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1.
Research Findings: This study evaluated the effectiveness of 2 professional development interventions aimed at improving the quality of care provided by caregivers in ordinary infant–toddler child care settings, both center- and home-based. In all, 183 participants in a community college course on infant–toddler theory and practice, an in-service community model of a 48-hr course plus various levels of 1-on-1 coaching (participants were randomly assigned to 0, 5, or 15 hr), or a no-intervention comparison group were compared on their changes across 3 time points in their job-related self-efficacy, their knowledge of best practices, and the quality of their interactions with children as assessed by objective observers. Results indicated that the group with the most intensive intervention (course plus 15 hr of coaching) displayed the most consistent pattern of improvements, which met multiple analytical criteria for substantiveness. Furthermore, these findings were most apparent in the quality of interactions outcomes, and these were further still concentrated in the area of support for language and learning, the domain that showed the greatest need for improvement in infant–toddler caregivers in this sample as well as in previous research. Practice or Policy: Implications of the study results for systemic improvements to infant–toddler care are discussed, such as the importance of individual-level professional development, minimum dosage of coaching, and in-service supports to prevent declines in the quality of teacher–child interactions.  相似文献   

2.
Research Findings: Prior research with older urban children indicates that a disadvantaged neighborhood context is associated with poorer early development, including poorer verbal ability, reading recognition, and achievement scores among children. Neighborhood disadvantage in rural communities and at younger age levels may also be related to development; however, this relationship has received little examination. In this study we utilized data from the Family Life Project, a representative sample of babies born to mothers in poor rural counties in North Carolina and Pennsylvania, to address questions related to the relationship between neighborhood context (disadvantage and safety) and children's early language development. We examined the mediation of this relationship by child care quality. We also examined geographic isolation and collective socialization as moderators of the relationship between neighborhood context and child care quality. Results indicated that although neighborhood disadvantage did not predict children's development or child care quality, neighborhood safety predicted children's receptive language, with child care quality a partial mediator of this relationship. Collective socialization but not geographic isolation moderated the relationship between neighborhood safety and child care quality. Practice or Policy: Implications for policy, practice, and future research are discussed, including improving community safety through community policing, neighborhood watch, and social networks and increasing access to quality child care.  相似文献   

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4.
相对传统教师发展的范式,即自上而下的发展模式——校本教师发展强调教师为改革的中心,教师发展应立足于教师工作的环境和脉络之中,以课堂和学校为本位。教师专业学习共同体则关注教师发展的脉络化,强调通过在学校中建构专业学习共同体,实现教师学习和实践的共享,从而提升教师质素,并实现学校向学习型组织的转变。校本教师发展与教师专业学习共同体在学校脉络这一平台上实现融合,教师在学校的专业学习共同体之脉络中,借由分享领导、集体学习、共享实践,并最终形成教师发展的学校本位之系统建构。  相似文献   

5.
In this essay, Ian Hardy argues that a research process involving generalizing from professional educational practice can and should inform the work of educators, including academic researchers, policymakers, and practitioners, but that these generalizations need to be derived from, and in dialogue with, the complexity and specificity of actual practice, the myriad ways such practice might be understood, and a conception of practice as historically informed. In making this case, Hardy draws upon social theorist Raewyn Connell's concept of “dirty theory,” and he uses an example of teacher professional learning in a rural community in southeast Queensland, Australia, to show how Connell's notion of dirty theory might be applied to research professional educational practice. Hardy maintains that such an approach has the benefit of making historically informed, context‐aware, and epistemologically sensitive generalizations available as resources for informing the work of researchers, policymakers, and practitioners. He concludes by providing examples of such generalizations as evidence of the potential of Connell's theory.  相似文献   

6.
Research Findings: The teacher–child relationships that develop in infant/toddler child care provide a critical caregiving context for young children’s socioemotional development. However, gaps remain in researchers’ understanding of the individual-level processes that facilitate socioemotional development, specifically in center-based child care programs. Guided by ecological theory, this article offers a review of the current literature on this topic, including influential factors and developmental outcomes associated with teacher–child interaction quality, the teacher–child relationship as a compensatory mechanism for children facing risk, and differential susceptibility to caregiving experiences. Practice or Policy: Within the context of infant/toddler child care, many opportunities exist for researchers to refine the measurement of individual teacher–child interactions, test young children’s self-regulation as an outcome variable, and develop understanding of compensatory and differential susceptibility mechanisms. Clarifying these processes will inform early childhood education teacher training in terms of how teachers can best facilitate healthy socioemotional outcomes, especially for the most vulnerable children.  相似文献   

7.
A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of ‘community’ to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that provides useful insights into how an online learning community can support the continuous professional development (CPD) of school teachers. Using the Community of Inquiry framework (Garrison et al., 2000), it offers empirical evidence of how cognitive, social and teaching aspects impact competence development. It suggests that online learning communities offer an appropriate environment for teachers' intellectual and emotional reflection, characterised by trust, mutual respect and shared values centred on improving pupils' learning. It also suggests that the educational experience within such a community is significantly influenced by the tutor's design and moderation of activities aimed at fostering critical thinking. The article concludes that online learning communities offer a valuable alternative to traditional teacher training by supporting teachers to learn in the context of their everyday practice, whilst collaborating and reflecting on their experience with peers across regions and countries. Concerning the wider use of social networking for learning, it suggests that educators still have a valuable role to play in ensuring that collaboration leads to an effective educational experience.  相似文献   

8.
Early childhood educators worldwide all strive to improve the quality of care and education for young children through sustainable pathways. One such pathway is professional development (PD). In the United States, ongoing PD has been recognized as critical to enhancing practitioners’ professional competence. Situated within the broader context of early childhood professional development systems, this study examined the New Jersey Infant/Toddler Credential (NJITC) as a case of PD. Specifically, we evaluated the effectiveness of the NJITC as PD by investigating its process as well as impact on the participating practitioners’ professional growth and practice from multiple perspectives: written reflections from a course instructor and a childcare center director; survey reflective responses from 12 practitioners; and informal conversations with childcare center directors, course instructors, field supervisors, and practitioners. The findings revealed that having the NJITC coursework offered through an onsite PD model and supported by a state-based scholarship program provided much needed incentives to encourage participation. It also resulted in improved professional growth and practice among the participating practitioners. However, it is only to the extent that the infant/toddler practitioners continue to engage in continuous PD beyond the ITC coursework will they be able to keep themselves abreast of the state of knowledge and best practices from which to further enhance their professional competence. In light of the process and impact of the NJITC on practitioners’ acquisition of specialized knowledge, skills, and dispositions to effectively work with infants and toddlers, implications and recommendations for policy are discussed.  相似文献   

9.
Mounting evidence suggests teacher–child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher–child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models. Data were drawn from a professional learning study involving 224 teachers (Mage = 41.5) and 5,200 children (Mage = 7.7) in 36 New York City elementary schools. Teacher–child race/ethnicity matching was associated with higher child engagement in learning, motivation, social skills, and fewer absences. Classroom diversity moderated matching such that teacher–child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low-diversity classrooms, but not in high-diversity classrooms. Implications for practice and policy are discussed.  相似文献   

10.
Research Findings: Examining the effects of professional development of the early childhood workforce that fit within the constraints of government policy is crucial for identifying types and amounts of effective training and informing child care policy. The present study used a cluster-randomized trial to evaluate the effects of a professional development program for child care providers designed to meet the criteria for 2 state-level policies: (a) that child care providers working in licensed centers engage in 10 hr of professional development annually and (b) that all licensed child care settings provide 30 min of developmentally appropriate literacy activity daily. Results indicated that 10 hr of professional development focused on literacy was effective for significantly improving the literacy practices and knowledge of child care providers. However, it was not effective in eliciting substantial growth in child literacy outcomes, at least in the short term. The lack of child outcomes illustrates the importance of measuring professional development effects at both the provider and child levels. Practice or Policy: This study illustrates the importance of critically questioning and analyzing state policy, particularly dosage. In practice, dosage is an influential factor in how professional development is selected by programs and providers, because most policies only specify a required number of hours to be completed. The design of policy, which can influence both provider practice and child outcomes, relies upon alignment between early childhood research and policy.  相似文献   

11.
This paper discusses the issues raised when delivering professional doctorate programmes to students at a distance. It explores the importance in doctoral study of engagement with a research community, what a "community of practice" might mean within the academic context and the problematic nature of working with students already operating within their own professional context and engaging with another community of practice—that of the researcher. It uses the example of a Doctor in Education (EdD) programme to explore the implications of using virtual learning environments to enable students at a distance to participate in the programme. It draws the conclusions that, far from being a new form of delivery, creating opportunities for students to engage with an academic community of practice requires tutors to use tried and tested pedagogical strategies in a new context. In doing so we use Moore's (1993, in Jung, British Journal of Educational Technology, 32(5), 525–534, 2001) concept of transactional distance to develop a new model of delivery, arguing that whilst dialogue needs to be increased, rather than loosening the structure, it is better achieved by tightening the structure to allow greater adaptability of content through careful moderation by tutors.  相似文献   

12.
教师专业发展及其有效性评价：走向概念性框架的思考   总被引：1，自引：0，他引：1  
如何有效地开展教师专业学习一直是教育学者及政策制定者探索的课题。在教学实践中和从教学实践中学的概念路径是提升和改善教师专业发展的实证经验。教师专业学习的动态本质在于,教师在个体和共同体条件下对镶嵌在教学实践中的知识不问断地、持续地认知与反思。核心特征的方法论起点是应对这一专业发展观的评价策略,概念性评价框架的形成是实现专业发展评价的理论假设,形成基础的概念框架则是专业发展评价的基本趋势。  相似文献   

13.
This essay raises questions about how language educators might construct and further develop their epistemology of practice in and through the situations in which they work from day to day. The occasion for this paper is our work as guest editors of a special issue of L-1: Educational Studies in Language and Literature, when we invited L1 teachers to reflect on the role that language plays in their professional learning, whether it be in the form of conversations with peers, reflective writing, or by other means. We begin this essay by locating our reflections within our current policy context, namely the standards-based reforms that have come to dominate educational thinking around the world, offering a brief critique of the values and attitudes embedded within them. We then outline a philosophical framework as an alternative to the world-view reflected by such reforms, focusing specifically on the work of Walter Benjamin. In the final sections, we review our work as guest editors of the special issue of L-1, reflecting on what we have learned from the papers we have assembled for this issue, and locating our learning within the philosophical framework that we have drawn from Benjamin. We argue that it is timely for language educators to articulate the assumptions that inhere within their work, in contradistinction to the common sense embedded in standards. Thus we might begin to reconceptualise the relation between language, experience and professional learning in opposition to the hegemony of standards.  相似文献   

14.
The forms that assessment takes are widely recognised as determinants of educational practice. This paper, however, argues that a teacher's professional consciousness is a more fundamental determinant of teaching practice. To explore the issue, this paper examines data from a larger study which set out to examine the relationship between teachers' practice and their beliefs in the context of a mandatory school-based assessment scheme. Using a theoretical framework that advocates an emancipatory approach to educational changes, it was found that some teachers adopted a passive role regarding policy interpretation and implementation while others adopted a more critical stance in interpreting the policy requirements, demonstrating a more proactive approach in its implementation. The emancipatory approach is conceptualised in terms of three key dimensions: professional confidence, professional interpretation and professional consciousness. The findings of the study carry implications for teacher professional development.  相似文献   

15.
An exploratory senior and alumni survey was administered to better assess the experiential learning opportunities, including Service-Learning, offered to students in a criminal justice department. This article highlights the academic, personal and professional development of students, based on the perception of criminal justice majors in the department who completed a Service-Learning course. Educators continue to assess the academic outcomes for students and the benefits to the community. What may be less appreciated is how Service-Learning can also benefit students in their professional skills development. This article illustrates these potential benefits, and also discusses why Service-Learning courses are a critical part of development for criminal justice majors.  相似文献   

16.
Research Findings: Growing international evidence points to high-quality teacher–child interactions in early learning environments as key contributors to children’s learning and development. Little is known, however, about the longitudinal effects of these experiences, particularly in the Chinese context. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of classroom teacher–child interaction quality on children’s subsequent academic development in a sample of 3-year-old children in Chinese kindergartens. Utilizing a hierarchical linear modeling approach, we found that teacher–child interaction quality, especially the classroom organization domain, consistently predicted the development of children’s early academic and cognitive skills. Practice or Policy: Findings contribute to the growing international literature on the critical role teacher–child interaction quality plays in children’s learning and development. Implications for policy and professional development are discussed.  相似文献   

17.
A global recognition of students' rights requires school organizations to recognize, value and provide for diversity. The move towards more inclusive schooling in Queensland, Australia, requires schools to address professional development on two levels: reculturing of the school to reflect inclusive beliefs and values; and enhancement of teacher skills and knowledge to better address the learning needs of all students. The recently developed Index for Inclusion 2000) is one resource that can facilitate the process of professional development and facilitate change in school culture, policy and teaching practice. The process used incorporates a critical friend and peer mentoring model within an action research framework, which together provide benefits for all involved in the professional development process. The journey of learning incorporating the phases of the Index for Inclusion are reported along with discussions for future directions.  相似文献   

18.
This study investigates the potential for two-way professional development during a telecollaboration between pre-service and in-service teachers (PSTs and ISTs), exemplified with the context of TESOL (Teaching English to Speakers of Other Languages) MA program. Thirteen IST-PST dyads engaged in collaboration with e-pals and completed two tasks: professional interviews and lesson planning. Thematic analysis was used to analyze questionnaire responses and work logs. Partakers all exhibited the cultivation of reflective thinking by sharing knowledge and learning experiences—occupationally, pedagogically, and academically—with each other. The study depicts a need-based and task-based collaboration mechanism in a cyber professional community; mutual benefit was achieved with minimum social pressure.  相似文献   

19.
ABSTRACT

Research Findings: Adults’ attitudes about attachment relationships are central to how they perceive and respond to children. However, little is known about how attachment styles are related to teachers’ attitudes toward and interactions with infants and toddlers. From a survey of 207 students taking early childhood (EC) courses at 4 U.S. universities, we report relations among students’ attachment styles and their (a) career goals, (b) attitudes about caring for and educating infants and young children, and (c) interaction skills for responding in developmentally supportive ways. Overall, attachment security was positively associated with career goals focused on working with younger children, knowledge about infant/toddler development, attitudes that acknowledge the importance of adult support in children’s development, and developmentally supportive interaction skills. Students who scored high on attachment fearfulness minimized the importance of adults in children’s lives, minimized the importance of the early years for later learning, and endorsed strict and controlling forms of child guidance. Practice or Policy: A conceptual mediation model linking a path from attachment to caregiving skill through knowledge and attitudes is articulated. We propose a person-centered pedagogy for infant/toddler professional preparation that provides opportunities for reflection on one’s own attachment and its effects on work with young children.  相似文献   

20.
This study investigated professional learning taking place in a teacher-created online community. In particular, this aimed to explore how teachers at different levels of participation learn in an online community. The results showed that teachers usually began as observers, reading others' postings and using contributors' teaching resources, and moved to collaborators, posting their comments on teaching resources and discussing their problems with other teachers, and then to contributors, sharing their teaching resources with other teachers and providing information, advice, and help to other teachers. As they participated in the online community at different levels, teacher learning took place in multiple ways including learning through tryout, collaborative problem solving, and critical reconstruction. Yet, not all teachers moved toward full participation in the online community. The majority of teachers remained as observers and their lack of participation in the negotiation of meaning constrained teacher learning. For the online community to be a fertile ground for teacher learning, more emphasis needs to be placed on the collaborative construction of knowledge and the transformation of shared practice, rather than the transmission of knowledge and the dissemination of good practice.  相似文献   

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