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4,382 results on '"Clements, P."'

1. Developing a Method for Obtaining Pupil Insight for Building in Use Reviews

Author

Department for Education (DfE) (United Kingdom), Pamela Woolner, Ahmed Kharrufa, Denise Lengyel, Alison Whelan, and Katherine Clements

Abstract

This report details exploratory research undertaken by Newcastle University from November 2022 to May 2023. The aim of this exploratory project was to develop, trial and evaluate approaches to providing indications of how outdoor space is being perceived, used and valued by students in four schools -- to ascertain which approach (or approaches) may be best suited for use as part of Building in Use (BiU) reviews. The report details the three digital methods tested, as well as the enablers and barriers encountered while using them. The digital tools developed can be used individually to obtain limited data, but a combination of several methods is most and can be combined with information from the BiU site visit and staff survey in providing an overall BiU assessment. However, there are barriers to this including financial outlay, support from schools, and the time and effort required to create the data collection tools, even with the templates and prototypes that we detail in the report. We recommend initial discussions between the BiU technical adviser (TA) and school about tools, so that these can be chosen to fit with school procedures, especially relating to online access, and also fulfil particular needs of a specific BiU review. This would form part of a developed relationship between TA and school, beyond the existing one of schools accommodating data collection using pre-specified methods, which would also include feedback from the TA to the school.

Published
2024

2. (Re)Conceptualizing STEM Learning and Teaching for Young Children with Disabilities

Author

Hsiu-Wen Yang, Megan Vinh, Elica Sharifnia, Jessica Amsbary, Doug H. Clements, Chih-Ing Lim, and Julie Sarama

Abstract

Centering equity in our work eliminates disparities and promotes the learning and development of "ALL" children. Although there has been increasing focus on supporting science, technology, engineering, and mathematics (STEM) in early childhood, many children with disabilities still face challenges in accessing early STEM opportunities. In this article, we suggest a strengths-based, system-level, and theory-driven approach to encourage the field to shift away from the practice of "fixing" children when providing STEM learning and teaching for young children with disabilities. At the conclusion of this article, we also offer critical questions for readers to ponder and reflect on their work.

Published
2024
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3. Nurturing Community and Resilience: Four Years of Reflection on Virtual Coworking among Boundary-Spanning Community-Engaged Scholar-Practitioners

Author

Kathryn A. V. Clements, Michele C. Fritz, Makena Neal, and Diane M. Doberneck

Abstract

The COVID-19 pandemic dramatically changed the practice of community-engaged scholarship and challenged internal and external boundary spanners to maintain and grow authentic and meaningful relationships. Female-identifying scholars and practitioners faced, and continue to face, extra personal and professional demands in the postpandemic era (Purcell et al., 2022). In this reflective essay, four female community-engaged scholar-practitioners reflect on the importance and value of cocreating a weekly, virtual coworking space to support professional and personal resilience. Over 4 years, this coworking space shifted in focus from solely a cowriting accountability time during the COVID-19 virtual work era to more of a "relational pause" (Barton et al., 2022) focused on encouraging, caring for, and uplifting one another. We offer readers practical ideas to organize and lead their own virtual coworking spaces or, for institutional leadership roles, strategies to support others in developing communities of care that sustain boundary spanners.

Published
2024

4. Considering the Possible Relationship between Personalized Learning and Service Learning: A Historical and Pragmatic Perspective

Author

Jennifer Spiegel and Joshua Clements

Abstract

Personalized learning (PL) is not new, but it has morphed and re-emerged as an approach that might re-engage today's students in the classroom and better prepare them for college and careers in the 21st century. Amid this re-emergence of personalization is the implementation of new technologies in the classroom. While technology may offer efficient ways to deliver PL, the impact of PL on the educational system and the narratives that guide learning, as well as its effect on the larger community, the workforce, and the democratic principles that guide America, need further exploration. This essay looks at personalized learning historically and pragmatically using a technoskeptic approach. This paper examines personalized learning's implications and offers ways personalized learning via service learning may be more effective in engaging students while also continuing to contribute to a communal, democratic narrative. When properly applied, service learning encourages students to use their knowledge to solve real-world problems in their communities. As modern culture moves toward isolated media environments and individualized experiences, students need more exposure to other people and differing worldviews to maintain democratic ideals, a robust learning experience, and humanity in reality, as opposed to what is offered on a screen.

Published
2024

5. Teacher Identity and Bullying--Perspectives from Teachers during Bullying Prevention Professional Development

Author

Anne Drescher, Tracey Kenyon Milarsky, Graceson Clements, America J. El Sheikh, Rachel Hanebutt, Luz E. Robinson, Katherine A. Graves, Alberto Valido, Dorothy L. Espelage, and Chad Rose

Abstract

This article presents an analysis of qualitative data collected from general and special education teachers (n = 36) participating in a four-module professional development training focused on preventing bullying among students with disabilities. Analysis was driven by Braun and Clarke (Qualitative Research in Psychology 3:77-101, 2006) six step process for thematic analysis. We report on four major themes: (1) the effect of teachers' identities, including race, gender, age, and cultural and social backgrounds; (2) teacher perspectives of the role of parents in bullying prevention; (3) teacher views concerning bullying between students and best practices for responding to reports of bullying in schools; (4) the influence of sociocultural factors on bullying in classrooms. Taken together, these themes suggest that teachers reflect on their role as the "kind of teacher" that prevents bullying, which has implications for the students within their classroom. Results inform best practices for the design and delivery of instructional programs and workshops that consider teacher identity and create environments that better support teachers in preventing and responding to bullying in their classrooms.

Published
2024
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6. Comparing the Costs of Online and Teacher-Directed Credit Recovery

Author

Drew Atchison, Margaret Clements, Jordan Rickles, Iliana Brodziak de los Reyes, and Jessica Heppen

Abstract

This study compares the costs of a school-based online credit recovery model to more traditional teacher-directed credit recovery using rigorous cost analysis methods. Findings indicate that differences in the comprehensive costs for online and teacher-directed credit recovery classes are small. However, cost differences across the two models of specific types of resources are substantial and statistically significant. Online credit recovery classes resulted in higher district-incurred costs largely due to the purchase of online curricula and required technology. The online model incurred lower opportunity costs to teachers stemming from less out-of-class time devoted to grading, lesson planning, and developing course materials.

Published
2024
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17. Addressing Uncodable Behaviors: A Bayesian Ordinal Mixture Model Applied to a Mathematics Learning Trajectory Teaching Experiment

Author

Pavel Chernyavskiy, Traci S. Kutaka, Carson Keeter, Julie Sarama, and Douglas Clements

Abstract

When researchers code behavior that is undetectable or falls outside of the validated ordinal scale, the resultant outcomes often suffer from informative missingness. Incorrect analysis of such data can lead to biased arguments around efficacy and effectiveness in the context of experimental and intervention research. Here, we detail a new Bayesian mixture approach that analyzes ordinal responses with undetectable/uncodable behaviors in two stages: (1) estimate a likelihood of response detection and (2) estimate an Explanatory Item Response Model for the ordinal variable conditional on detection. We present an independent random effects and correlated random effects variant of the new model and demonstrate evidence of model functionality using two simulation studies. To illustrate the utility of our proposed approach, we describe an extended application to data collected during a length measurement teaching experiment (N = 186, 56% girls, 5-6 years at preassessment). Results indicate that students assigned to a learning trajectories instructional condition were more likely to use detectable, mathematically relevant problem-solving strategies than their peers in two comparison conditions and that their problem-solving strategies were also more sophisticated. [This is the online first version of an article published in "Journal of Research on Educational Effectiveness."]

Published
2024
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18. A Multisite Randomized Study of an Online Learning Approach to High School Credit Recovery: Effects on Student Experiences and Proximal Outcomes

Author

Jordan Rickles, Margaret Clements, Iliana Brodziak de los Reyes, Mark Lachowicz, Shuqiong Lin, and Jessica Heppen

Abstract

Online credit recovery will likely expand in the coming years as school districts try to address increased course failure rates brought on by the coronavirus pandemic. Some researchers and policymakers, however, raise concerns over how much students learn in online courses, and there is limited evidence about the effectiveness of online credit recovery. This article presents findings from a multisite randomized study, conducted prior to the pandemic, to expand the field's understanding of online credit recovery's effectiveness. Within 24 high schools from a large urban district, the study randomly assigned 1,683 students who failed Algebra 1 or ninth grade English to a summer credit recovery class that either used an online curriculum with in-class teacher support or the school's business-as-usual teacher-directed class. The results suggest that online credit recovery had relatively insignificant effects on student course experiences and content knowledge, but significantly lower credit recovery rates for English. There was limited heterogeneity in effects across students and schools. Non-response on the study-administered student survey and test limit our confidence in the student experience and content knowledge results, but the findings are robust to different approaches to handling the missing data (multiple imputation or listwise deletion). We discuss how the findings add to the evidence base about online credit recovery and the implications for future research. [This paper will be published in "Journal of Research on Educational Effectiveness."]

Published
2023
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19. The Effect of the Building Blocks Education Program on Turkish Preschool Children's Recognition of Geometrical Shapes

Author

Orcan Kacan, Maide, Karacelik, Seda, Dedeoglu Aktug, Neslihan, Clements, Douglas H., and Sarama, Julie

Abstract

This study examined the effect of the Building Blocks mathematical education program on 4-year-old Turkish preschool children's recognition level of geometrical shapes. A pretest-posttest control group experimental design was employed. The sample group was composed of randomly selected 39 preschool children (of whom 21 were in the experimental group, and 18 in the control group). A geometric shapes recognition test was used for data collection. Results indicated meaningful differences in the mean scores of the triangle and rectangle shapes in favor of the experimental group. When the children's responses to the geometric shapes recognition test were examined in detail, it was observed that in the post-test the children in the experimental group, as compared to the ones in the control group, were more inclined to define geometrical shapes with their qualitative features rather than visual features.

Published
2023

35. A study protocol for a multi-country cluster randomized controlled trial of the impact of a multi-component One Health strategy to eliminate Opisthorchis viverrini and soil transmitted helminths in the Lower Mekong Basin

Author

Mationg, Mary Lorraine, Clements, Archie C. A., Williams, Gail M., Kelly, Matthew, Stewart, Donald E., Gordon, Catherine A., Wangdi, Kinley, Tangkawattana, Sirikachorn, Suwannatrai, Apiporn T., Savathdy, Vanathom, Khieu, Visal, Wannachart, Sangduan, O’Connor, Suji Yoo, Forsyth, Simon, Gannon, Sean, Odermatt, Peter, McManus, Donald P., Sayasone, Somphou, Khieu, Virak, Sripa, Banchob, and Gray, Darren J.

Published
2024
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38. A PSA SNP associates with cellular function and clinical outcome in men with prostate cancer

Author

Srinivasan, Srilakshmi, Kryza, Thomas, Bock, Nathalie, Tse, Brian W. C., Sokolowski, Kamil A., Janaththani, Panchadsaram, Fernando, Achala, Moya, Leire, Stephens, Carson, Dong, Ying, Röhl, Joan, Alinezhad, Saeid, Vela, Ian, Perry-Keene, Joanna L., Buzacott, Katie, Nica, Robert, Gago-Dominguez, Manuela, Schleutker, Johanna, Maier, Christiane, Muir, Kenneth, Tangen, Catherine M., Gronberg, Henrik, Pashayan, Nora, Albanes, Demetrius, Wolk, Alicja, Stanford, Janet L., Berndt, Sonja I., Mucci, Lorelei A., Koutros, Stella, Cussenot, Olivier, Sorensen, Karina Dalsgaard, Grindedal, Eli Marie, Travis, Ruth C., Haiman, Christopher A., MacInnis, Robert J., Vega, Ana, Wiklund, Fredrik, Neal, David E., Kogevinas, Manolis, Penney, Kathryn L., Nordestgaard, Børge G., Brenner, Hermann, John, Esther M., Gamulin, Marija, Claessens, Frank, Melander, Olle, Dahlin, Anders, Stattin, Pär, Hallmans, Göran, Häggström, Christel, Johansson, Robert, Thysell, Elin, Rönn, Ann-Charlotte, Li, Weiqiang, Brown, Nigel, Dimeski, Goce, Shepherd, Benjamin, Dadaev, Tokhir, Brook, Mark N., Spurdle, Amanda B., Stenman, Ulf-Håkan, Koistinen, Hannu, Kote-Jarai, Zsofia, Klein, Robert J., Lilja, Hans, Ecker, Rupert C., Eeles, Rosalind, Clements, Judith, and Batra, Jyotsna

Published
2024
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45. Human red blood cells express the RNA sensor TLR7

Author

Metthew Lam, L. K., Oatman, Emily, Eckart, Kaitlyn A., Klingensmith, Nathan J., Flowers, Emily, Sayegh, Layal, Yuen, Julia, Clements, Rebecca L., Meyer, Nuala J., Jurado, Kellie A., Vaughan, Andrew E., Eisenbarth, Stephanie C., and Mangalmurti, Nilam S.

Published
2024
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