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Teacher residency programs have emerged in recent years as an alternative to traditional teacher preparation. These programs place pre-service teachers, known as residents, in the classroom of a trained mentor who guides their development over the course of a school year. This resident-mentor match is a major component of the residency experience and understanding how this match influences teacher development is an important line of research. The purpose of this work was to understand how the mentor-resident match influences teacher development in a teacher residency program. We explore this topic through the triangulation of multiple data sources from a longitudinal evaluation study examining the development of secondary residents in one urban teacher residency program. Consistent with findings from previous research, we found through the examination of three resident-mentor matches that the relationship between the resident and mentor plays a critical role in the resident's development throughout the residency year and beyond. The quality of the relationship influences the resident's ability to engage in reflective practice and move from novice to expert in various domains of the teaching profession.

Purpose: Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches. Design/methodology/approach: This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants' experiences and the influence of program participation were explored. Findings: Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice. Practical implications: In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs. Originality/value: Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.

The use of assessment data to inform instruction is an important component of a comprehensive standards-based assessment programme. Examining teachers' data use for instruction can reveal the extent to which instruction is aligned with established content standards and assessment. This paper describes results of a qualitative study of teachers' data use in a mid-Atlantic metropolitan area in the United States. Focus group interviews with 60 upper elementary and middle school teachers from 45 schools were conducted. Findings indicate teachers aligned instruction and assessments with the state curriculum with the goal of improving student performance. While teachers found day-to-day informal assessments essential to shaping instruction, periodic formal assessments helped them monitor student progress and remediation efforts. Teachers described challenges associated with the misalignment of periodic assessments with instructional content, the breadth of content and higher cognitive demand expected in the newer state curriculum and the lack of infrastructure to support data use.

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre-, post-, and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction. [This article is available as a Grantee Submission, ED564044.]

The use of assessment data to inform instruction is an important component of a comprehensive standards-based assessment programme. Examining teachers' data use for instruction can reveal the extent to which instruction is aligned with established content standards and assessment. This paper describes results of a qualitative study of teachers' data use in a mid-Atlantic metropolitan area in the United States. Focus group interviews with 60 upper elementary and middle school teachers from 45 schools were conducted. Findings indicate teachers aligned instruction and assessments with the state curriculum with the goal of improving student performance. While teachers found day-to-day informal assessments essential to shaping instruction, periodic formal assessments helped them monitor student progress and remediation efforts. Teachers described challenges associated with the misalignment of periodic assessments with instructional content, the breadth of content and higher cognitive demand expected in the newer state curriculum and the lack of infrastructure to support data use. [This article was published in "Perspectives in Education" (EJ1130896).]

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.

The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP for young, high-risk children. This article describes the development and preliminary psychometric properties of the BEST in CLASS Adherence and Competence Scale (BiCACS), designed to measure the adherence and competence of delivery of the BEST in CLASS prevention program. Independent observers coded videotaped (n = 116) and live (n = 289) observations of teachers delivering the BEST in CLASS program. The BiCACS showed good interrater reliability and analyses provided some support for the validity of the measure. Implications for future research and integrity measurement work are discussed. [This paper was published in "Journal of Emotional and Behavioral Disorders" (EJ1044702).]

Children who engage in chronic problem behavior can present challenges for their early childhood teachers and are more likely to develop negative relationships with these and other adults with whom they interact. Unfortunately, children who develop negative relationships with their teachers early in their school careers are more likely to have later academic and behavioral problems than children who have positive, supportive relationships. The salience of interactions between teachers and young children highlights the need for interventions that target building positive teacher-child interactions and increase the likelihood that these interactions are developmentally appropriate and supportive of children's emotional and behavioral growth, as well as assessment tools to evaluate the effectiveness of these interventions The purpose of this article is to describe the Teacher-Child Interaction Direct Observation System (TCIDOS), an observation system designed to capture teacher and child behaviors during classroom interactions to evaluate the effectiveness of a classroom-based intervention targeting improvements in teacher-child interaction patterns. Following a description of our conceptual framework and the development of the TCIDOS, we discuss preliminary reliability findings and future research directions as well as challenges inherent to collecting direct observational data in classroom settings. [This paper was published in "Assessment for Effective Intervention" (EJ1018932).]

Young children who exhibit problem behavior are at-risk for a host of negative developmental outcomes. Early intervention at multiple ecological levels is crucial to interrupt what can be a detrimental transactional cycle between children and their caregivers, including their teachers. In this article we promote a strengths-based approach to improving teacher-child interactions, which may serve as a protective factor for children with early-onset problem behavior in early childhood classrooms. Specifically, we describe how increases in targeted teacher behaviors can foster the desirable behavior of young children by capitalizing on skills the children already possess while enhancing those skills necessary for social competence and pre-academic success. [This article was published in "Exceptionality" (EJ881036).]

Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers' and students' experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district's strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.

In response to US accountability policies and yearly performance targets, school districts are implementing periodic or benchmark assessments to provide teachers with data to improve instruction and student achievement. The tests are typically given quarterly to track student progress toward yearly accountability goals, as well as to inform teaching and identify individualized instructional enhancements to foster student achievement. Fifteen focus group sessions were conducted with 67 elementary and middle school teachers from several school districts surrounding an urban metropolitan area in Virginia to explore and better understand the ways in which benchmark testing can be used effectively as formative assessment. Participants had a range of experience from 1 to 3 to over 20 years in the classroom. The perceived quality of test items, timeliness in receiving results, accessibility of the data, and opportunities to review and discuss the results with others clearly influenced how teachers' used the assessment results. Teachers described using benchmark test results formatively to make a variety of instructional adjustments, including modifications to whole class instruction, working with students in small groups, and providing individualized support, though important factors influenced the extent of use. The findings of this study suggest that under appropriate conditions, including having valid and transparent test items, support, immediacy of results, and time to discuss with others, benchmark testing programs have the potential of providing meaningful formative assessment.

The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP for young, high-risk children. This article describes the development and preliminary psychometric properties of the BEST in CLASS Adherence and Competence Scale (BiCACS), designed to measure the adherence and competence of delivery of the BEST in CLASS prevention program. Independent observers coded videotaped (n = 116) and live (n = 289) observations of teachers delivering the BEST in CLASS program. The BiCACS showed good interrater reliability and analyses provided some support for the validity of the measure. Implications for future research and integrity measurement work are discussed.

Children who engage in chronic problem behavior can present challenges for their early childhood teachers, and are more likely to develop negative relationships with these and other adults with whom they interact. Unfortunately, children who develop negative relationships with their teachers early in their school careers are more likely to have later academic and behavioral problems than children who have positive, supportive relationships. The salience of interactions between teachers and young children highlights the need for interventions that target building positive teacher-child interactions and increase the likelihood that these interactions are developmentally appropriate and supportive of children's emotional and behavioral growth, as well as assessment tools to evaluate the effectiveness of these interventions. The purpose of this article is to describe the Teacher-Child Interaction Direct Observation System ("TCIDOS"), an observation system designed to capture teacher and child behaviors during classroom interactions to evaluate the effectiveness of a classroom-based intervention targeting improvements in teacher-child interaction patterns. Following a description of our conceptual framework and the development of the "TCIDOS," we discuss preliminary reliability findings and future research directions as well as challenges inherent to collecting direct observational data in classroom settings.

Young children who exhibit problem behavior are at-risk for a host of negative developmental outcomes. Early intervention at multiple ecological levels is crucial to interrupt what can be a detrimental transactional cycle between children and their caregivers, including their teachers. In this article we promote a strengths-based approach to improving teacher-child interactions, which may serve as a protective factor for children with early-onset problem behavior in early childhood classrooms. Specifically, we describe how increases in targeted teacher behaviors can foster the desirable behavior of young children by capitalizing on skills the children already possess while enhancing those skills necessary for social competence and pre-academic success. (Contains 1 figure.)

Project BEST (Basic Educational Skills and Training) is a mentoring program involving Virginia Commonwealth University students and area middle school students. In the two-tiered program, VCU faculty mentor the Project BEST college students who, in turn, serve as mentors to the middle school students. Activities include Saturday mathematics and science enrichment seminars, after-school tutoring, and a week-long mathematics and science summer camp. Outcomes of the program show that Project BEST has positively impacted students' academic achievement and achievement responsibility.

Over the past two decades, the presence and use of technology in the workplace and in schools has increased dramatically. At the same time, the importance of test-based educational accountability has also increased. Currently, formal testing programs are used in 49 states. Some observers have raised concerns that the testing programs that make high-stakes decisions about students and/or schools have adverse impact on instructional practices. This study examines the extent to which teachers believe they are modifying instructional uses of computers for writing in response to state testing programs. Through a national survey of teachers, the study finds that a substantial percentage of teachers believe they are decreasing instructional uses of computers for writing as a result of paper-based state tests. This study also reports that computing skills of students in urban and poor performing schools are reported by teachers to be less developed than students in suburban schools. The combined effect is that those students who most need opportunities to develop skills in using computers for writing in school may not be acquiring those opportunities as a result of teachers' responses to paper-based state tests.

Discusses teachers' views on state-mandated testing. Data from a literature review and teacher surveys indicate that high stakes, state-mandated testing can lead to instruction that contradicts teachers' views of sound educational practice. Teachers feel that pressure to raise test scores encourages them to emphasize instructional and assessment strategies mirroring the content and format of the state test, and to devote large amounts of classroom time to test preparation. (SM)

Objectives. We compared completion rates for adolescent immunization series administered at school-based health centers (SBHCs) to completion rates for series administered at community health centers (CHCs) within a single integrated delivery system. Methods. We performed a retrospective analysis of data from an immunization registry for patients aged 12-18 years. Patients were assigned to either an SBHC or a CHC during the study interval based on utilization. We used bivariate analysis to compare immunization series completion rates between the 2 groups and multivariate analysis to compare risk factors for underimmunization. We performed subanalyses by ages 12-15 years versus ages 16-18 years for human papillomavirus (HPV) and for the combination of HPV; tetanus, diptheria, and pertussis (Tdap); and tetravalent meningococcus virus. Results. SBHC users had significantly higher completion rates (P

Spending a sizable amount of time may not prepare students for their state tests and hence there is a need to enhance the state-testing program by including measures of student achievement. Seven principles are presented during the high-stakes testing program that still hold true for contemporary statewide testing efforts.

Objective: Despite immense popularity of Jaipur foot as low cost prosthetic, not much work has been reported on its design for manufacturing standardization. Without manufacturing standardization, it cannot be mass produced using contemporary manufacturing technologies. The objective of this work is to carry out its computer aided design (CAD) followed by computer aided engineering (CAE) based on the material properties obtained from the previous work [1] of the authors. This may lead to the possible use of modern manufacturing processes for the Jaipur foot design. Design: After modelling using CAD tool including its organic surfaces, the designed foot was analysed using a CAE tool for balanced standing load conditions to determine maximum stresses and deformation in its various parts. The bending analysis was done to check the dorsiflexion movement so that the strained sections could be identified for more reliable and durable prosthetic foot. For the static load analysis, base of the foot was constrained and 300–500 N load was applied through the bolt whereas for bending, the part near the bolt was fixed and pressure was applied at junction of front foot and toes. Results: The results show that the maximum stress and deformation occur at the bolt, while the skin undergoes maximum strain. CAE analysis also proves the robustness of the Jaipur foot design and a well manufactured Jaipur foot as per standardized design should be able to withstand the real life conditions without failure. The CAD model is also used for FDM based printing for a nonfunctional prototype of Jaipur foot. The results of this study will serve as an important guideline for further research regarding equivalent material replacement, material optimization and obtaining an optimized design after studying the foot for dynamic analysis. [ABSTRACT FROM AUTHOR]

The extent to which teachers believe they are modifying instructional uses of computers for writing in response to state testing programs is discussed. The study reports that computing skills of students in urban and poor performing schools are reported by teachers to be less developed than students in suburban schools.

Objective: The purpose of this study was to examine effects of usage and demographics on damage to the Jaipur Foot prosthesis as well as the epidemiology and etiology of amputations performed at Santokba Durlabjhi Memorial Hospital (SDMH) in Jaipur, India. Design: Total time spent standing, total time spent wearing and total distance walked were compared against severity and location of damage to the prosthesis. Time between initial fitting and follow-up visit for damaged prosthetic was also considered in this analysis. A novel damage severity scale based on prosthesis functionality is presented along with a damage location legend. Results: Patients from 10 different states and two territories throughout India were included in the study. No main effects were found to be statistically significant in predicting severity or location of damage. Only the interaction between a patient’s total time spent standing and their total time spent wearing the prosthesis as well as the interaction between a patient’s total time spent standing and total distance walked was significant in predicting location of damage to the Jaipur Foot (p = .0327, p = .0278, respectively). Conclusions: The lack of significant usage factor effect on damage severity or location could support previous findings that lack standardization in materials and manufacturing processes, which is the major drawback of the Jaipur Foot. Implications for Rehabilitation: The Jaipur Foot is a safe, reliable and stable product as no abrupt breakage or sudden falls causing injury to the patient were noted. Hence, it is a safe rehabilitation device for lost limbs. The population can squat and sit cross-legged while wearing the prosthetic foot and it does not affect damage severity or location of damage, allowing for these activities to be performed while rehabilitating. The manufacturing of the foot needs to be standardized to improve life of foot. Total time spent standing, total time spent wearing and total distance walked were not predictive of severity or location of damage to the prosthesis, hence providing patient guidelines for activity during rehabilitation. [ABSTRACT FROM AUTHOR]

Campbell, Dorothy M., Melenyzer, Beverly J., Nettles, Diane H., Wyman, Jr., Richard M. (1999). Portfolio and Performance Assessment in Teacher Education. (154 pages). Needham Heights, MA: Allyn & Bacon. $35.75. [...]