Mental State Verb Production in the Oral Narratives of English‐ and Spanish‐Speaking Preadolescents: An Exploratory Study of Lexical Diversity and Depth     

Belinda Fust‐Herrmann  Elaine R. Silliman  Ruth H. Bahr  Kyna S. Fasnacht  Jeanne E. Federico 《Learning disabilities research & practice》2006,21(1):44-60

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Computerised adaptive testing     

Elisapesi Latu  & Elaine Chapman 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):619-622

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OSTMED.DR®, an Osteopathic Medicine Digital Library     

Lori Fitterling  Elaine Powers  Emily Vardell 《Medical reference services quarterly》2018,37(1):74-80

The OSTMED.DR® database provides access to both citation and full-text osteopathic literature, including the Journal of the American Osteopathic Association. Currently, it is a free database searchable using basic and advanced search features.  相似文献   

How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?     

Déirdre Ní Chróinín  Ailbhe Kenny  Elaine Murtagh  Elaine Vaughan 《Irish Educational Studies》2013,32(2):251-267

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.  相似文献   

President's Message by Elaine Surbeck     

Elaine Surbeck 《Journal of Early Childhood Teacher Education》2013,34(2)

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Text-based writing in elementary classrooms: teachers’ conceptions and practice     

Wang  Elaine Lin  Matsumura  Lindsay Clare 《Reading and writing》2019,32(2):405-438

Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,...  相似文献   

Journal of Research in Science Teaching Annual Report: January 1, 2006 to December 31, 2006     

J. Randy McGinnis  Angelo Collins  Kim Charmatz  Amy Dai  Elaine Henry 《科学教学研究杂志》2007,44(6):771-774

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Children’s Memory: A Primer for Understanding Behavior     

Elaine S. Barry 《Early Childhood Education Journal》2006,33(6):405-411

This paper provides the opportunity to understand children’s behavior from a memory viewpoint. For the last three decades, cognitive developmentalists have been asking the question, “what develops in children’s memory?” Four answers to this question are presented, complete with explanations, examples, and possible applications where appropriate. The purpose of the paper is to provide early childhood educators and other practitioners who work with children a different lens through which to view children’s behavior. The memory view is compatible with current best practices in early childhood education, and may provide practitioners an additional viewpoint from which to draw when implementing developmentally appropriate practice.  相似文献   

Assessment on campus: Local instruments are strongly preferred     

Elaine El-Khawas 《Assessment Update》1991,3(1):4-5

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Language approaches used with deaf pupils in Scottish schools: 2001-2004     

Grimes M  Thoutenhoofd ED  Byrne D 《Journal of deaf studies and deaf education》2007,12(4):530-551

In this article we address "language approach" data as a key variable in quantitative, large-scale research on educational achievement, focusing on our work for the Achievements of Deaf Pupils in Scotland (ADPS) project. The complexity of approaches is addressed, with a particular focus on a "no-exclusion" model of service. In this context 3 years of language-related data are discussed, using constructions of language variables that take into account the variability in deaf pupils' hearing loss levels, types of provision, and professional practice. We see this as a necessary first step toward offering a nuanced context for understanding patterns in the educational outcomes among the ADPS population to be reported in a later article. The ADPS data on language approach can reveal general patterns at macro levels: our analysis suggests that, in Scotland, the extent and quality of British Sign Language/English provision may be determined more by local factors than by linguistic requirements and that ostensibly responsive policies can mask a limited spectrum for pupils and their families. However, the ADPS data are insufficiently sensitive to detailed and local variations to reflect the full complexity of language situations over time-a situation which represents an ongoing challenge for all long-term, large-scale studies.  相似文献