Literacy Teachers Engage in Service-Learning via Community Organization Involvement     

Caitlin McMunn Dooley  Lydia Criss Mays 《The Teacher Educator》2014,49(1):44-60

Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010 Furco, A. and Root, S. 2010. Research demonstrates the value of service-learning. Kappan, 91(5): 16–23. [Web of Science ®] , [Google Scholar]) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010 García, E., Arias, M. B., Murri, N. J. H. and Serna, C. 2010. Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 61: 132–142. doi:10.1177/002248710934787[Crossref], [Web of Science ®] , [Google Scholar]; Mitton-Kukner, Nelson, &; Descrochers, 2010 Mitton-Kukner, J., Nelson, C. and Desrochers, C. 2010. Narrative inquiry in service-learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26: 1162–1169. doi:10.1016/j.tate.2010.01.001[Crossref], [Web of Science ®] , [Google Scholar]; Spencer, Cox-Petersen, &; Crawford, 2005 Spencer, B. H., Cox-Petersen, A. M. and Crawford, T. 2005. Assessing the impact of service-learning on preservice teachers in an after-school program. Teacher Education Quarterly, 32(4): 119–135.  [Google Scholar]). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience.  相似文献   

Floating on the fringe: College of education students’ discourse about diversity     

Eleni Oikonomidoy  Lynda R. Wiest  Jafeth E. Sanchez  Lydia DeFlorio 《The Teacher Educator》2013,48(4):377-396

Abstract

This phenomenological research study focused on how education students perceived diversity in their academic lives, as well as the language they used when they talked about diversity. Focus groups with 36 undergraduate and graduate students in a college of education were conducted to explore these areas. Three themes were identified through a two-phase analytical approach. These were: (a) limited or inconsistent exposure to diversity at the college; (b) instances of othering and exclusion that took place in various spaces; and (c) divergent ways of talking about the diversity climate. The article concludes with a renewed call for increased attention to diversity in colleges of education.  相似文献   

A century of progress in secondary school mathematics 1834–1934     

Lydia Elaine Greene 《Peabody Journal of Education》2013,88(5):220-232

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Pre‐school children creating and communicating with digital technologies in the home     

Joanna McPake  Lydia Plowman  Christine Stephen 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):421-431

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CONCEPT MAPPING OF HIGH AND AVERAGE ACHIEVING STUDENTS AND EXPERTS     

Lydia B. Austin  Bruce M. Shore 《High Ability Studies》1993,4(2):180-195

Concept mapping has been used effectively to represent understanding of afield of knowledge. The maps are highly individualistic and idiosyncratic. Three high‐performing junior college students, three average performing junior college students and two university physics teachers constructed maps using 22 electricity concepts. In this study several previously used and newly developed measures were applied to the maps in an attempt to gain further insight into differences in the quality of understanding of the three groups. It was found that the concept maps constructed by high performing students differed from those of average performing students and closely resembled the concept maps of physics experts, especially when the quality of the links between concepts was taken into account.  相似文献   

Students ’ perceptions of science classes in the Philippines     

Allan B. I. Bernardo  Auxencia A. Limjap  Maricar S. Prudente  Lydia S. Roleda 《Asia Pacific Education Review》2008,9(3):285-295

This study used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade school and high school students in different provinces in the Philippines regarding their perceptions of their science classes. Factor analysis revealed five dimensions of the students ’ perceptions that relate to different aspects of the teacher ’s pedagogy and the learning environment created by the teachers: (a) Learner-Centered Pedagogy, (b) Science Inquiry Activities, (c) Positive Affect and Attitudes, (d) Grades as Feedback, and (e) Support for Self-Learning and Effort. Factor scores were compared across grade levels and genders. The results indicate a decrease in science inquiry activities and the use of grades as feedback in the higher grades, but an increase in support for self-learning and effort, and also positive affects and attitudes. These trends were discussed in relation to possible problems related to teacher practices that may contribute to low student achievement levels in science. This research was part of a research project commissioned by the Japan International Cooperation Agency-Philippines.  相似文献   

Queering communication studies: a Journal of Applied Communication Research forum     

Jimmie Manning  Godfried Asante  Lydia Huerta Moreno  Rebecca Johnson  Benny LeMaster  Yachao Li 《Journal of Applied Communication Research》2020,48(4):413-437

ABSTRACT

Genders and sexualities continue to remain underexplored in the field of communication studies and the academy in general. This essay examines possibilities for incorporating queer perspectives into communication studies. At the invitation of the Journal of Applied Communication Research editor, 9 communication scholars who use queer theory or queer perspectives in their own work responded to a series of questions addressing how queer theory and perspectives can be used in the discipline, both by those who are new to queer theorizing and those who are looking to expand their knowledge and practices. The answers to these questions provide an understanding of what queer theory is and its relationship with LGBT studies; allow practical considerations for incorporating queer perspectives into communication scholarship in multiple methodological areas; offer considerations for welcoming queer voices in the classroom, the communication discipline, and the larger academy; and indicate several scholarly resources for those who want to learn more about queer theory and LGBT studies.  相似文献   

SENCos Sharing Questions and Solutions: How to Make a More Convenient Phone Call     

Klaus Wedell  Chris Stevens  Terry Waller  & Lydia Matheson 《British Journal of Special Education》1997,24(4):167-170

Klaus Wedell, a project consultant, and members of the Special Educational Needs Co-ordinator (SENCo) Project at the National Council for Educational Technology (NCET), Chris Stevens (Manager for Special Needs), Terry Waller (Senior Project Officer) and Lydia Matheson (Information Officer) report on the initial findings of the Project.  相似文献   

Internet research methods second edition     

Lydia Wysocki 《International Journal of Research & Method in Education》2017,40(1):109-110

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Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators     

Clare Kosnik  Lydia Menna  Pooja Dharamshi  Cathy Miyata  Yiola Cleovoulou  Clive Beck 《师资教育杂志》2015,41(1):52-77

This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and current school district and government initiatives. The study reveals the sheer scale of knowledge required to be an effective LTE and demonstrates how participants used the three forms of professional development to enhance their knowledge in each sphere. It concludes that the professional development of teacher educators is not conducted systematically; rather, it is quite ad hoc with much of it occurring through learning while doing. All had to construct their own programmes for professional development, which added yet another layer to their responsibilities.  相似文献