Advanced revelation     

Jocelyn Penny Small 《Archives and Museum Informatics》1988,2(1):2-5

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Using a TTNS Electronic Mailbox in a Junior Class: A Case Study     

Elizabeth Wishart 《Literacy》1988,22(3):144-151

This account attempts to assess the benefits of a TTNS electronic mailbox to the everyday work of a junior class. Electronic mail is explained briefly and the reasons for its introduction and method of use are examined. Lastly some of the advantages and problems associated with its use are discussed and set against the implications for resourcing and maintenance. This assessment was made after regular visits for informal observation and discussion with the pupils and their teacher over two school years.  相似文献   

Textual Cohesion and Effective Reading: A teaching strategy     

Elizabeth Wishart 《Literacy》1987,21(1):30-42

The unfamiliarity of the language of books sometimes contributes to the limited effectiveness with which pupils read. An action research project was carried out with a group of primary school teachers and their pupils, who belong to minority ethnic groups, in order to develop a teaching strategy to help these pupils to attend to the cohesive elements of texts, alongside the conceptual content. The teachers selected texts for reading and discussion with their pupils and they included in the discussion some prepared questions aimed at recovering the meaning of cohesive devices in the texts. The teachers found that they developed their own awareness of the linguistic demands on pupils of the texts which they selected, and the responses of the pupils demonstrated the contribution of the cohesive elements of the texts to the interplay of the factors, linguistic and conceptual, which influence pupils' effective reading.  相似文献   

Control and professional development: are teachers being deskilled or reskilled within the context of decentralization?     

Jocelyn L. N. Wong 《Educational studies》2006,32(1):17-37

Many researchers have identified a process they call ‘deskilling’, which they use to describe the daily experience of teachers who have been gradually losing control of their own labour within ‘low‐trust’ workplaces. Conversely, other scholars have found that under similar conditions, some teachers have their own ways of dealing with it which leads them towards a process of ‘reskilling’. This study is an attempt to explore the actual teachers’ perceptions towards their daily practice within the context of educational decentralization, a neglected area of research which needs to be further discussed and explored. This paper uses data gathered from seven schools in Guangdong Province, China as a case study to show that educational decentralization in China not only results in teachers being deskilled because indirect control is still being maintained, but also provides a small number of teachers with a competitive working environment to reskill their pedagogical techniques and educational knowledge, and to pursue good practices in teaching under the pressure of competition. All in all, educational decentralization provides a context in which teachers can experience either deprofessionalization (deskilling) or reprofessionalization (reskilling).  相似文献   

Assessing giftedness in children: Comparing the accuracy of three shortened measures of Intelligence to the Stanford–Binet Intelligence Scales,Fifth Edition     

Jocelyn H. Newton  David E. McIntosh  Felicia Dixon  Tasha Williams  Elizabeth Youman 《Psychology in the schools》2008,45(6):523-536

This study examined the accuracy of three shortened measures of intelligence: the Woodcock–Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford–Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K‐BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and K‐BIT. Four scores (SB5 ABIQ, K‐BIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K‐BIT score was the least accurate in identifying giftedness. © 2008 Wiley Periodicals, Inc.  相似文献   

Winner of the William M. Jones Best Graduate Student Paper Award at the 2019 Popular Culture Association / American Culture Association Conference: Collaborating in a Continuous Present: Language and the Performing Body in Gertrude Stein and Virgil Thomson's Four Saints in Three Acts     

Jocelyn E. Marshall 《Journal of American culture (Malden, Mass. : 2003)》2019,42(4):335-344

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A confirmatory factor analysis of the Stanford–Binet Intelligence Scales,Fifth Edition,with a high‐achieving sample     

Tasha H. Williams  David E. McIntosh  Felicia Dixon  Jocelyn H. Newton  Elizabeth Youman 《Psychology in the schools》2010,47(10):1071-1083

The Stanford–Binet Intelligence Scale, Fifth Edition (SB5), is a recently published, multidimensional measure of intelligence based on Cattell–Horn–Carroll (CHC) theory. The author of the test provides results from confirmatory factor analyses in the technical manual supporting the five‐factor structure of the instrument. Other authors have examined this factor structure through EFA using the standardization sample, and have not found evidence of a five‐factor model. The purpose of the current study was to examine the internal construct validity of the SB5 using an independent sample of high‐functioning students. Participants included 201 high‐functioning, third‐grade students ranging in age from 8 years, 4 months to 10 years, 11 months. Five models of the SB5 were analyzed using Analysis of Moment Structures (AMOS). Our findings indicated that a hierarchical, four‐factor, post‐hoc model provided the best fit to the data. Generally, implications for school psychologists include a better understanding of the factor structure of the SB5, especially as it relates to high‐achieving children. Directions for future research are also discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

Searching for good practice in teaching: a comparison of two subject‐based professional learning communities in a secondary school in Shanghai     

Jocelyn L.N. Wong 《Compare》2010,40(5):623-639

Since the mid‐1990s, the concept of professional learning communities has arisen in the education field in the West, aiming to improve teachers’ professional competency by using collaborative approaches. Western studies indicate that these strategies help teachers achieve professional growth. Schools in China have had a long history of enhancing the professional competency of teachers by using collaboration in school‐based contexts. But do professional learning communities in Chinese schools, especially in times of change, do the same for Chinese teachers? This study provides empirical data from Chinese teachers to assist global discussions on school‐based professional development. The study uses qualitative data collection methods, including semi‐structured interviews, observations and documentary analysis, to investigate how teachers from two subject departments in a secondary school in Shanghai enhance their knowledge and practice within their subject‐based professional learning communities. Results show that members of these two communities have shared common goals and have developed a sense of collective accountability. The study also found that socio‐cultural factors, such as the collectivist values, authoritarian‐oriented practices and influences of interpersonal relationship, are crucial in the development of Chinese professional learning communities, even though different communities may differ in other respects.  相似文献   

What makes a professional learning community possible? A case study of a Mathematics department in a junior secondary school of China     

Jocelyn L. N. Wong 《Asia Pacific Education Review》2010,11(2):131-139

The concept of “professional learning community” (PLC) has been suggested as a tool to improve teachers’ professional competency and students’ learning outcomes since the mid-1990s. In such a community, teachers can share their individual practices with the aim of searching for “good practice” based on the outcome of collective inquiry. Such a learning process will result in a reculturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher isolation and individualism. China already has a long tradition of teachers working and learning collaboratively, so investigating collaborative efforts in this context may provide a view of how to contextualize professional development of teachers in schools. This study attempts to access teachers’ lenses in order to explore their views on the effects of subject-based professional learning activities. This also helps to explain how teachers work and openly share their practices aiming at improving their professional competency and student learning outcomes within their communities. Also, factors influencing the sustainability of a professional learning community will be discussed.  相似文献   

The challenge of repositioning: Teacher learning in the company of others     

Jocelyn A. Glazier 《Teaching and Teacher Education》2009

In this article, the author uses positioning theory to better understand the complexity of teacher learning about culture in the company of diverse colleagues. Analysis of a yearlong dialogic professional development experience among high school English teachers revealed that although an African American male's storyline informed the group of otherwise white teachers, his position as cultural “expert” limited his and his colleagues ability to reposition themselves. Teacher educators working with increasingly diverse teacher cohorts must consider how best to maximize learning opportunities, open communication, and free participants from subject positions (such as “expert”) that may inhibit overall group learning.  相似文献