Exploring the position of curriculum studies across the continuum of teacher education in Ireland     

Raymond Lynch  Orla McCormack  Jennifer Hennessy 《Irish Educational Studies》2017,36(4):439-456

Curriculum, while often narrowly defined, is a contested space that stimulates continuing international debate, yet the importance of curriculum studies is frequently overlooked across the continuum of teacher education. Within the Irish context a technicist interpretation of curriculum studies, focusing primarily of subject knowledge and development, has historically been adopted. More recent Teaching Council of Ireland policy documents have espoused a broader macro understanding of curriculum studies as a foundation discipline within initial teacher education. However, concerns have been raised regarding student teachers’ ability to fully engage with such material so early in their professional development. With the recently embraced continuum of teacher education in Ireland, this paper examines how curriculum studies is currently defined by Irish policy and problematises how it is addressed in practice. The paper proceeds to explore emerging opportunities to expand this area of study across the continuum. A case for the place of curriculum studies as central to the advancement of the profession through the promotion of teachers as change agents is presented.  相似文献   

Parents’ self‐efficacy beliefs,parents’ gender,children’s reader self‐perceptions,reading achievement and gender     

Jacqueline Lynch 《Journal of Research in Reading》2002,25(1):54-67

This study investigated the relationships among parents’ self‐efficacy beliefs, parents’ gender, children’s reader self‐perceptions, reading achievement and gender. This study consisted of 66 students, aged eight and nine, and 92 parents involved in a family literacy project for approximately one year. The study was conducted in a rural area of Eastern Canada. There were three instruments used in this study: a Questionnaire for Parents, a Reader Self‐Perception Scale (RSPS) (Henk & Melnick, 1995), and a standardised reading test (Test of Early Reading Ability‐2 – TERA‐2) (Reid, Hresko & Hammill, 1989). The Pearson‐Product‐Moment method and t‐tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. Significant positive and negative relationships were found between mothers’ and fathers’ self‐efficacy beliefs and children’s reader self‐perceptions. Children’s self‐perceptions as readers significantly related to their reading achievement. Mothers had stronger beliefs than did fathers in their ability to help improve boys’ reading achievement. Significant differences favouring females were found in children’s reader self‐perceptions and their reading achievement. The findings of this study provide a basis for understanding factors related to young children’s reading achievement.  相似文献   

Self-Efficacy,Stress, and Academic Success in College   总被引：2，自引：0，他引：2  

Anna?Zajacova  Scott?M.?Lynch  Thomas?J.?EspenshadeEmail author 《Research in higher education》2005,46(6):677-706

This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.  相似文献   

Childminder—a study in action research: Brian and Sonia Jackson. Routledge & Kegan Paul, London. Henley and Boston, 282 p., $19.95, £7.95     

DR. Margaret A. Lynch 《Child abuse & neglect》1980,4(4):291-292

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Multi-agent Systems Design for Novices     

Simon Lynch  Keerthi Rajendran 《Computer Science Education》2013,23(1):41-57

Advanced approaches to the construction of software systems can present difficulties to learners. This is true for multi-agent systems (MAS) which exhibit concurrency, non-determinacy of structure and composition and sometimes emergent behavior characteristics. Additional barriers exist for learners because mainstream MAS technology is young and design methodologies are still evolving.

This paper considers the benefits and difficulties associated with teaching/learning agent technology and recommends an approach used by the authors. The paper examines Agent UML - a set of proposed extensions to UML to facilitate MAS design but suggests that simpler design tools are more appropriate for novice MAS programmers. A small suite of preferred tools are presented.  相似文献   

Archeology,legos, and haunted houses: novice teachers’ shifting understandings of self and curricula through metaphor     

Teresa R. Fisher-Ari  Heather L. Lynch 《课程研究杂志》2013,45(4):529-552

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Proceedings, 108th Annual Meeting Medical Library Association,Inc. Chicago,IL May 16–21, 2008     

Frances H. Lynch  Rachel R. Walden 《Journal of the Medical Library Association》2009,97(1):E1-E41

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What We Learned about Using Metaphors in College Teaching: Methods and Meanings     

Heather Lynn Lynch  Teresa Renae Fisher-Ari 《College Teaching》2018,66(2):60-62

The field of education is rich with metaphors that reveal one's perspective on the nature of teaching and learning—ideas are “covered,” students “absorb” information, teachers offer writing “clinics.” Each of these metaphors indicate nuanced ideas about what schooling is and is for—to be checked off? Taken in unquestioningly? For those who are sick? Two teacher educators in the field of early childhood education share insights from their own experiences in considering novice teachers' metaphors in their preparatory experiences, particularly wondering what these unveil about heretofore unanalyzed beliefs and what instructors can learn so as to form further instruction. Methods are shared and reflection led educators to find important instructional and relationship-building implications for working with novice teachers.  相似文献   

Linking early alert systems and student retention: a survival analysis approach     

Renato Villano  Scott Harrison  Grace Lynch  George Chen 《Higher Education》2018,76(5):903-920

Higher education institutions are increasingly seeking technological solutions to not only enhance the learning environment but also support students. In this study, we explored the case of an early alert system (EAS) at a regional university engaged in both on-campus and online teaching. Using a total of 16,142 observations captured between 2011 and 2013, we examined the relationship between EAS and the student retention rate. The results indicate that when controlling for demographic, institution, student performance and workload variables, the EAS is able to identify students who have a significantly higher risk of discontinuing from their studies. This implies that early intervention strategies are effective in addressing student retention, and thus an EAS is able to provide actionable information to the student support team.  相似文献   

Impact sports and bone fractures among adolescents     

Kyle R. Lynch  Han C. G. Kemper  Bruna Turi-Lynch  Ricardo R. Agostinete  Igor H. Ito  Rafael Luiz-De-Marco 《Journal of sports sciences》2017,35(24):2421-2426

The objective of the present study was to investigate the effects of different sports on stress fractures among adolescents during a 9-month follow-up period. The sample was composed of 184 adolescents divided into three groups (impact sports [n = 102]; swimming [n = 35]; non-sports [n = 47]). The occurrence of stress fracture was reported by participants and coaches. As potential confounders we considered age, sex, resistance training, body composition variables and age at peak of height velocity. There were 13 adolescents who reported fractures during the 9-month period. Bone mineral density values were higher in adolescents engaged in impact sports (P-value = 0.002). Independently of confounders, the risk of stress fracture was lower in adolescents engaged in impact sports than in non-active adolescents (hazard ratio [HR] = 0.23 [95% confidence interval (CI) = 0.05 to 0.98]), while swimming practice was not associated to lower risk of fracture (HR = 0.49 [95% CI = 0.09 to 2.55]). In conclusion, the findings from this study indicate the importance of sports participation among adolescents in the reduction of stress fracture risk, especially with impact sports. More importantly, these results could be relevant for recognising adolescents in danger of not reaching their potential for peak bone mass and later an increased risk of fractures.  相似文献