Comparison of Preschoolers' Narratives,the Classroom Book Environment,and Teacher Attitudes Toward Literacy Practices in Korea and the United States     

Young-Ja Lee  Myae Han  Judith A. Schickedanz 《Early education and development》2013,24(2):234-255

This study investigated Korean and U.S. preschoolers’ personal and fictional narratives, their classroom book environments, and their teachers’ attitudes about reading aloud. The participants were 70 Korean and American 3- and 4-year-olds enrolled in 2 university lab preschools and their 4 teachers. The structures and content of the preschoolers’ personal and fictional narratives were analyzed. The teachers’ attitudes and practices about their language and literacy curriculum, including books provided in the classroom and selected for reading aloud, were examined for associations with preschoolers’ narrative productions. Research Findings: The content of preschoolers’ personal narratives and the structural levels of their fictional narratives differed between the 2 Korean and 2 U.S. classrooms. The classroom book environments in the Korean and U.S. classrooms also differed, with more fictional books displayed in the 2 U.S. classrooms than in the 2 Korean classrooms. The 2 Korean and 2 U.S. preschool teachers also held different attitudes about the use of fiction and nonfiction for read-aloud story sessions, and U.S. teachers allocated more time in their school day for reading aloud than did Korean teachers. Practice or Policy: U.S. preschoolers may profit from a greater balance between fiction and nonfiction books in the classroom. Korean children might benefit from more exposure to fiction and fantasy along with more practice in creating fictional narratives.  相似文献   

Next Generation Science Teacher Educators     

Norman G. Lederman  Judith S. Lederman 《Journal of Science Teacher Education》2013,24(6):929-932

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The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach     

Ingrid S. Weiland  Judith A. Morrison 《Journal of Science Teacher Education》2013,24(6):1023-1047

To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin 2009) of two preservice elementary science methods courses that utilized an experiential reflective approach—case one (University A) through a science content focus (i.e., sustainability) and case two (University B) through a method focus (i.e., problem-based learning). We examined preservice teachers’ understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration. Results indicate that both foci (content and method) were successful in building EE content, helping preservice teachers to envision EE in their future classrooms, and promoting EE as a context for integrating their instruction. Based on these results, we offer recommendations for the incorporation of EE as a context for integration into the elementary science methods course.  相似文献   

A Complex Case: Using the case study method to explore uncertainty and ambiguity in undergraduate business education     

Ann Rippin  Charles Booth  Stuart Bowie  Judith Jordan 《Teaching in Higher Education》2013,18(4):429-441

The case method is a definitive and foundational technology in business education. It was first developed as a vocational training tool equipping students for future employment. In this conception, the organisation was seen as a machine, and managers as the engineers who would maintain it through planned interventions. The case method allowed aspiring managers to practise intervention skills in a safe environment. Since the origins of the case method in US business schools before the First World War, conceptions of organisations have moved on. They are no longer seen as machine-like, but as complex, ambiguous, and protean. The 'wicked' problems that potential managers will face in an uncertain world require the development of critical thinking and sensemaking abilities. While the traditional approach to the case continues, its use as a vehicle to explore and manage complexity and ambiguity is emerging, although this is facing resistance from some students and staff.  相似文献   

Refusing Consumption and Querying Genre: A Partial Reading of Marie NDiaye     

Judith Still 《Parallax》2019,25(3):288-303

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The Journey of Becoming a Mother     

Judith A. Lothian 《The Journal of perinatal education》2008,17(4):43-47

Nature intends that the physical and hormonal changes of pregnancy insure the growth and development not just of the baby but of the mother. The physical and emotional changes of pregnancy and, then, labor, birth, and breastfeeding play vital roles in guiding women on the journey of becoming a mother. Standard prenatal care and medicalized labor and birth interfere in powerful ways with nature''s plan and, consequently, women''s ability to negotiate this journey. In this column, these issues are explored, and implications for childbirth education are discussed.  相似文献   

In This Issue—The Impact of Birth Physiology on the Transition to Motherhood     

Judith A. Lothian 《The Journal of perinatal education》2021,30(2):59

In this column, the associate editor of The Journal of Perinatal Education discusses the impact of birth physiology on the transition to motherhood. The associate editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth.  相似文献   

IV. CO-CONSTRUCTION OF ATTACHMENT REPRESENTATIONS AND AFFECT-REGULATING COGNITIONS: THE ROLE OF MATERNAL ATTACHMENT SECURITY     

Harriet S. Waters  Michelle A. Steiner  Widaad Zaman  Adela Apetroaia  Judith A. Crowell 《Monographs of the Society for Research in Child Development》2018,83(4):60-73

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Preschool Children's Judgments about Hypothetical and Actual Transgressions   总被引：1，自引：0，他引：1  

Judith G. Smetana  Naomi Schlagman  Patricia Walsh Adams 《Child development》1993,64(1):202-214

Preschoolers' ( N = 112) judgments about hypothetical and actual moral and conventional transgressions were examined. Equal numbers of boys and girls at 2 ages (3 and 4 years old) either made judgments about 8 hypothetical moral and conventional transgressions or were interviewed on the same dimensions about 8 naturally occurring moral and conventional transgressions they witnessed in their preschools. Children judged both hypothetical and actual moral transgressions to be more serious, punishable, generalizably wrong, and independent of rules and authority than conventional transgressions. Regardless of domain, hypothetical transgressions were judged to be more wrong independent of rules than actual transgressions, and hypothetical (but not actual) moral transgressions were judged to be more independent of rules than conventional transgressions. 3-year-old girls judged the wrongness of actual moral transgressions to be more independent of authority than did 3-year-old boys. Similar findings were obtained when hypothetical and actual transgressions were matched, and domain differences were still obtained when individual items were examined. Findings are discussed in terms of previous research on preschoolers' conceptions of rules and transgressions.  相似文献   

Engaging student teachers in meaningful reflective practice   总被引：1，自引：0，他引：1  

Judith Harford  Gerry MacRuairc 《Teaching and Teacher Education》2008

This paper examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. Twenty pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education programme in an Irish university participated in the study. The practice of encouraging student teachers working in the same school to participate in structured video analysis avoids the impact of external observers whose role is largely evaluative and endorses a collaborative model that promotes dialogue and shared learning. This practice promotes a culture of observation and critical dialogue in a profession which has traditionally been characterised by isolation, while at the same time fostering and validating the voice and experience of the student teacher. Locating the discussion within the framework of the theoretical literature on reflective practice, the purpose of this paper is to contribute to the international debate over best practice in supporting, encouraging and scaffolding reflective practice. It comments on the implications of reflective dialogue for the modernisation of teacher education and offers guidelines on how best to scaffold and promote reflectivity.  相似文献