Tag Archives: Evidens

Nyt fra What Works Clearinghouse.

To rapporter. 1)  Læsning og skrivning med henblik på voksnes kompetencer og 2 ) Udvikling af sociale kompetencer hos børn med følelsesmæssige forstyrrelser.

Visit the What Works Clearinghouse (WWC) website now for the newest reports in literacy and in special needs. These reports focus on student team reading and writing programs for improving adolescent literacy and The Incredible Years, a program designed for children with challenging behaviors. (Mine fremhævninger)

Student team reading and writing is an integrated approach to reading and language arts for young adolescents. The program includes cooperative learning classroom processes that integrate reading, writing, and language arts instruction combined with a literature anthology for high-interest reading material. The WWC reviewed four studies that investigated the effects of student team reading and writing programs on improving adolescent literacy. Two studies were quasi-experimental designs that meet WWC evidence standards with reservations. The first study examined 3,986 students in five schools, and the second looked at 1,223 students in six schools in urban districts in Maryland. Based on these two studies, the WWC found student team reading and writing programs to have potentially positive effects on comprehension and no discernible effects on general literacy achievement for adolescent learners. Read the full report now at
http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=591.

The Incredible Years is a program that focuses on building the social and emotional skills of children ages 0–12 who are classified as having an emotional disturbance or those at risk for classification. Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. Parents are given training on how to provide positive discipline, promote learning and development, and stay involved in children’s lives at school. The WWC reviewed 81 studies that investigated the effects of The Incredible Years on children. One study meets WWC evidence standards, a randomized controlled trial that included 51 students at the University of Washington Parenting Clinic. Based on this study, the WWC found The Incredible Years to have potentially positive effects on external behavior and social outcomes for children classified as having an emotional disturbance. Read the full report now at
http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=590.

To see other WWC reports, go to http://whatworks.ed.gov today and browse our topics. As the WWC continues its work to connect educators with the tools needed to make informed decisions, visit our website often and check your inbox for updates and new releases throughout the year.

Reklamer

Doing what works – evidensbaseret praksis.

I forlængelse af What Works Clearinghouse er der nu lavet en hjemmeside, hvor du kan få inspiration til evidensbaseret praksis. Der er konkrete eksempler, som du kan se på film og læse om. Se en præsentationsvideo her.

 

Evidens – hvad ser ud til at virke?

Som altid må det overvejes i forhold til pædagogiske grundholdninger og værdier. Effektiv undervisning er ikke nødvendigvis god undervisning, selvom der ofte kan være sammenfald. 

Her er nogle af de resultater, der er fremhævet på Best Evidence Encyclopedia. http://www.bestevidence.org/:

Rating Program Description Contact / Website
strong evidence Curiosity Corner A comprehensive cognitive-developmental program developed by the Success for All Foundation. It aims to develop the attitudes, skills, and knowledge necessary for later school success with an emphasis on children’s language and literacy skills. E-mail: sfainfo@successforall.org
Website: www.successforall.org/ Programs/curiositycorner.html
strong evidence Direct Instruction A teacher-directed program in which specific cognitive and literacy skills are broken down into small units and taught explicitly. The main focus of the program is on basic academic concepts, such as arithmetic and reading. E-mail: info@nifdi.org
Website: www.nifdi.org
strong evidence Early Literacy and Learning Model (ELLM) A literacy-focused curriculum and support system designed for young children from low-income families. The ELLM curriculum and support system is designed to enhance existing classroom curricula by specifically focusing on children’s early literacy skills and knowledge. Website:
www.unf.edu/dept/fie/ellm-plus-home.html
strong evidence Interactive Book Reading A program designed to promote the language and literacy proficiency of young children. Teachers actively engage their children in shared reading time by asking open-ended questions, encouraging them to use newly acquired vocabulary from the book, and providing opportunities to elaborate on what children read and hear. No contact information currently available.
strong evidence Let’s Begin with the Letter People A program that emphasizes early language and literacy development through play. In addition to classroom teaching, the program has a strong home/parent component. Website: www.abramslearningtrends.com/
lets_begin_with_letter_people.aspx
strong evidence Ready Set Leap! A comprehensive preschool curriculum which combines literacy-focused instructional approaches with multisensory technology. The program stresses the importance of experiential learning, social and emotional development, teacher-child relationships, and home-school connections. Website:
www.leapfrogschoolhouse.com
Moderate Evidence of Effectiveness
Rating Program Description Contact / Website
moderate evidence Breakthrough to Literacy A systematic and integrated literacy and language program which aims to promote language development and literacy skills among preschool children. The program uses systematic, direct instruction built around a series of weekly books in the classroom. Website: www.breakthroughtoliteracy.com
moderate evidence Bright Beginnings An integrated curriculum with a focus on language and early literacy. The curriculum goals are to provide a child-centered, literacy-focused program that is consistent, and to include instruction that addresses the needs of the whole child. Website: www.cms.k12.nc.us/ cmsdepartments/ci/pre-kservices/ Pages/default.aspx
moderate evidence PreK Mathematics Plus DLM Software PreK Mathematics is a supplemental curriculum designed to develop informal mathematical knowledge and skills in preschool children with content organized in seven units. The DLM Early Childhood Express Math software includes 26 numerical, quantitative, geometric, and spatial activities. E-mail: SEG_customerservice@mcgrawhill.com
moderate evidence DLM Express plus Open Court The DLM Early Childhood Express Program is a comprehensive curriculum, designed to promote children’s social, emotional, intellectual, aesthetic, and physical development. Open Court Reading Pre-K contains eight thematic units that address children’s identity, families, friends, social interactions, transportation, the physical senses, nature, and transitions. Website: www.sraonline.com/oc_home.html
moderate evidence Project Approach A set of teaching strategies that enables teachers to guide children through in-depth investigations of real world topics. The curriculum is designed to use children’s interests as the starting point for organizing and developing classroom learning activities. Website: www.projectapproach.org

Diane Ravitch om udvikling af uddannelsessystemet

Anbefalet af Sir Ken Robinson på Twitter. Præsentationen varer 4 min. og så er hun på. Tankevækkende.

“I don´t want a effektiv teacher. I want a inspiring teacher. I want a brilliant teacher. I want a caring teacher.” Har vi en målestok for det?

Politikere tror, at uddannelse kan udvikles gennem test. Lærere ved,  at det ikke virker. (Det samme viser forskningen).

Skoler er ikke  forretninger, der kan lukkes og åbnes alt efter afkastet. Skoler er kulturinsitutioner, der holder samfundet sammen.

Mennesker begynder at stille spørgsmål ved, om vi overhovedet har brug for folkeskolen. Kan vi ikke bare lade de frie valg råde? Det mener Diane ikke vi kan.

1.del.

2. del

3. del

Oversigt over forskning i god undervisning – opdateret 2013

Selvom begreberne fra de forskellige forskningsbidrag ikke er entydige, har jeg alligevel forsøgt at se efter parallelitet – er der noget, der er fælles? Det betyder, at opstillingen skal tages med forbehold, og at I bør studere de forskellige bidrag mere indgående. (Se kilder herunder). Bemærk at der er tale om forskning i henholdsvis god undervisnning, god læreruddannelse og god skole, således vi bl.a. også får opmærksomhed på undervisningens rammefaktorer, og deres betydning for god undervisning.

God undervisning er også et etisk spørgsmål (hvordan varetages det pædagogiske forhold?), og det er et spørgsmål om, hvilke værdier der fremmes (dannelsesperspektivet). Her er vi, når det kommer til stykket, overladt til vores egne eksistentielle valg. God undervisning bliver i det perspektiv også altid et spørgsmål om den fremmer de værdier, som vi tror på. Forskningen vil med andre ord aldrig kunne svare dækkende på spørgsmålet om, hvad der er god undervisning – vi må selv gøre en del af arbejdet, og det bliver naturligvis ikke ringere af, at vi støtter os til generaliserede erfaringer.

God fornøjelse med det.

Opdatering 2013: Der er kommet nye bud på undervisningskvalitet, og du kan finde dem her:  1) Undervisningskvalitet og lærerprofessionalitet. Andreas Helmke. 2013. 2) Synlig læring. John Hattie 2013,

[1] Oplæg på Danskernes Akademi 2010. https://peadagogikogdidaktik.wordpress.com/

[2] Hilbert Meier. Hvad er god undervisning, Nordisk Forlag 2005. https://peadagogikogdidaktik.wordpress.com/forskning/god-undervisning-hilbert-meier/

[3] Lærerkompetencer og elevlæring. Dansk Clearinghouse for Uddannelsesforskning, 2008.

[4] Darling-Hammond, Linda. Powerful Teacher Education 2006. PREPARING TEACHERS FOR A CHANGING WORLD. Linda Darling-Hammond og John Bransford, 2005

[5] Input, Process, and Learning in primary and lower secondary schools. Dansk Clearinghouse for Uddannelsesforskning, 2010.

Temaer på DPU

Der er video og tekster til de fleste af temaerne.

Autoritet
Dansk (Danskfaget og dets didaktik)
Depression og samfund
Elite og innovation
Etnicitet – Kultur – Identitet
Evaluering
Evidens
Flow og positiv psykologi
Forældreansvar
Informationskompetence
Internationale undersøgelser (PISA, PIRLS, TIMMS og ICCS)
Skole 2.0: It og læring
Klima- og miljøpædagogik
Læringsspil
Medborgerskab og politisk dannelse
Mobilitet
Mobning
Musikpædagogik
Nationale test
Ro
Transfer
Undervisningsdifferentiering
Unges trivsel og mistrivsel
Vidensamfundet