scholarly journals Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics

2018 ◽  
Vol 41 (3) ◽  
pp. 144-158 ◽  
Author(s):  
Christian T. Doabler ◽  
Nancy J. Nelson ◽  
Patrick C. Kennedy ◽  
Mike Stoolmiller ◽  
Hank Fien ◽  
...  
Keyword(s):  
Teaching Practices ◽  
Mathematics Instruction ◽  
Teaching Practice ◽  
Evidence Based ◽  
Observation Data ◽  
Efficacy Trial ◽  
The Core ◽  
Longitudinal Effects ◽  
Mathematics Program ◽  
Core Program

Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effects of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one group that used standard practices in Year 1 of the efficacy trial and the core program in Year 2, and a second group that used the core program in both years. Targeted teaching practices consisted of teacher models, student practice opportunities, and teacher-provided academic feedback. Implementation of the program in Year 2 was found to increase the mean rates of teaching practices of teachers who used standard teaching practices in Year 1. Effect sizes are also suggestive of a positive impact of a second year of implementation with the core program. Implications for designing explicit mathematics programs and investigating evidence-based practices in future research are discussed.

Implementation of the Comprehensive Operating Room Ergonomics Program for Surgeons Through an OT Approach: A Feasibility Study

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512515314p1-7512515314p1
Author(s):  
Pamela Hess ◽  
Penelope Moyers Cleveland
Keyword(s):  
Operating Room ◽  
Feasibility Study ◽  
Mixed Methods Research ◽  
Implementation Process ◽  
Evidence Based ◽  
Health And Wellness ◽  
Design And Implementation ◽  
The Core ◽  
Core Program ◽  
Primary Author

Abstract Date Presented 04/22/21 The Comprehensive Operating Room Ergonomics (CORE) program was developed to address the physical and environmental demands among surgeons. This feasibility study examined the design and implementation process of an evidence-based OT ergonomics intervention using a mixed-methods research design. The CORE program supports the American Occupational Therapy Association’s Vision 2025 of promoting population health and wellness, especially among surgeons who are essential to our health care system. Primary Author and Speaker: Pamela Hess Additional Authors and Speakers: Elena Donoso Brown

Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction

2020 ◽  
Vol 54 (1) ◽  
pp. 20-35
Author(s):  
Christian T. Doabler ◽  
Ben Clarke ◽  
Derek Kosty ◽  
Jessica E. Turtura ◽  
Marah Sutherland ◽  
...  
Keyword(s):  
Direct Observation ◽  
Mathematics Instruction ◽  
Mathematics Learning ◽  
First Grade ◽  
Evidence Based ◽  
Observation Data ◽  
Group Level ◽  
Mathematics Intervention ◽  
Mathematics Outcomes

Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed.

Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students With Mathematics Difficulties? A Mediated Moderation Analysis

2018 ◽  
Vol 44 (3) ◽  
pp. 197-211 ◽  
Author(s):  
Christian T. Doabler ◽  
Mike Stoolmiller ◽  
Patrick C. Kennedy ◽  
Nancy J. Nelson ◽  
Ben Clarke ◽  
...  
Keyword(s):  
Mathematics Instruction ◽  
Kindergarten Students ◽  
Individual Student ◽  
Observation Data ◽  
Mathematical Concepts ◽  
Skill Levels ◽  
Differential Effectiveness ◽  
Mathematics Program ◽  
Practice Opportunities ◽  
Student Practice

A growing body of research suggests that the effects of core mathematics instruction on student mathematics outcomes may not be uniform across different skill levels in mathematics. This study investigated the extent to which observed components of explicit mathematics instruction explained why students’ initial mathematics achievement was previously found to moderate the treatment impact of an empirically validated, core kindergarten mathematics program. Instructional components examined were as follows: (a) teacher demonstrations and explanations of mathematical concepts, (b) group and individual student practice opportunities, and (c) teacher-delivered academic feedback. Findings suggest that the rate in which teachers facilitated individual student practice opportunities during core mathematics instruction explained the program’s differential effectiveness. Implications in terms of differentiating practice opportunities for at-risk learners and utilizing classroom observation data to test potential mediating variables of academic interventions are discussed.

scholarly journals Fidelity to an evidence-based model for crisis resolution teams: a cross-sectional multicentre study in Norway

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
N. Hasselberg ◽  
K. H. Holgersen ◽  
G. M. Uverud ◽  
J. Siqveland ◽  
B. Lloyd-Evans ◽  
...  
Keyword(s):  
Mental Health ◽  
Multidisciplinary Teams ◽  
Evidence Based ◽  
Crisis Resolution ◽  
Health Crisis ◽  
The Core ◽  
Crisis Resolution Teams ◽  
Fidelity Scale ◽  
The Uk ◽  
Evidence Based Model

Abstract Background Crisis resolution teams (CRTs) are specialized multidisciplinary teams intended to provide assessment and short-term outpatient or home treatment as an alternative to hospital admission for people experiencing a mental health crisis. In Norway, CRTs have been established within mental health services throughout the country, but their fidelity to an evidence-based model for CRTs has been unknown. Methods We assessed fidelity to the evidence-based CRT model for 28 CRTs, using the CORE Crisis Resolution Team Fidelity Scale Version 2, a tool developed and first applied in the UK to measure adherence to a model of optimal CRT practice. The assessments were completed by evaluation teams based on written information, interviews, and review of patient records during a one-day visit with each CRT. Results The fidelity scale was applicable for assessing fidelity of Norwegian CRTs to the CRT model. On a scale 1 to 5, the mean fidelity score was low (2.75) and with a moderate variation of fidelity across the teams. The CRTs had highest scores on the content and delivery of care subscale, and lowest on the location and timing of care subscale. Scores were high on items measuring comprehensive assessment, psychological interventions, visit length, service users’ choice of location, and of type of support. However, scores were low on opening hours, gatekeeping acute psychiatric beds, facilitating early hospital discharge, intensity of contact, providing medication, and providing practical support. Conclusions The CORE CRT Fidelity Scale was applicable and relevant to assessment of Norwegian CRTs and may be used to guide further development in clinical practice and research. Lower fidelity and differences in fidelity patterns compared to the UK teams may indicate that Norwegian teams are more focused on early interventions to a broader patient group and less on avoiding acute inpatient admissions for patients with severe mental illness.

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

scholarly journals Nuclear equation of state and neutron star cooling

2017 ◽  
Vol 26 (04) ◽  
pp. 1750015 ◽  
Author(s):  
Yeunhwan Lim ◽  
Chang Ho Hyun ◽  
Chang-Hwan Lee
Keyword(s):  
Neutron Star ◽  
Equation Of State ◽  
Neutron Stars ◽  
Nuclear Matter ◽  
Thermal Evolution ◽  
Observation Data ◽  
Nuclear Equation Of State ◽  
The Core ◽  
Dense Nuclear Matter ◽  
Nuclear Models

In this paper, we investigate the cooling of neutron stars with relativistic and nonrelativistic models of dense nuclear matter. We focus on the effects of uncertainties originated from the nuclear models, the composition of elements in the envelope region, and the formation of superfluidity in the core and the crust of neutron stars. Discovery of [Formula: see text] neutron stars PSR J1614−2230 and PSR J0343[Formula: see text]0432 has triggered the revival of stiff nuclear equation of state at high densities. In the meantime, observation of a neutron star in Cassiopeia A for more than 10 years has provided us with very accurate data for the thermal evolution of neutron stars. Both mass and temperature of neutron stars depend critically on the equation of state of nuclear matter, so we first search for nuclear models that satisfy the constraints from mass and temperature simultaneously within a reasonable range. With selected models, we explore the effects of element composition in the envelope region, and the existence of superfluidity in the core and the crust of neutron stars. Due to uncertainty in the composition of particles in the envelope region, we obtain a range of cooling curves that can cover substantial region of observation data.

Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning

2020 ◽  
Vol 122 (11) ◽  
pp. 1-40
Author(s):  
Britnie Delinger Kane
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teacher ◽  
Teacher Educators ◽  
Design Research ◽  
Teaching Practice ◽  
Student Thinking ◽  
The Core ◽  
Collaborative Analysis ◽  
Core Practice

Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

scholarly journals Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta

2019 ◽  
Vol 4 (2) ◽  
pp. 247
Author(s):  
Imroatus Solikhah ◽  
Teguh Budiharso
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Mentor Teachers ◽  
Teaching Skills ◽  
English Language Education ◽  
Efl Teachers ◽  
English Competence ◽  
Mentoring System

This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data.  The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions.  With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices.  During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skills

scholarly journals Task-Based Technology: Portuguese Language Teaching Practices

2020 ◽  
pp. 81-88
Author(s):  
Joana Carvalho ◽  
◽  
Sixto Cubo Delgado ◽  
Inmaculada Sánchez Casado
Keyword(s):  
Active Learning ◽  
Teaching Strategies ◽  
Technology Use ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Native Language ◽  
Language Teaching ◽  
Development Data

As part of a PhD investigation, this presentation aims to reveal the findings on Portuguese as a Non-Native Language (PNNL) teaching practice when using technology to implement other language approaches such as Task-Based Language Teaching (TBLT). A mixed research was developed to explain if there was a relation between technology use and the implementation of different language methods and teaching strategies, and also holistic task development. Data was gathered from 101 PNNL teachers, with working experience in and out of Portugal. The results provided evidence that technology was not being used to engage students in active learning and holistic tasks, as TBLT sustains, nor was it being used to develop different language methods and teaching strategies. It has been concluded that PNNL teachers were not using technology in their teaching practice to better implement other language methods, such as TBLT.

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