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1.
“What is that sound?”, “What did the kangaroo say?”, and “What might you hear during a walk?” provide evidence that educators of young children realize that listening represents a necessary ingredient in successful school experiences. Children listen for many hours of the school day, but listening has been a neglected area of instruction. The traditional low priority of listening instruction may have been based upon the myth that children naturally learn to listen or on the misconception that listening skills cannot be taught. Using literature to teach listening can improve learners' listening abilities, provided early childhood educators use developmentally appropriate children's literature. 相似文献
2.
Fabienne Doucet 《Journal of Early Childhood Teacher Education》2013,34(2):108-139
Preservice teachers are socialized by their own raced, classed, and gendered experiences to expect “caring parents” to behave and contribute in certain ways to their children's schooling. Preservice teachers who come from widely divergent backgrounds from the communities in which they serve can sometimes be skeptical of parents who are not involved in children's schooling in ways that are familiar from their own upbringing. Moreover, much of the existing scholarship on parent involvement and the transition to school takes a top-down approach that discounts the important knowledge parents bring to the table. This is a study of African American parents of young children who were preparing to transition to kindergarten or first grade that proposes an alternate conversation about what we can learn from parents when we examine their ways of framing and enacting “involvement” in their children's school lives. African American parents and caregivers (N?=?25) participated in qualitative interviews. Thematic analyses of the interviews revealed that participants constructed preparation for the transition to school broadly, as preparation for the “real world.” I will discuss the implications of the study for teaching, teacher education, and future research, so that preservice teachers and teacher educators can begin to build a greater imagination for parent involvement. 相似文献
3.
Michele Myers 《Peabody Journal of Education》2013,88(3):437-458
The positive impact on children's educational trajectories when effective home-school partnerships are established has been extensively documented. This article shares findings from a 13-month research study in a rural, southern community in South Carolina that sought to investigate the nature of the “partnerships” formed between educators and families, while challenging stereotypes and misperceptions that prevent such partnerships from unfolding. In doing so, the researcher makes visible the experiences of Black families, students, and schools in communities rarely studied—poor, rural Black communities in the southern United States. The researcher uses the actual words of the teachers and parents to make visible the disjunctive interpretations about one of the major themes from the study, parental involvement as relationships. Finally, the researcher offers implications for educators and parents as they do the work necessary to form relationships that really benefit students. 相似文献
4.
《Studying Teacher Education》2013,9(1):85-102
While teacher educators may encourage their students to reflect deeply on their teaching, the teachers of teachers rarely seem to examine their own teaching practices. Yet a study of one's own practice can generate profound insights into one's own teaching, can model good teaching to our students, and can serve as the foundation for research about teaching. One teacher–researcher–scholar, Jeff Northfield, developed a powerful set of insights into the value of exploring personal practice while contributing to our general knowledge of teaching. Within the context of the current paradigm wars concerning “best” research in the reform of teaching and teacher education, this paper demonstrates that the work of researchers like Northfield stands as a valuable exemplar of good research of teaching. The paper also explores critical points from Northfield's work that can guide future research into our own teaching. 相似文献
5.
Kathleen Cranley Gallagher Kirsten Kainz Lynne Vernon-Feagans Kelley Mayer White 《Early childhood research quarterly》2013
An increasing body of literature documents associations between student–teacher relationships, children's academic success, and children's social competence in school. Less is known about characteristics and processes involved in the quality of relationships between students and teachers, and little research has examined these issues with populations of young students and teachers living in rural communities. The current study examined the relationships between rural kindergarten and first-grade students and their teachers in spring of the school year, predicted by child demographic factors, child process factors, and teacher characteristics. Using a multi-level model to account for clustering of children in classrooms, children's behavior and literacy skills were examined as contributors to the teachers’ perceptions of the developing teacher–student relationship, focusing on their potential to mediate associations between more distal characteristics and teacher–student relationships. Controlling for relationship conflict in fall, boys and African American students were more likely to have relationships with teachers that were higher in conflict in spring. When behavior and literacy skills measures were added to the model, children's behavior mediated the effect of gender, such that behavior problems accounted for much of the variance in student–teacher conflict associated with gender. However, neither behavior problems nor literacy skills mediated the effects of minority status on conflict; African American students had poorer relationships with teachers regardless of behavior or literacy skills. 相似文献
6.
Michael P. Hayes David S. McLaughlin Valerie A. Allison-Roan 《Studying Teacher Education》2014,10(2):130-145
This collaborative self-study examines the impact of taking a listening stance in the collegial relationships and practices of three early-career teacher educators within a small, private liberal arts institution. We consider the consequences of a listening stance on students' experiences of our practices and their education program. In addition, we explore how our individual histories influence our practices, our efforts to model listening, and our collegial relationships. Data sources include our journaling and in-class observations, feedback gathered from students on anonymous questionnaires and through focus-group discussions, and regular conversations with colleagues. Our findings illuminate the paradoxical nature of modeling a listening stance with pre-service teachers as listening to a multiplicity of voices challenged our ability to remain true to self in the midst of others' expressed needs and imperatives. 相似文献
7.
Yona Leyser Malka Margalit Yakov Avraham 《International Journal of Disability, Development & Education》1988,35(3):165-177
One hundred and two families of disabled children in the Israeli kibbutz were studied. Parental responses during the interview revealed that the availability of material and financial resources, which the kibbutz provides, the sharing in the day to day care of the child, and the overall acceptance by the community are important in reducing stress. Yet, parents still experience a number of major hardships and stressors including encounters with the kibbutz “system”, a sense of loneliness, and concerns about their children's social integration and their futures. Similar hardships are reported in the literature for parents of disabled children in other cultures and societies. Implications for educators and family service providers regarding the need for community training, the training of peer case managers and for emotional and practical support are discussed. 相似文献
8.
《Teaching and Teacher Education》1995,11(6):539-551
This article describes our challenge as teacher educators interested in helping our students move beyond talk about text that recalls facts to talk that is supportive of the interpretation and crafting of text. This case study describes how one teacher candidate struggled with the question, “When am I teaching?” as she attempted to reconcile what she always thought teaching was with these new ways of talking about text. A sociolinguistic analysis of one of Maureen's writing conferences illustrates the power of traditional classroom talk, the potential for transforming that talk, and ways we as teacher educators can support that transformation. 相似文献
9.
This research, as part of a larger project examining effective reading instruction for 10–12 year old students, explores the perceptions of thirteen parents in six schools. The study identified: parents recognise their engagement in reading with their children impacts on children's motivation to read; parents have concerns about the degree to which schools meet children's reading needs; and some parents seek external assessment and support. The study as a whole indicates the importance of effective home school relationships. 相似文献
10.
11.
Lenore Peachin Wineberg 《Journal of Early Childhood Teacher Education》2013,34(3):231-243
Abstract Teacher educators are often searching for methods and/or techniques to enhance and expand the content of their courses. As teacher educators, we do not want to introduce new methodology that detracts our students’ attention away from the course content. However, we need to keep our courses current and interesting for ourselves as well as for our students. Several teacher educators at one institution have begun including service‐learning projects into their preservice and inservice teachers’ courses as a way to augment the standard curriculum. The focus of this study is to illustrate how service‐learning was incorporated into the existing children's literature course and share the five cooperative projects that resulted from this integration. 相似文献
12.
This small‐scale study explores a group of English parents' perceptions of their relationships with their child's nursery school and, after the transition to Reception class, their primary school. It references current research and literature on the issues of transition and the role of parents in their children's education. Findings from semi‐structured interviews with parents, and with the children's key workers, were analysed for emergent themes. Parents felt very positively about their relationship with their child's nursery, and that they were fully involved in, and informed about, their child's learning. However, the transition to school heralded a change in their relationships. Most parents felt that they had a more distant and less reciprocal relationship with their child's teacher than they had had with their key worker at nursery. The paper concludes with recommendations for further research. 相似文献
13.
Fabienne Doucet 《理论付诸实践》2017,56(3):195-204
A solid base of research evidence exists to show that teachers’ assessments of children are impacted by their perceptions of those children. From the Pygmalion in the Classroom experiment which powerfully showed that teacher expectations of students impacted those students’ performance, to more recent research on teachers’ underrating of children based on low SES, race, and language learner status, it is clear that what educators believe about their students has real implications for their educational outcomes. This article examines the learning climate for young children at the intersection of children's immigration status, disproportionality, and teacher perceptions, making an argument for classrooms that are humanizing and culturally sustaining. Given the large and ever growing population of young immigrant students, teachers need tools to develop positive climates within which all students can thrive. This article presents a framework of such tools that can be built into teacher preparation curricula to support the development of early childhood educators. 相似文献
14.
The student–teacher relationship is critically important: influencing children's academic, social, behavioural and emotional development. While much research has examined the predictors and consequences of the student–teacher relationship across the school years, no review to date has focused specifically on the characteristics and outcomes of students who are already at a heightened risk of experiencing a negative student–teacher relationship. This review explores the characteristics that place students at such risk, the periods throughout schooling when students are most at risk, the influence of previous attachment relationships, including those with other teachers and parents, and the impact that a positive or negative student–teacher relationship can have. It concludes by examining the predictive and protective functions of student–teacher relationships: both for students in mainstream cohorts and for students who are at risk. 相似文献
15.
G. Louis ‘Heath 《Equity & Excellence in Education》2013,46(4):4-9
You are a newly appointed teacher to 30 newly‐arrived Chinese fourth grade students and you speak no Chinese. You are to teach in English and you are to forbid the children to speak Chinese. This scenario was common in the mid‐60s. It raised many questions from parents and educators alike. If you can't communicate, can you educate? Are the children being treated fairly? How long before boredom sets in for children? How long before frustration overcomes the teacher? The scene would be somewhat different if you spoke Chinese or if the children knew some English. Perhaps you could team up with a Chinese‐speaking co‐teacher: the co‐teacher could teach the standard fourth grade curriculum and its transferable concepts in Chinese while you worked with some of or all of the class, laying a foundation for English instruction. But obviously all‐day “English only” instruction is not enough to comply with the legal mandates and the students’ inalienable opportunity to be taught by teachers who are communicating intelligibly to them. Kinney Kinmon Lau, his classmates, and their parents and guardians realized something was wrong with this education. They sued the San Francisco schools, relying on the 1964 civil rights equal education amendments. In 1974, the U.S. Supreme Court agreed with them: “English is not enough” (Lau v. Nichols). The issues related to this decision continue to engage educators across the nation. Transitional Bilingual Education (TBE) has become a compromise for Maintenance Bilingual Education, which is what parents in the 60s were pursuing. Today, some have forgotten that the 1974 landmark decision had been preceded by a dozen years of activism across the country by Latino parents with similar concerns to those of the San Francisco Chinese parents. 相似文献
16.
Gloria Ladson-Billings 《Peabody Journal of Education》2018,93(1):90-105
Our nation is suffused in questions of race and racism. Despite much scholarly and public discussion we struggle to undo long-held assumptions about race and how it functions. This article looks at race from the perspective of a public commodity that the society “funds” in order to make it seem real and intractable. Throughout the article there are multiple examples of the everyday, commonsense things people in this society do to fund the concept and give it meaning from our children's earliest days. The challenge in a society that so “fully funds” race is it seems near impossible to “defund” the concept in teacher education to allow new teachers to approach the classroom as a space where race is not determinant and highly predictive of student achievement. 相似文献
17.
Teachers concerned with issues of social justice are sometimes confronted by classroom incidents that compel them to take action. This article draws on an incident in a primary school setting where deprecating language, used toward a child of lesbian parents, challenged the teacher to confront the issue of homophobic language. The teacher worked in consultation with the school community to provide a real-life learning opportunity about diverse family structures. Written in a narrative style, the teacher's voice is used to articulate the incident and the dilemmas he confronted. To explore the issues, this article shows that “difference” in an educational setting can be both positive and problematic; educators can challenge the unjust use of homophobic language; and the need for visible gay role models extends not only to students but also to gay educators. 相似文献
18.
Teresa Cremin Marilyn Mottram Fiona Collins Sacha Powell Kimberly Safford 《Literacy》2009,43(1):11-19
Given the narrow scope of primary teachers' knowledge and use of children's literature identified in Phase I of Teachers as Readers (2006–2007), the core goal of the Phase II project was to improve teachers' knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year‐long Phase II project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities (LAs) in England, also sought to build new relationships with parents and families and to explore the concept of a “Reading Teacher (RT): a teacher who reads and a reader who teaches” (Commeyras and colleagues). The research design was multilayered; involving data collection at individual, school and LA levels, and using a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the Phase II research. It suggests that teachers need support if they are to develop children's reading for pleasure, and enhance their involvement as socially engaged and self‐motivated readers. 相似文献
19.
The field of education is rich with metaphors that reveal one's perspective on the nature of teaching and learning—ideas are “covered,” students “absorb” information, teachers offer writing “clinics.” Each of these metaphors indicate nuanced ideas about what schooling is and is for—to be checked off? Taken in unquestioningly? For those who are sick? Two teacher educators in the field of early childhood education share insights from their own experiences in considering novice teachers' metaphors in their preparatory experiences, particularly wondering what these unveil about heretofore unanalyzed beliefs and what instructors can learn so as to form further instruction. Methods are shared and reflection led educators to find important instructional and relationship-building implications for working with novice teachers. 相似文献
20.
《Teaching and Teacher Education》1997,13(2):171-182
A year-long ethnographic study conducted in a British multiethnic primary school examined the influence of teacher perception of Pakistani ESL parent involvement and interest in their children's education on teacher expectation of Pakistani ESL children's language and literacy achievement. Results revealed that the ESL parents were very interested in their children's learning. They demonstrated their interest in their children's education in a culturally different way than middle class parents which was misinterpreted by the teachers as lack of interest. Consequently, the children's learning and achievement was frequently underestimated. Several implications for teacher practice are discussed. 相似文献