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"Educational programme"
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Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI—Research-based, Developmentally Informed) or \"usual practice\" conditions. The intervention involved brief lessons, \"handson\" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty-six 4-year-old children tracked their progress over the course of the 1-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.
Journal Article
Analysis of the Consistency of Prerequisites and Learning Outcomes of Educational Programme Courses by Using the Ontological Approach
The article presents the results of the application of an ontological approach to the description of the structure and content of the educational programme, and its subsequent analysis for the consistency of prerequisites and learning outcomes of courses. The practical result of the work is an ontology approach implemented in the Protégé 5.5.0 editor, which reflects the studied disciplines in terms of the skills they form and the entrance requirements (prerequisites) for the qualification of the student. The curriculum model includes sequences of semesters and courses of study (academic year) related by time relationships. The developed ontology approach is filled with data from the educational programme “Software Engineering”. The authors have earned queries in DL Query and SPARQL languages, which, using logical inference procedures, make it possible to analyse an educational programme for consistency of disciplines in terms of input requirements and the skills of the learner formed during the training period. The developed ontology and rules of logical inference can be used as a part of the educational process management information systems and educational programme designers, for the intellectual analysis of programme integrity and the consistency of learning prerequisites and outcomes in disciplines.
Journal Article
Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts
One year after participating in the Research-based, Developmentally Informed (REDI) intervention or \"usual practice\" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M age = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher–student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive–disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.
Journal Article
Children's Classroom Engagement and School Readiness Gains in Prekindergarten
Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement: free play, individual instruction, group instruction, and scaffolded learning. Free play children exhibited smaller gains across the prekindergarten year on indicators of language/literacy and mathematics compared to other children. Individual instruction children made greater gains than other children on the Woodcock Johnson Applied Problems. Poor children in the individual instruction profile fared better than nonpoor children in that profile; in all other snapshot profiles, poor children fared worse than nonpoor children.
Journal Article
PISA and global education policy : understanding Finland's success and influence
\"PISA and Global Education Policy: Understanding Finland's Success and Influence provides an in-depth investigation for the reasons behind Finland's success in the Programme for International Student Assessment (PISA). Finland's high performances in every administration of PISA since 2000 have captured worldwide attention. This volume offers a comprehensive exploration into the context of Finland, uncovering its historical, cultural, political, and societal nuances. Furthermore, it delves into the history of Finnish education, providing a strong foundation from which to view the system that produced so much success in PISA. The book analyses empirical data from Finnish professors of education, ministers of education, head teachers, and teachers for the reasons behind Finland's consistently high outcomes in the survey. It includes viewpoints from OECD officers with direct responsibility for PISA. In addition, it uncovers the impact of Finnish influence on education policy worldwide. Thus, the text presents an analysis of the growing politicisation of international achievement studies such as PISA. The increasingly globalised educational context surrounding PISA calls for an analysis of policy transfer and the already-apparent uncritical policy borrowing of Finnish education policy within the UK context\"-- Provided by publisher.
Book
Impact of a narrative medicine programme on healthcare providers’ empathy scores over time
Background
The cultivation of empathy for healthcare providers is an important issue in medical education. Narrative medicine (NM) has been shown to foster empathy. To our knowledge, there has been no research that examines whether a NM programme affects multi-professional healthcare providers’ empathy. Our study aims to fill this gap by investigating whether a NM programme effects multi-professional healthcare providers’ empathy.
Methods
A pre-post questionnaire method was used.142 participants (
n
= 122 females) who attended the NM programme were divided into single (
n
= 58) and team groups (
n
= 84) on the basis of inter-professional education during a period of 2 months. Perceptions of the NM programme were collected using our developed questionnaire. Empathy levels were measured using the Chinese version of Jefferson Scale of Empathy - Healthcare Providers Version (JSE-HP) – at three time points: prior to (Time 1), immediately after (T2), and 1.5 years (T3) after the programme.
Results
Participants’ perceptions about the NM programme (
n
= 116;
n
= 96 females) suggested an in enhancement of empathy (90.5%). Empathy scores via the JSE-HP increased after the NM programme (T1 mean 111.05, T2 mean 116.19) and were sustainable for 1.5 years (T3 mean 116.04) for all participants (
F
(2297) = 3.74,
p
< .025). A main effect of gender on empathy scores was found (
F
(1298) = 5.33,
p
< .022). No significant effect of gender over time was found but there was a trend that showed females increasing empathy scores at T2, sustaining at T3, but males demonstrating a slow rise in empathy scores over time.
Conclusions
NM programme as an educational tool for empathy is feasible. However, further research is needed to examine gender difference as it might be that males and females respond differently to a NM programme intervention.
Journal Article