To Think or Not To Think     

Mell C. Carey 《Clearing house (Menasha, Wis.)》2013,86(5)

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The Effects of Modeling the Use of Technology with Pre-Service Teachers     

Marcy Zipke  Jeanne Carey Ingle  Tanya Moorehead 《学校用计算机》2013,30(3):205-221

Multiple case study was used to explore the impact of a modeling approach on pre-service teachers’ self-efficacy and willingness to integrate technology into their elementary lessons. Three primary investigators infused educational technology with a range of objectives into teacher education courses. A survey measured student comfort with and understanding of technology. Student products (lesson plans, websites, reflections) and interview responses were analyzed. The analysis revealed that participants gained knowledge and confidence with technology from instructor modeling, but there was a disparity between what pre-service teachers learned in the college classroom and what they experienced in the elementary classrooms. The implications for teacher education programs are discussed.  相似文献   

Involved Parents' Perceptions of Their Experiences in School-Based Team Meetings     

Shelley L. Esquivel  Carey S. Ryan  Mike Bonner 《Journal of educational and psychological consultation》2013,23(3):234-258

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Quadriceps effort during squat exercise depends on hip extensor muscle strategy     

Megan A. Bryanton  Jason P. Carey  Michael D. Kennedy 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):122-138

Hip extensor strategy, specifically relative contribution of gluteus maximus versus hamstrings, will influence quadriceps effort required during squat exercise, as hamstrings and quadriceps co-contract at the knee. This research examined the effects of hip extensor strategy on quadriceps relative muscular effort (RME) during barbell squat. Inverse dynamics-based torque-driven musculoskeletal models were developed to account for hamstrings co-contraction. Net joint moments were calculated using 3D motion analysis and force platform data. Hamstrings co-contraction was modelled under two assumptions: (1) equivalent gluteus maximus and hamstrings activation (Model 1) and (2) preferential gluteus maximus activation (Model 2). Quadriceps RME, the ratio of quadriceps moment to maximum knee extensor strength, was determined using inverse dynamics only, Model 1 and Model 2. Quadriceps RME was greater in both Models 1 and 2 than inverse dynamics only at barbell loads of 50–90% one repetition maximum. The highest quadriceps RMEs were 120 ± 36% and 87 ± 28% in Models 1 and 2, respectively, which suggests that barbell squats are only feasible using the Model 2 strategy prioritising gluteus maximus versus hamstrings activation. These results indicate that developing strength in both gluteus maximus and quadriceps is essential for lifting heavy loads in squat exercise.  相似文献   

The validity of performance assessments for teacher licensure: Connecticut's ongoing research     

Raymond L. Pecheone  Neil B. Carey 《Educational Assessment, Evaluation and Accountability》1990,3(2):115-142

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Preparing preservice teachers to be data literate: a Queensland case study     

Michael Carey  Peter Grainger  Michael Christie 《Asia-Pacific Journal of Teacher Education》2018,46(3):267-278

Data driven pedagogy has been introduced into Australian schools over the last decade to improve student learning outcomes, but are teacher educators preparing preservice teachers to be data literate? We used a survey to investigate ready-to-graduate preservice teachers’ beliefs regarding their knowledge and skills in data literacy. Before entering a course on data literacy their belief responses indicated that they had basic data interpretation knowledge, but they were unsure of how to translate that knowledge into the classroom to improve student outcomes. The survey was administered again after a data literacy course, which included a five-week supervised professional experience task of observing data being used in schools to drive pedagogy. The post-course survey responses showed students increased confidence in their ability to interpret and use data, suggesting that a data literacy course linked to the professional experience task improves teachers’ sense of preparedness to use data in the classroom. Keywords: Data literacy; professional learning.  相似文献   

How pedagogical relations in early years settings are reconfigured by interactive touchscreens     

Robin Samuelsson  Sara Price  Carey Jewitt 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(1):58-76

While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2-year-olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the context of reading. A mixed-methods analysis was used, taking a concept of action that includes both verbal, non-verbal utterances and digital touch. The analysis shows a reconfiguration to the interactional dynamic where children perform comparable amounts of actions in sessions with the touchscreen and book reading but less talk during the touchscreen sessions. However, while talking less, children display other types of communicative actions. We analyse the changing interactional dynamic that follows, its implications to learning and early childhood pedagogical practice and how interaction can be reconceptualised as cycles of communication and action in which educational scaffolding unfolds.

Practitioner notes

What is already known about this topic

• Touchscreens are a significant part of children's lives and educational curricula.
• There is considerable uncertainty on how touchscreens can be incorporated into early childhood education.
• Little is known about how educational social interaction changes with touchscreens such as iPads.

What this paper adds

• A mixed methods multimodal analysis of the changing actions and dynamics of iPads as compared with bookreading.
• Children's patterns of communication change towards less talk and more bodily communication, while teachers’ actions remain somewhat similar.
• Touch actions change the dynamics of interaction, can alter the pedagogical situation and bring a reconceptualisation towards a cyclical and embodied view of interaction.

Implications for practice and/or policy

• New patterns of action may require a recalibration of educational practices.
• Teachers need to attend to new sets of touch actions that children use to communicate and act with as displays of knowledge.
• The use of touch screens should be seen as complementary to established practices of language and literacy training (such as book reading) rather than replacing them.

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III. STUDY 2. CHILDREN: FAMILY RESEMBLANCE AND GROUP IDENTITY     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):54-74

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II. STUDY 1. ADULTS: FAMILY RESEMBLANCE AND GROUP IDENTITY     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):25-53

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Predicting the outcomes of physical events: two-year-olds fail to reveal knowledge of solidity and support     

Hood B  Carey S  Prasada S 《Child development》2000,71(6):1540-1554

Two-year-olds' (N = 153) knowledge of solidity was tested in four search tasks adapted from infant looking-time experiments. In Experiment 1, 2-year-olds failed to search in the correct location for a falling ball after a hidden shelf that blocked its trajectory had been inserted in the apparatus. Experiment 2 extended this finding by showing that 2-year-olds failed to take into account the effects of either removing or inserting a shelf in their search for a toy dropped behind a screen. Experiment 3 examined sensitivity to the constraint provided by a solid barrier on horizontal motion. In all three experiments, 2-year-old children searched initially at the location where they saw the object during familiarization. Experiment 4, using multiple test trials but no familiarization to a pretest location, also showed that 2-year-olds failed to take the presence or absence of a barrier into account when planning where to search for a toy they had seen dropped behind a screen. In all of these studies, 2-year-olds showed no evidence of representing solidity and support constraints on the trajectories of falling objects. Experiments 1 and 3 also included 2 1/2-year-olds (N = 31), who succeeded on these search tasks. The implications of the poor performance of 2-year-olds, in the face of success by very young infants on looking-time measures of sensitivity to similar constraints on object motion, are discussed.  相似文献