scholarly journals Progress Monitoring in Inclusive Preschools: Using Children's School Success+ Curriculum Framework

Inclusion ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 110-126
Author(s):  
Susan B. Palmer ◽  
Kandace K. Fleming ◽  
Eva M. Horn ◽  
Gretchen D. Butera ◽  
Joan A. Lieber
Keyword(s):  
Goal Attainment ◽  
School Success ◽  
Progress Monitoring ◽  
Individualized Education Program ◽  
Learning Goals ◽  
General Curriculum ◽  
Post Intervention ◽  
Preschool Classrooms ◽  
Monitoring Process ◽  
Curriculum Framework

AbstractProgress monitoring in inclusive preschool classrooms should describe all children's progress towards general curriculum outcomes and individual children's unique outcomes or IEP goals. This research study used the Children's School Success+ Curriculum Framework (CSS+ Curriculum Framework) and progress monitoring process to assess the outcomes of 73 children on these dimensions. Children's progress monitoring data were analyzed within groupings based on instructional need level (i.e., low, medium, or high) in academic content and social domains. Progress monitoring findings for both the academic and social support level of need groups showed significant progress pre- to posttest on most academic outcomes, but some variation with less consistent gains within the social emotional domain. Goal attainment scaling data demonstrated children's gains toward achieving their social goals (individualized education program [IEP] or specific learning goals) were at the expected level between 50% and 71% of the time. Academic-focused goal attainment was at or above the expected level of between 54% and 76% of the time, based on the learning grouping. Teacher implementation of CSS+ Curriculum Framework appeared to impact change in classroom and instructional practices pre-post intervention.

scholarly journals Evaluating the learning goal attainment in Nihongo Noryoku Shiken N5 course

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Ai Sumirah Setiawati ◽  
Wagiran Wagiran ◽  
Subyantoro Subyantoro
Keyword(s):  
Teaching And Learning ◽  
Goal Attainment ◽  
Evaluation Model ◽  
Language Education ◽  
Evaluation Process ◽  
Learning Goals ◽  
Japanese Language ◽  
Study Program ◽  
Evaluation Instruments ◽  
Quantitative Descriptive

The objective of the study is to evaluate the learning implementation of the Nihongo Noryoku Shiken N5 course as a new course offered in the 2020 curriculum at the Japanese Language Education Study Program in UNNES. A goal-oriented evaluation model by Tyler was employed in the evaluation process to measure how far the learning goals that have been determined at the beginning of the lecture are achieved. This evaluative research relied on a quantitative descriptive approach; its steps comprised (1) data collection, (2) data processing and analysis, and (3) recommendation formulation. According to the evaluation results, the learning goals of Nihongo Noryoku Shiken N5 had been met, although it was not that significant. Several conditions cause such issues. (1) In the class, some students had good Japanese language skills; they claimed that the lesson was too easy, so their progress was not significant. (2) The evaluation instruments were not valid. (3) Other conditions, e.g., the implementation of online learning and tests, hindered classroom activities and monitoring. Improving the teaching and learning materials and evaluation instruments is recommended. Furthermore, some additions to the curriculum need to be considered, such as adding the credits for the grammar or Bunpo course.

“School-Based Epistemologies”?: Exploring Conceptions of How, What, and Why Students Know

1993 ◽  
Vol 16 (4) ◽  
pp. 299-315 ◽  
Author(s):  
Mary Bryson
Keyword(s):  
School Success ◽  
Learning Goals ◽  
Formal Schooling ◽  
Achievement Level ◽  
Academic Difficulties ◽  
Task Instructions ◽  
School Based ◽  
Task Strategy ◽  
School Learning ◽  
Theoretical Standpoint

The research reported here is concerned with children's relations both to knowledge and to learning. How are these relations constructed within the context of formal schooling? What is their significance for school success? And in particular, how might such relations be enhanced for students who manifest longstanding academic difficulties? These questions are addressed from a theoretical standpoint that construes such relations as situated “school-based epistemologies” which, furthermore, are continually construed and, therefore, sensitive to interventions aimed at ameliorative re/mediation. The methodology involved obtaining descriptive information contrasting children (grades 5/6) with varying learning histories in terms of their beliefs about knowledge and its enhancement. Additionally, children's actual on-task strategy use and the characteristics of resultant knowledge acquisition and organization were contrasted under two goals conditions (learning goals versus performance goals). Findings suggest that: (a) children with varying learning histories mediate in-school learning with qualitatively distinct epistemologies and (b) irrespective of actual achievement level, the “learning goals” task instructions significantly enhanced students' thinking.

Distance Learning and Students With Extensive Support Needs: (Re)Defining Access to Education From a Distance

2021 ◽  
pp. 273247452110141
Author(s):  
Amy Hanreddy
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Progress Monitoring ◽  
Individualized Education Program ◽  
Support Needs ◽  
Promising Practices ◽  
School Closures ◽  
General Education Curriculum ◽  
Monitoring Strategies ◽  
Meaningful Engagement

Students with Extensive Support Needs (ESN) experience multiple barriers in accessing distance learning educational programs during school closures in the context of the COVID-19 pandemic. These barriers include inaccessible formats, a lack of access to adequate support to access instruction, and a lack of available assistive technology. Access issues may result in further isolation of students and reduced access to general education peers and curriculum. Promising practices include close collaboration with families, connecting Individualized Education Program (IEP) goals to students’ daily routines, supporting access to the general education curriculum, strategic participation in online classes, meaningful engagement with typical peers, and the adaptation of progress monitoring strategies for distance learning formats.

scholarly journals Physical exercise and goal attainment after shunt surgery in idiopathic normal pressure hydrocephalus: a randomised clinical trial

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Johanna Rydja ◽  
Lena Kollén ◽  
Per Hellström ◽  
Katarina Owen ◽  
Åsa Lundgren Nilsson ◽  
...  
Keyword(s):  
Physical Exercise ◽  
Goal Attainment ◽  
Normal Pressure ◽  
Exercise Programme ◽  
Exercise Group ◽  
Attrition Rate ◽  
University Hospital ◽  
Control Group ◽  
Shunt Surgery ◽  
Post Intervention

Abstract Background Rehabilitation in iNPH is suggested to be an important factor to improve patients’ functions but there are lack of clinical trials evaluating the effect of rehabilitation interventions after shunt surgery in iNPH. The objective of this study was to evaluate the effect of a physical exercise programme and goal attainment for patients with idiopathic normal pressure hydrocephalus (iNPH) after surgery compared to a control group. Methods This was a dual centre randomised controlled trial with assessor blinding, intention-to-treat (ITT) and per protocol (PP) analysis. Individuals diagnosed with iNPH scheduled to undergo shunt surgery at the Linköping University Hospital in Linköping and Sahlgrenska University Hospital in Gothenburg, Sweden were consecutively eligible for inclusion. Inclusion was conducted between January 2016 and June 2018. The patients were randomised 1:1 using sequentially numbered sealed envelopes to receive either written exercise information (control group) or written information and an additional supervised high-intensity, functional exercise programme (HIFE) executed twice weekly over 12 weeks (exercise group). Preoperatively, the patients set individual goals. The primary outcome was change from baseline in the total iNPH scale score at the post-intervention follow-up. Secondary outcomes were goal attainment, and change in the separate scores of gait, balance, neuropsychology and continence and in the total score after 6 months. Results In total, 127 participants were randomised to the exercise group (n = 62) and to the control group (n = 65). In the ITT population (exercise group, n = 50; control group, n = 59), there were no between-group differences in the primary outcome, but the attrition rate in the exercise group was high. The exercise group improved more than the control group in the balance domain scores after 6 months. Post-intervention, the PP exercise population achieved their set goals to a greater extent than the controls. Conclusions An additional effect of the 12-week HIFE-programme on the overall improvement according to the iNPH-scale after shunt surgery in iNPH was not shown. This could be due to high attrition rate. However, the long-term effect on balance and higher goal achievement indicate beneficial influences of supervised physical exercise. Trial registration clinicaltrials.gov, NCT02659111. Registered 20 January 2016, https://clinicaltrials.gov/ct2/show/NCT02659111

scholarly journals Structured Intervention as a Tool to Shift Views of Parent–Professional Partnerships: Impact on Attitudes Toward the IEP

2016 ◽  
Vol 26 (1) ◽  
Author(s):  
Mariana Mereoiu ◽  
Sara Abercrombie ◽  
Mary M Murray
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
Individualized Education Program ◽  
Training Model ◽  
Post Intervention ◽  
Team Planning ◽  
Post Test ◽  
Structured Intervention ◽  
Education Of Students ◽  
Collaborative Training

The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child’s potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Pre- and post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents’ ratings of the value of the IEP decreasing at the end of the training and teachers’ ratings increasing. Moreover, special educators’ significantly higher ratings of the value of team planning for the IEP indicate enduring pre- and post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.

Leader-Employee Gap in Verbal Transactional Leadership and Distributed Leadership: Evidence From a Randomized Field Experiment

2021 ◽  
pp. 0734371X2110390
Author(s):  
Anne Mette Kjeldsen ◽  
Lotte Bøgh Andersen
Keyword(s):  
Field Experiment ◽  
Transactional Leadership ◽  
Distributed Leadership ◽  
Leadership Training ◽  
Goal Attainment ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Post Intervention ◽  
Randomized Field Experiment ◽  
Perceived Leadership

Leadership behavior only contributes to goal attainment in public organizations if the employees perceive the behavior. Given that studies on self-other agreement show large gaps in perceived leadership between leaders and employees, it is highly relevant to ask how HRM-programs such as leadership training can reduce these gaps. Based on a large randomized field experiment including 130 leaders and their 4,800 employees in the Danish municipality of Aarhus, this article compares how different types of leadership training affect gaps in perceived leadership. Results from pre- and post-intervention surveys show a decreased gap in leader-employee perceptions of verbal transactional leadership, while the gap in perceived distributed leadership did not change. This suggests that leadership training can make leaders’ and employees’ perceived leadership behaviors more aligned, but less so for employee-centered leadership approaches such as distributed leadership.

Goal Pursuit

2012 ◽  
pp. 207-231 ◽  
Author(s):  
Peter M. Gollwitzer ◽  
Gabriele Oettingen
Keyword(s):  
Goal Setting ◽  
Goal Attainment ◽  
Implementation Intentions ◽  
Self Regulation ◽  
Empirical Work ◽  
The Self ◽  
Learning Goals ◽  
Theories Of Intelligence ◽  
Mental Contrasting ◽  
Goal Implementation

We start out with describing how the goal concept emerged in the history of the psychology of motivation to better understand the important role it plays in current research on motivation. We then suggest a differentiation between studies targeting the setting of goals versus the implementation of goals to get a grip on the host of empirical work the goal concept has triggered. With respect to goal setting, we first discuss studies that explore determinants affecting the content and structure of set goals (e.g., entity vs. incremental theories of intelligence influence the setting of performance vs. learning goals). We then turn to studies on the self-regulation of goal setting and discuss in detail how a self-regulation strategy called mental contrasting of future and reality facilitates strong commitment to feasible goals but dissolves commitment to unfeasible ones. With respect to goal implementation we first refer to studies on the determinants of effective goal striving (e.g., the framing of the set goal in terms of approach vs. avoidance) and then turn to analyzing the effective self-regulation of goal implementation. Here we focus on the strategy of forming implementation intentions (i.e., if-then plans) and explicate in detail how such planning helps in overcoming classic hurdles to goal attainment (e.g., distractions). We will end the chapter by reporting the results of recent intervention studies that successfully enhanced goal attainment in the health, academic, and interpersonal domains by combining the self-regulation strategy of mental contrasting with that of forming implementation intentions.

Imaging network design to improve the automated construction progress monitoring process

2019 ◽  
Vol 19 (3) ◽  
pp. 386-404
Author(s):  
Hadi Mahami ◽  
Farnad Nasirzadeh ◽  
Ali Hosseininaveh Ahmadabadian ◽  
Farid Esmaeili ◽  
Saeid Nahavandi
Keyword(s):  
Network Design ◽  
Progress Monitoring ◽  
Cloud Model ◽  
Content Type ◽  
Second Stage ◽  
Monitoring Process ◽  
Close Range ◽  
Two Stages ◽  
Construction Progress Monitoring ◽  
Practical Implications

Purpose This paper aims to propose an automatic imaging network design to improve the efficiency and accuracy of automated construction progress monitoring. The proposed method will address two shortcomings of the previous studies, including the large number of captured images required and the incompleteness and inaccuracy of generated as-built models. Design/methodology/approach Using the proposed method, the number of required images is minimized in two stages. In the first stage, the manual photogrammetric network design is used to decrease the number of camera stations considering proper constraints. Then the image acquisition is done and the captured images are used to generate 3D points cloud model. In the second stage, a new software for automatic imaging network design is developed and used to cluster and select the optimal images automatically, using the existing dense points cloud model generated before, and the final optimum camera stations are determined. Therefore, the automated progress monitoring can be done by imaging at the selected camera stations to produce periodic progress reports. Findings The achieved results show that using the proposed manual and automatic imaging network design methods, the number of required images is decreased by 65 and 75 per cent, respectively. Moreover, the accuracy and completeness of points cloud reconstruction is improved and the quantity of performed work is determined with the accuracy, which is close to 100 per cent. Practical implications It is believed that the proposed method may present a novel and robust tool for automated progress monitoring using unmanned aerial vehicles and based on photogrammetry and computer vision techniques. Using the proposed method, the number of required images is minimized, and the accuracy and completeness of points cloud reconstruction is improved. Originality/value To generate the points cloud reconstruction based on close-range photogrammetry principles, more than hundreds of images must be captured and processed, which is time-consuming and labor-intensive. There has been no previous study to reduce the large number of required captured images. Moreover, lack of images in some areas leads to an incomplete or inaccurate model. This research resolves the mentioned shortcomings.

Re-envisioning Teacher Preparation in an Era of Endrew F.: Instruction Over Access

2019 ◽  
Vol 54 (5) ◽  
pp. 264-271 ◽  
Author(s):  
Kristin L. Sayeski ◽  
David F. Bateman ◽  
Mitchell L. Yell
Keyword(s):  
Special Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Individualized Education Program ◽  
Supreme Court Decision ◽  
Special Education Teacher ◽  
Board Of Education ◽  
General Curriculum ◽  
The Supreme Court ◽  
High Incidence Disabilities

The Supreme Court decision in Endrew F. v. Douglas County School District (2017) established a higher standard of what constitutes an appropriate education for students receiving special education. In contrast to the previous standard provided in the Board of Education v. Rowley (1982) decision, which established that some benefit (even minimal or trivial benefit) was acceptable, the Endrew F. decision reflected a higher standard for the delivery of special education. Specifically, special education should result in measurable progress toward individualized education program goals. This article explores what it means for special education teacher educators to prepare teacher candidates to meet this higher standard. In particular, how a focus on instruction (i.e., the delivery of specially designed instruction) rather than a focus on access to the general curriculum is necessary in order for meaningful, measurable change to occur in the outcomes of students with high-incidence disabilities will be explored.

scholarly journals Physical ACTivity in Survivorship (PACTS): study protocol for a randomized controlled trial evaluating a goal-directed therapeutic exercise program in pediatric posterior fossa brain tumor survivors

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Brooke E. Kohler ◽  
Emmah Baque ◽  
Carolina X. Sandler ◽  
Denise S. K. Brookes ◽  
Caroline O. Terranova ◽  
...  
Keyword(s):  
Physical Activity ◽  
Posterior Fossa ◽  
Cardiorespiratory Fitness ◽  
Goal Attainment ◽  
Exercise Program ◽  
Trial Registration ◽  
Therapeutic Exercise ◽  
Post Intervention ◽  
Exercise Interventions

Abstract Background Posterior fossa brain tumors (PFBT) are the most common solid tumor in children. Recent increases in survival rates are encouraging; however, survivors may experience a plethora of disease- and treatment-related complications that can persist into adulthood. Therapeutic exercise interventions have been shown to improve quality of survivorship in other pediatric cancer diagnoses. There is also evidence that goal-directed interventions are effective at improving motor activities, function, and self-care in children with complex health conditions. Yet, there is currently no evidence on the efficacy of goal-directed therapeutic exercise in pediatric PFBT survivors. The Physical ACTivity in Survivorship (PACTS) study aims to investigate the effects of a novel goal-directed therapeutic exercise program on cardiorespiratory fitness and physical activity-related goal attainment in pediatric survivors of PFBT. Method PFBT survivors, aged five to 17 years, who underwent surgery at least 12 months earlier and completed radiation therapy and/or chemotherapy at least 6 months prior will be recruited from the Queensland Children’s Hospital (Brisbane, Australia) (target n = 48). Following baseline assessment, participants are randomized into either the intervention or usual care group. The intervention group will receive weekly individualized, goal-directed exercise therapy delivered face-to-face for 12 weeks, along with an accompanying home-based program (three sessions per week). Outcomes will be assessed at baseline, immediately post-intervention, and at 6- and 12-months post-intervention. The primary outcomes are cardiorespiratory fitness (Peak VO2) and physical activity-related goal attainment. Secondary outcomes are cardiorespiratory endurance, high-level mobility skills, functional muscle strength, habitual physical activity, gait, balance, quality of life, fatigue, participation, perceived movement skill competence and parameters of body composition. Discussion PACTS is the first study to investigate the efficacy of goal-directed therapeutic exercise in children with PFBT and provide evidence needed to inform clinical practice recommendations for managing quality of survivorship in PFBT survivors. Trial registration ACTRN12619000841178.

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