Working with adolescent mothers of babies and toddlers: an approach to parent education     

Jennifer Birckmayer 《International Journal of Early Years Education》1995,3(1):39-49

Adolescent mothers and their very young children are a high‐risk group, physically, emotionally and socially. These very young parents present special challenges to the early childhood educator, who must often deal with the simultaneous demands created by an immature adolescent and the needs of her child for responsible parenting. Social isolation, lack of education, inexperience, and un‐met needs to play further complicate the lives of teen parents, and of educators who attempt to teach them parenting skills.

Recognising the adolescent needs of very young parents and building a parent education program based on concrete, playful experiences with plentiful opportunities to interact with peers seem to be keys to successful intervention. In this presentation we will look at the special characteristics of adolescent parents and review a series of field‐tested hands‐on parent education workshops for them.  相似文献   

Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

Students with special educational needs within PISA     

Barbara W. LeRoy  Preethy Samuel  Marcella Deluca  Peter Evans 《Assessment in Education: Principles, Policy & Practice》2019,26(4):386-396

Abstract

Since 2003, the Programme for International Student Assessment (PISA) has included students with special educational needs (SEN), identified as those with functional disabilities, those with cognitive/behavioural/emotional disabilities and those with limited test language proficiency. While the number of countries and included students has increased with each test administration, the percentage of students with SEN remains extremely low. The inclusion of these students is not an intentional PISA design parameter but rather a response to the interaction between the need to maintain strict sampling criteria and country-level educational mandates to include SEN students in standardised testing. Based on the analysis of student participation and performance across four cycles of PISA (2003–2012), this paper examines the challenges that exist in current PISA procedures related to: student sampling, eligibility and identification; assessment methodology; and reporting results. PISA practices, their limitations for scientific inferences and recommendations for design improvements are given.  相似文献   

'Bad Days don't Kill You; They Just Make you Stronger': A case study of an early childhood educator's resilience     

Jennifer Sumsion 《International Journal of Early Years Education》2003,11(2):141-154

What enables some early childhood educators to sustain their commitment to a career in children's services despite multiple adverse conditions that lead to high rates of attrition from the field? The case study documented in this article seeks to address this question by identifying influences contributing to the resilience of an Australian early childhood educator. The findings highlight the importance of personal qualities, contextual features, and the interplay between the personal and the contextual. I conclude by suggesting that fostering resilience could contribute to efforts to address the escalating staffing shortfall in children's services in Australia and internationally. Qu'est-ce qui permet quelques e´ducateurs de la premie ¤ re enfance de soutenir leur engagement a ¤ une carrie ¤ re dans le service des enfants en de´pit des conditions contraires divers qui menent aux hauts taux d'attrition dans ce champ? L'e´tude de cas documente´e dans cet article cherche a ¤ adresser cette question en identifiant des influences contribuant a ¤ la re´sistance demontre´e par un e´ducateur Australien de la petite enfance. Les de´couvertes soulignent l'importance des qualite´s personnelles, les caracte´ristiques contextuelles, et l'interaction entre ce qui est personnel et ce qui constitue le contexte. Je conclus en sugge´rant que la stimulation de cette re´sistance pourrait contribuer aux efforts qui abordent une manque croissante de personnel dans les services des enfants dans l'Australie et dans le cadre international. Que´ permite a algunos educadores de la primera infancia a sostener su compromiso a una carrera de servicios para nin ¨ os a pesar de variadas condiciones adversas que llevan a altas tasas de desgaste de personal en este campo? El caso documentado en este art L ´culo procura contestar esta pregunta identificando las influencias que contribuyen a la resistencia de un educador de la primera infancia australiano. Las conclusiones destacan la importancia de las caracter L ´sticas personales y contextuales y de la interaccio´n entre lo personal y lo contextual. Concluyo sugiriendo que al fomentar la resistencia se podr L ´a contribuir a los esfuerzos que se hacen para solucionar el de´ficit creciente de personal en los servicios para nin ¨ os en Australia y en el plano internacional.  相似文献   

Race and Place: How Suburban Schools Respond to Increasing Racial Diversity     

Alison C. Tyler  Jennifer B. Ayscue 《Peabody Journal of Education》2016,91(3):283-288

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Raising children’s self-efficacy through parental involvement in homework     

Keith Williams  Jennifer Swift  Hefin Williams  Victor Van Daal 《Educational research; a review for teachers and all concerned with progress in education》2017,59(3):316-334

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The evaluation of a software package giving practice in arithmetic for children with mild learning difficulties     

Peter Evans  Martyn Rouse 《Studies in Educational Evaluation》1985,11(1):55-62

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Undecided/undeclared: Working with “deciding” students     

Robert M. McDaniels  Jennifer K. Carter  Cynthia J. Heinzen  Karin I. Candrl  Anna M. Wieberg 《Journal of Career Development》1994,21(2):135-139

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The association between SAT prompt characteristics, response features, and essay scores     

Jennifer L. Kobrin  Hui Deng  Emily J. ShawAuthor vitae 《Assessing Writing》2011,16(3):154-169

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Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences     

Rachel E. Crook‐Lyon  Jennifer Presnell  Lynda Silva  Mich Suyama  Janine Stickney 《Journal of College Counseling》2011,14(1):34-49

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns.  相似文献