scholarly journals ISEGEN: Generation of High-Quality Instruction Set Extensions by Iterative Improvement

Author(s):  
P. Biswas ◽  
S. Banerjee ◽  
Nikil Dutt ◽  
L. Pozzi ◽  
P. Ienne
AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110271
Author(s):  
David J. Purpura ◽  
Ellen C. Litkowski ◽  
Robert J. Duncan ◽  
Jessica A. R. Logan

In response to Fuson et al.’s commentary on Litkowski et al. (2020), we clarify and expand on three areas: (1) the need for prekindergarten standards, (2) the value in developmental survey work, and (3) the importance of understanding curriculum translation and uptake. Specifically, we note that standards need to be appropriate for grade-level and it is time for more aligned prekindergarten standards. Developmental survey work is critical for ensuring that standards and expectations are accurate and adjusted to meet current needs and can be used address equity issues in instruction. Furthermore, we agree that intervention and curriculum work are needed, but there should be explicit emphasis on enhancing uptake and use of high-quality instruction. Ultimately, we need a system of assessment and instruction that is continually updated and improved, that integrates and modifies new evidence over time to ensure that we are striving for—and attaining—the best results for young children.


2018 ◽  
Vol 7 (4) ◽  
pp. 345-349
Author(s):  
Sheri J. Brock ◽  
Jared A. Russell ◽  
Brenna Cosgrove ◽  
Jessica Richards

The School of Kinesiology at Auburn University has a large Physical Activity and Wellness Program (PAWP) that services approximately 8,000 students each academic year. The roughly 470 courses offered annually include aquatics, leisure, martial arts, fitness, and individual- and team-sport offerings taught predominantly by graduate teaching assistants. Overall, Auburn University has experienced a great deal of success in providing a PAWP program that students enjoy and often wish to repeat although these courses are not required as compulsory credit. Delivering high-quality undergraduate educational experiences is paramount to the overall instructional mission of the School of Kinesiology. This paper outlines administrative strategies to ensure that PAWP instructors are prepared and supported in their instructional responsibilities.


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