Tracing one teacher candidate's discursive identity work     

Laura C. Haniford 《Teaching and Teacher Education》2010

Drawing on the work of one teacher candidate, I demonstrate what can be learnt about the process of discursively constructing a teacher identity through the close study of written plans and portfolios. This teacher candidate positioned herself differently over time in relation to discourses from her teacher education programme about the importance of using detailed knowledge of students to guide planning and instruction. In the end, she downplayed specific information about students, arguing students' interests were “worthless.” The findings have implications for the ways teacher educators work with teacher candidates around artefacts of practice.  相似文献   

Relations among preschool teachers' self-efficacy,classroom quality,and children's language and literacy gains   总被引：1，自引：0，他引：1  

Ying Guo  Shayne B. Piasta  Laura M. Justice  Joan N. Kaderavek 《Teaching and Teacher Education》2010

This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and positive predictors of children's gains in print awareness but not vocabulary knowledge. However, results also showed a significant interaction among teachers' self-efficacy, classroom quality, and vocabulary gains: for children of teachers with higher levels of self-efficacy, higher levels of classroom quality (emotional support) were associated with higher vocabulary gains.  相似文献   

Canadian University Rankings: Buyer Beware Once Again     

Stewart Page  Kenneth M. Cramer  Laura Page 《Interchange》2010,41(1):81-89

We present a data-based perspective concerning recent (e.g., 2008) Maclean’s magazine rankings of Canadian universities, including cluster analysis of the 2008 data. Canadian universities empirically resemble and relate to each other in a manner different from their formal classification and final rank ordering in the Maclean’s system. Several pitfalls in ranking procedures, related to invalid and unreliable relationships among indices underlying the final ranks, are outlined, along with relevant findings from previous studies. In their present format, although they have become increasingly publicized and promoted, data based on the Maclean’s system can seemingly be of only limited practical use to students. Perhaps more important, in our opinion, ranking exercises have unintended though potentially serious consequences for the intellectual and personal well-being of students.  相似文献   

Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment     

Lori E. Skibbe  Amelia J. Moody  Laura M. Justice  Anita S. McGinty 《Reading and writing》2010,23(1):53-71

The current study describes the storybook reading behaviors of 45 preschoolers [30 with language impairment (LI) and 15 with typical language (TL)] and their mothers. Each dyad was observed reading a storybook within their homes, and sessions were subsequently coded for indicators of emotional and instructional quality as well as for child participation. Mothers of children with LI showed lower levels of emotional support than mothers of children with TL, although all mothers exhibited similar quality of instruction. The two groups of children were equally enthusiastic about the book; however, children with LI were observed to be less compliant than children with TL and showed a trend to be less persistent. For the children with LI, participation in the book reading task was found to be high only when mothers’ behaviors were observed to be highly sensitive in nature, demonstrating the importance of exposing children to maternal behaviors that are responsive to their unique abilities and needs.  相似文献   

Reading skills in early readers: genetic and shared environmental influences     

Petrill SA  Deater-Deckard K  Thompson LA  Dethorne LS  Schatschneider C 《Journal of learning disabilities》2006,39(1):48-55

The present study combined parallel data from the Northeast-Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic twins, and unrelated adoptive siblings). The study included measures of letter and word identification, phonological awareness, phonological decoding, rapid automatized naming, and general cognitive ability. Estimates of additive genetic effects and shared environmental effects were moderate and significant. Furthermore, shared environmental effects estimated in twins were generally similar in magnitude to adoptive sibling correlations, suggesting highly replicable estimates across different study designs.  相似文献   

Reflective Practice and Self-Evaluation in Learning Positive Guidance: Experiences of Early Childhood Practicum Students     

Laura McFarland  Rachel Saunders  Sydnye Allen 《Early Childhood Education Journal》2009,36(6):505-511

This paper examines the role of self-reflection and self-evaluation in early childhood practicum students’ development of positive guidance skills with children. We examine how helpful students find self-reflection and self-evaluation exercises and how their thoroughness of reflection relates to their progress in acquiring positive guidance skills. Self-reflection also plays a role in students’ attitudes towards positive guidance and their confidence in using guidance skills. This paper explores the extent to which reflection and evaluation affect the attitudes and confidence of future early childhood educators, which could have an impact on the children and families they work with. Participants were 63 university students (60 female and 3 male) in their junior or senior years in a Human Development and Family Sciences undergraduate program at a university in the southern region of the United States. They were enrolled in an undergraduate class focused on learning “positive guidance” interaction skills and classroom management with young children. Students generally found the self-ratings and goal setting helpful in learning guidance skills. We did not find that thoroughness of self-reflection was related to guidance skills or amount of improvement. There were three groups of students in regards to self-evaluation and supervisor evaluation: those who initially overinflate their abilities, those who initially underinflate their abilities, and those who evaluate themselves consistently.  相似文献   

INSTRUCTIONAL ACTIVITIES AND GROUP WORK IN THE US INCLUSIVE HIGH SCHOOL CO-TAUGHT SCIENCE CLASS     

Laura J. Moin  Kathleen Magiera  Naomi Zigmond 《International Journal of Science and Mathematics Education》2009,7(4):677-697

In the US, there is a significant number of learning-disabled high school students included in regular science classrooms. It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles. In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying question of this research was whether inclusive classes with two teachers delivered the type of science education that is better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education teacher present in the class, learning-disabled students usually did not receive a science education that met their needs. We elaborate on the reasons for this problem and make suggestions for improvement.  相似文献   

Giving feedback: Development of scales for the mum effect,discomfort giving feedback,and feedback medium preference     

Susie S. Cox  Laura E. Marler  Marcia J. Simmering  Jeff W. Totten 《Performance Improvement Quarterly》2011,23(4):49-69

Research in organizational behavior and human resources promotes the view that it is critical for managers to provide accurate feedback to employees, yet little research addresses rater tendencies (i.e., the mum effect) and attitudes that influence how performance feedback is given. Because technology has changed the nature of communication in organizations (e.g., feedback given by e‐mail), there is a need to determine how a feedback giver's preference for the delivery medium might influence the message. In this article, we develop three scales measuring the mum effect, discomfort with giving feedback, and feedback medium preference to determine feedback givers' tendencies, which may be used to improve feedback delivery. We then used these scales in a feedback situation. Findings are reported and practical implications discussed.  相似文献   

Childhood aerobic fitness predicts cognitive performance one year later     

Chaddock L  Hillman CH  Pontifex MB  Johnson CR  Raine LB  Kramer AF 《Journal of sports sciences》2012,30(5):421-430

Aerobically fit children outperform less fit peers on cognitive control challenges that involve inhibition, cognitive flexibility, and working memory. The aim of this study was to determine whether, compared with less fit children, more fit 9- and 10-year-old pre-adolescents exhibit superior performance on a modified compatible and incompatible flanker task of cognitive control at the initial time of fitness testing and approximately one year later. We found that more fit children demonstrated increased flanker accuracy at both test sessions, coupled with a superior ability to flexibly allocate strategies during task conditions that required different amounts of cognitive control, relative to less fit children. More fit children also gained a speed benefit at follow-up testing. Structural MRI data were also collected to investigate the relationship between basal ganglia volume and task performance. Bilateral putamen volumes of the dorsal striatum and globus pallidus volumes predicted flanker performance at initial and follow-up testing one year later. The present findings suggest that childhood aerobic fitness and basal ganglia volumes relate to cognitive control at the time of fitness testing and may play a role in cognitive performance in the future. We hope that this research will encourage public health and educational changes that will promote a physically active lifestyle in children.  相似文献   

Lexical processing skill in college-age resilient readers     

Suzanne E. Welcome  Christine Chiarello  Laura K. Halderman  Christiana M. Leonard 《Reading and writing》2009,22(3):353-371

Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient readers in performance and degree of lateralization on a variety of single word processing tasks. Participants completed seven divided visual field tasks investigating various aspects of reading. Resilient readers performed less accurately on basic word recognition tasks, but not on the tasks involving semantic access. Resilient readers did not differ from proficient readers on reaction time or lateralization on any of the experimental tasks. These findings are consistent with the hypothesis that skilled phonological decoding is not necessary for reading for meaning in a college population. It is proposed that higher-level semantic information and general world knowledge may allow some readers to compensate for deficiencies in lower-level word recognition processes.

Suzanne E. WelcomeEmail:

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