Application of an Evidence-Based Early Intervention Model for Children With ASD in Mainstream Early Childhood Education and Care Settings via a Targeted Professional Development Program

Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.

iPads in the Classroom

Handheld digital devices, especially iPads, have become increasingly popular in educational institutions surrounded by debates between advocates and skeptics. This chapter examines the perceptions of middle school teachers on the use of iPads in the classroom. A review of the existing literature on the digital devices and on iPads use in the classroom was conducted. The participants, 53 teachers, responded to a Likert scale type online survey asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns. The findings showed mixed findings, although the majority of teachers believed that the iPads played a significant role in the teaching-learning process to engage students in the classroom. Some participants, however, responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development training on pedagogical and practical use of iPad to be able to successfully integrate the iPad into their practice. Implications for educators, app designers, and for future research are discussed.

An Exploratory Study of the Impact of Professional Development on Speech-Language Pathologists' Literacy Knowledge and Practices

Purpose This study explores how knowledge of and practice in literacy assessment and intervention change following targeted professional development (PD). Method Thirteen school-based speech-language pathologists (SLPs) who participated in a literacy PD course completed pre- and postcourse assessment measures to assess changes in knowledge and practice. Classroom observations were also completed. Results Increases in literacy knowledge and practices were found across all pre- and postcourse measures. Additionally, SLPs' literacy practices were maintained over the course of 1 year. Conclusion The results offer preliminary evidence that targeted PD can impact SLP literacy knowledge and practices, which in turn may positively impact student literacy outcomes.

Teaching in linguistically and culturally diverse secondary schools

Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.

The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices

Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers’ use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). Using an experimental crossover design, we documented that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill and teachers’ increased use of OTRs during TPD was neither statistically significant nor maintained. Teachers found TPD to be acceptable, usable, and feasible.

Catholic Parish-based Youth Ministers: A Preliminary Study

Eleven youth ministers working in Catholic parishes in two large urban dioceses were interviewed. The paper examined the life journey of youth ministers and how they saw their role along with perceptions of challenges and how they could be better supported. Participants were motivated and expressed satisfaction with their jobs. They displayed high levels of religious salience as marked by their religious belief and practice and networking with faith-based communities. They manifested a strong counter-cultural message which is essential to authentic witness. As such, the participants in this study are a great gift to the Church and to its ministry. A preliminary typology of youth ministers was proposed, which springs from different life experiences, how they approach their work and what they see as their future. There was some difficulty in finding paid youth ministers working in parishes and this may point to one of the significant challenges facing them; that is, making the job sustainable within existing Catholic parish structures. While well-networked with sustaining faith communities, there is scope for support between youth ministers working in parishes. In addition, a more targeted professional development program which recognises the differing needs of youth ministers would be appropriate.

«Det er et verktøy, ikke sant, for oss» - Erfaringer fra fire gjennomføringer med kartleggingsprøver i regning 2014 - 2017

I 2014 ble andre generasjon av de statlige kartleggingsprøvene i regning tatt i bruk på 1.–3. trinn i småskolen i Norge. Disse prøvene skal brukes til å identi-fisere elever som kan ha behov for ekstra oppfølging, og skal i tillegg brukes til vurdering for læring med identifiserte elever. Derfor er det mange enkle oppgaver på prøven, slik at lærerne skal få mye informasjon om hva disse elevene mestrer. Kartleggingsprøvene skal normalt ha en levetid på fem år, slik at innholdet i prøvene over tid blir godt kjent for skolene og lærerne. Hva vet vi om norske elevers tallforståelse og regneferdigheter etter fire gjennomføringer, og hvordan bruker lærerne prøvene? Innsamling av elevdata etter hver gjennomføring viser at andelen elever under bekymringsgrensen ikke har sunket i perioden 2014–2017. Elever under bekymringsgrensen viser at de mestrer enkle tellestrategier og at de er i ferd med å utvikle en mental tallinje, men også at de sannsynligvis bruker enkle og kanskje ikke hensiktsmessige regnestrategier. Dybdeintervjuer med sju lærere fra fire skoler viser at de er godt forberedt og påpasselige med å gjennomføre prøvene etter de retningslinjene Utdanningsdirektoratet har fastsatt, men at de strever med å tolke og følge opp resultatene. Enkelte lærere viser også holdninger til prøvene og kartlegging som tilsynelatende ikke er produktive med tanke på effektiv undervisning. Det antas at målrettet etterutdanning og verktøy som kan hjelpe lærere med å tolke data, vil kunne bidra til en positiv endring der prøveresultater i større grad tas i bruk og at dette på sikt vil føre til at færre elever skårer under bekymringsgrensen.Nøkkelord: kartleggingsprøver i regning, lærerholdninger, vurdering for læring, oppfølging, tallforståelse, regneferdigheter “This is a tool, isn’t it, for us to use?”Experiences from four implementations of the national mapping tests in numeracy in 2014–2017AbstractIn 2014, second generation national mapping tests of numeracy were imple-mented in primary grades 1–3 in Norway. These tests should be used to identify students who might benefit from extra teaching. In addition, test outcomes should be used for assessment for learning. To provide teachers with much information about identified students’ competence, the assessment comprises many easy items. The same mapping tests are normally used for five consecutive years to allow teachers insight into what the tests measure. What do we know about students’ concepts of numbers and calculation strategies after four implementations? How do teachers use insights from the assessments? Analysis of student data collected after each implementation reveals that the number of students identified has not decreased from 2014 to 2017. Students below the cut-off score master simple counting strategies and are in the process of developing a mental number line, but most likely use simple and perhaps unproductive calculation strategies. In-depth interviews with seven teachers from four schools reveal that the teachers are well prepared to implement the assessments, taking care to follow national guidelines developed by the Directorate for Education and Training. However, they struggle to interpret and follow up test outcomes. Some of the teachers reveal beliefs about the assessments and mapping that seemingly are unproductive for effective teaching. Targeted professional development strategies and tools for teachers to enable them to interpret test data might contribute to developing practices that use test results to a larger extent and in the long term lead to fewer students scoring below the cut-off-score.Keywords: numeracy mapping tests, teacher beliefs, assessment for learning, follow-up activities, number concept, calculation skills