Joseph A Taylor
Datos Biográficos
| ID | 4633825 |
|---|---|
| NOMBRE | Joseph A Taylor |
| NOMBRES | Joseph A |
| APELLIDO | Taylor |
| FIRMA | TAYLOR J A |
| AFILIACIONES | University of Colorado Colorado Springs |
| ORCID | 0000-0002-3753-4888 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 16 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
A meta-analysis of school-based mental health interventions
Mapping the Pipeline of Intervention Evidence in Education
This study examines the pipeline of evidence for educational interventions, focusing on Institute of Education Sciences-funded research and What Works Clearinghouse (WWC) reviews. Using data from 376 efficacy-focused awards, it tracks evidence progression from grant funding to WWC-reviewed publications. The WWC has played a vital role in synthesizing and disseminating evidence, although challenges remain in expediting the review process. Key reco…
Answering the call
Increasing and diversifying STEM college graduates, and consequently the STEM workforce, remains a pressing national priority. As such, the purpose of this quantitative study was to evaluate the Educate to Innovate campaign within higher education. Using preexisting public survey data together with interrupted and comparative interrupted time series techniques, this inquiry aimed to determine whether STEM education has been rejuvenated and broade…
The Landscape of Research on Contextualized Science Learning
The vast and rapidly growing amount of science education research makes it challenging for researchers to navigate and synthesize developments across the field, particularly concerning broad concepts evolving along divergent paths. To address this issue, a novel review methodology employing bibliometrics and network analysis was tested to identify and characterize clusters of research focused on the relationship between school‐based science learn…
Crossing boundaries between research and practitioner communities
This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the fr…
Analyzing funding patterns in science education research
Cognitive outcomes were studied more often than STEM participation outcomes. • Just under half of the studies used student demographics in the analyses. • Just under half of the studies used comparison groups to estimate impact
Addressing test fairness in education research
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists
This article describes the effects of a student–teacher–scientist partnership program on high school students' science outcomes. The design was a cluster‐randomized trial with an analytic sample of 36 teachers randomly assigned to teach a photosynthesis‐ and respiration‐focused module including student‐designed investigations supported by online mentoring from scientists. Forty‐nine teachers were randomly assigned to teach photosynthesis and resp…
Promoting Knowledge Accumulation About Intervention Effects
Toward the goal of more rapid knowledge accumulation via better meta-analyses, this article explores statistical approaches intended to increase the precision and comparability of effect sizes from education research. The featured estimate of the proposed approach is a standardized mean difference effect size whose numerator is a mean difference that has been adjusted for baseline differences in the outcome measure, at a minimum, and whose denomi…
Considerations for Evidence Frameworks in Education Research
In this chapter, we describe and compare the standards for evidence used by three entities that review studies of education interventions: Blueprints for Healthy Youth Development, Social Programs that Work, and the What Works Clearinghouse. Based on direct comparisons of the evidence frameworks, we identify key differences in the level at which effectiveness ratings are granted (i.e., intervention vs. outcome domain), as well as in how each enti…
Multidimensional trajectories for understanding ecosystems
This study examines how middle school students develop an increasingly coherent understanding of aquatic ecosystems. As part of a broader design research study that used Structure‐Behavior‐Function (SBF) theory as an organizing conceptual representation, we created two instructional units that focused on pond and aquarium environments. We coded and analyzed 70 middle school students' drawings of aquatic environments collected before, during, and …
Estimating Teacher Attrition for Impact Study Design
The goal of this article is to provide guidance on teacher attrition rates that can inform power analyses. The subjects were a nationally representative sample of teachers responding to the National Center for Education Statistics Schools and Staffing Survey and Teacher Follow-Up Survey (2011–2013). The findings indicate that at the national average of percent free and reduced-price lunch (FRL), approximately one in six teachers move schools or l…
Teacher pedagogical content knowledge, practice, and student achievement
In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teache…
Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational a…
An Efficacy Trial of Research-Based Curriculum Materials With Curriculum-Based Professional Development
This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was detected when comparing outcomes from this intervention to those of business-as-usual materials and profes…
A macroscale analysis of coastal steepening around the coast of England and Wales
Coastal steepening potentially presents an array of management issues in the form of financial implications of sea defence degradation, increased risk posed to the hinterland as wave attenuation is reduced, 'coastal squeeze' and statutory requirements in the light of the Habitats Directive. The extent to which coastal steepening has occurred throughout England and Wales has been investigated through use of a GIS and dataset based on historical Or…
Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational a…
A macroscale analysis of coastal steepening around the coast of England and Wales
Coastal steepening potentially presents an array of management issues in the form of financial implications of sea defence degradation, increased risk posed to the hinterland as wave attenuation is reduced, 'coastal squeeze' and statutory requirements in the light of the Habitats Directive. The extent to which coastal steepening has occurred throughout England and Wales has been investigated through use of a GIS and dataset based on historical Or…
Estimating Teacher Attrition for Impact Study Design
The goal of this article is to provide guidance on teacher attrition rates that can inform power analyses. The subjects were a nationally representative sample of teachers responding to the National Center for Education Statistics Schools and Staffing Survey and Teacher Follow-Up Survey (2011–2013). The findings indicate that at the national average of percent free and reduced-price lunch (FRL), approximately one in six teachers move schools or l…
An Efficacy Trial of Research-Based Curriculum Materials With Curriculum-Based Professional Development
This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was detected when comparing outcomes from this intervention to those of business-as-usual materials and profes…
A macroscale analysis of coastal steepening around the coast of England and Wales
Coastal steepening potentially presents an array of management issues in the form of financial implications of sea defence degradation, increased risk posed to the hinterland as wave attenuation is reduced, 'coastal squeeze' and statutory requirements in the light of the Habitats Directive. The extent to which coastal steepening has occurred throughout England and Wales has been investigated through use of a GIS and dataset based on historical Or…
An Efficacy Trial of Research-Based Curriculum Materials With Curriculum-Based Professional Development
This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was detected when comparing outcomes from this intervention to those of business-as-usual materials and profes…
Teacher pedagogical content knowledge, practice, and student achievement
In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teache…
Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational a…
Estimating Teacher Attrition for Impact Study Design
The goal of this article is to provide guidance on teacher attrition rates that can inform power analyses. The subjects were a nationally representative sample of teachers responding to the National Center for Education Statistics Schools and Staffing Survey and Teacher Follow-Up Survey (2011–2013). The findings indicate that at the national average of percent free and reduced-price lunch (FRL), approximately one in six teachers move schools or l…
Considerations for Evidence Frameworks in Education Research
In this chapter, we describe and compare the standards for evidence used by three entities that review studies of education interventions: Blueprints for Healthy Youth Development, Social Programs that Work, and the What Works Clearinghouse. Based on direct comparisons of the evidence frameworks, we identify key differences in the level at which effectiveness ratings are granted (i.e., intervention vs. outcome domain), as well as in how each enti…
Multidimensional trajectories for understanding ecosystems
This study examines how middle school students develop an increasingly coherent understanding of aquatic ecosystems. As part of a broader design research study that used Structure‐Behavior‐Function (SBF) theory as an organizing conceptual representation, we created two instructional units that focused on pond and aquarium environments. We coded and analyzed 70 middle school students' drawings of aquatic environments collected before, during, and …
Addressing test fairness in education research
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists
This article describes the effects of a student–teacher–scientist partnership program on high school students' science outcomes. The design was a cluster‐randomized trial with an analytic sample of 36 teachers randomly assigned to teach a photosynthesis‐ and respiration‐focused module including student‐designed investigations supported by online mentoring from scientists. Forty‐nine teachers were randomly assigned to teach photosynthesis and resp…
Promoting Knowledge Accumulation About Intervention Effects
Toward the goal of more rapid knowledge accumulation via better meta-analyses, this article explores statistical approaches intended to increase the precision and comparability of effect sizes from education research. The featured estimate of the proposed approach is a standardized mean difference effect size whose numerator is a mean difference that has been adjusted for baseline differences in the outcome measure, at a minimum, and whose denomi…
Analyzing funding patterns in science education research
Cognitive outcomes were studied more often than STEM participation outcomes. • Just under half of the studies used student demographics in the analyses. • Just under half of the studies used comparison groups to estimate impact
Crossing boundaries between research and practitioner communities
This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the fr…
Answering the call
Increasing and diversifying STEM college graduates, and consequently the STEM workforce, remains a pressing national priority. As such, the purpose of this quantitative study was to evaluate the Educate to Innovate campaign within higher education. Using preexisting public survey data together with interrupted and comparative interrupted time series techniques, this inquiry aimed to determine whether STEM education has been rejuvenated and broade…
The Landscape of Research on Contextualized Science Learning
The vast and rapidly growing amount of science education research makes it challenging for researchers to navigate and synthesize developments across the field, particularly concerning broad concepts evolving along divergent paths. To address this issue, a novel review methodology employing bibliometrics and network analysis was tested to identify and characterize clusters of research focused on the relationship between school‐based science learn…
A meta-analysis of school-based mental health interventions
Mapping the Pipeline of Intervention Evidence in Education
This study examines the pipeline of evidence for educational interventions, focusing on Institute of Education Sciences-funded research and What Works Clearinghouse (WWC) reviews. Using data from 376 efficacy-focused awards, it tracks evidence progression from grant funding to WWC-reviewed publications. The WWC has played a vital role in synthesizing and disseminating evidence, although challenges remain in expediting the review process. Key reco…
Psychology (13 obras) · Mathematics education (9 obras) · Medical education (7 obras) · Medicine (7 obras) · Sociology (6 obras) · Computer Science (5 obras) · Pedagogy (5 obras) · Political science (5 obras) · Psychological intervention (5 obras) · Science education (4 obras)