examined maternal perceived self-efficacy and locus of control during a language and literacy parent training program. Thirty mother–child dyads (mother age 21–40; children 2;6–4;0) were assigned in parallel to the training or control group. The training was efficacious for mothers and children – training-group dyads made significantly greater gains in maternal strategy use, responsivity, and child print awareness than the control group. Gains were maintained one month post-training. Children whose mothers had more external baseline control perceptions identified significantly fewer print targets at baseline and made greater gains than those with more internal control perceptions. Future directions and implications are discussed.

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The Effects of Reading and Language Intervention on Literacy Skills in Children in a Remote Community: A Randomized Controlled Trial

10.31234/osf.io/n6u7s ◽

2019 ◽

Author(s):

Carol Mesa ◽

Dianne Newbury ◽

Marysia Nash ◽

Paula Clarke ◽

Rosanne Esposito ◽

...

Keyword(s):

Randomized Controlled Trial ◽

Word Reading ◽

Language Skills ◽

Controlled Trial ◽

Intervention Group ◽

Literacy Skills ◽

Language Intervention ◽

Language And Literacy ◽

Randomized Controlled

This study evaluated the effects of a reading and language intervention, for low-income children living in a remote Chilean community, using a randomized controlled trial. At the beginning of the study, participants were allocated to the intervention (n = 34) or waiting control (n = 34) minimizing on a composite language measure and age. Children in the intervention group received a 27-week program aimed at fostering code-related, word reading and oral language skills. Children’s progress in language and literacy was monitored at four time points: pre-, mid- post-intervention, and at delayed follow-up 9-months after the intervention had ceased. At the end of the intervention, children in the intervention group scored showed improvements compared to the waiting group on pre-literacy, reading, language, and reading comprehension measures (effect sizes d >.25). The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. Intervention programs designed to support literacy and language skills in remote communities can be delivered successfully by trained assistants. Our findings inform the future provision of language and literacy programs in populations living in isolated areas.

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