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591.
This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of
the teachers. Teachers’ word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification
of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Tutored children were
assessed on several measures of basic reading and spelling skills. Novice teachers who received word-structure instruction
outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored children improved significantly
from pre-test to post-test on all assessments. Teachers’ post-test knowledge on the graphophonemic segmentation and irregular
words tasks correlated significantly with tutored children’s progress in decoding phonetically regular words; error analyses
indicated links between teachers’ patterns of word-structure knowledge and children’s patterns of decoding progress. The study
suggests that word-structure knowledge is important to effective teaching of word decoding and underscores the need to include
this information in teacher preparation. 相似文献
592.
593.
This study explores the nature of the elements that co-influence collaborative creativity in instrumental group music learning and the intrinsic potential for enhancing pupil wellbeing as evidenced in a particular secondary-school (extra-curricular) group instrumental programme Percussion 1. Wenger’s Community of Practice (CoP) and Engestrom’s Activity Theory (AT) provide an in-depth analytical framework for the analysis of 14 rehearsals, 13 semi-structured interviews and 41 teachers’ and pupils’ reflective diary entries. Findings support the intrinsic potential for enhancing pupil wellbeing by empowering them through supportive statements and decision-making, and engaging them through the embodiment of music learning. 相似文献
594.
Jenny Bimrose Mark Watson Mary McMahon Simone Haasler Massimo Tomassini Pamela A. Suzanne 《International Journal for Educational and Vocational Guidance》2014,14(1):77-88
Institutionalised discrimination continues to perpetuate deep rooted social divisions, with gender inequality persisting as a pervasive feature of labour markets across the world. Despite the depth and breadth of gender inequality, there is limited acknowledgement in career theory that the career support needs of women are distinctive. A qualitative international comparative study into the career trajectories of older women (aged 45–65) has been conducted across six countries (Australia, Argentina, Germany, Italy, England and South Africa). The results provide an international understanding of women’s careers and offer insight into career theory and practice for women that are culturally relevant. 相似文献
595.
Pamela W. Garner Duhita Mahatmya Elizabeth L. Brown Colleen K. Vesely 《Educational Psychology Review》2014,26(1):165-189
The primary goal of this article is to situate the findings from evidence-based studies of social emotional learning (SEL) interventions into a broader social context by reframing the discussion to consider how aspects of sociocultural competence impact the development and delivery of programs. The limitations of current SEL intervention efforts are discussed and a multilevel heuristic model that identifies and defines the theoretical constructs that we believe are culturally bound and associated with the content, implementation, and evaluation components of SEL intervention programs is presented. We point out constraints associated with this effort and offer specific strategies and activities by which school personnel involved in these activities can be encouraged to embrace socioculturally based SEL practices in their classrooms and offer guidance for future research. 相似文献
596.
Allison Hope Friedman-Krauss C. Cybele Raver Pamela A. Morris Stephanie M. Jones 《Early education and development》2014,25(4):530-552
Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher levels of child externalizing behavior problems were related to higher classroom emotional climates. There was no evidence that teacher stress mediated this relationship. Practice or Policy: These results are discussed in terms of strategies to reduce the disruptive influence of child behavior problems on the classroom emotional climate as well as strategies to limit high levels of preschool teacher stress. 相似文献
597.
Pamela R. Aschbacher Marsha Ing Sherry M. Tsai 《Journal of Science Education and Technology》2014,23(6):735-743
This study explores middle school students’ aspirations in science, technology, engineering, and medical (STE-M) careers by analyzing survey data during their eighth and ninth grade years from an ethnically and economically diverse sample of Southern California urban and suburban public school students (n = 493). Students were classified based on their responses to questions about their science ability beliefs and subjective task values using latent class analysis (LCA). Four distinct groups of students were identified: Science is Me; I Value Science But Don’t Do It Well; I Can Do Science but I Don’t Value It Highly; and Science is Not Me. Few students (22 %) were classified as having strong science ability beliefs, and only a third as strongly valuing learning/doing science; a majority (57 %) were in the Science is Not Me category, underscoring the scope of the challenge to invite more young people to want to learn science. As predicted, students who believed they could do science and valued science were more likely than others to indicate interest in STE-M careers. This relationship between perceptions and aspirations was true regardless of gender, ethnicity, and type of STE-M field, but varied depending on socioeconomic status. Using LCA to organize information about students’ science self-perceptions may help target specific interventions to student interests and aspirations and better support and encourage their persistence in STE-M careers. 相似文献
598.
Karin K. Coyle Pamela M. Anderson Heather M. Franks Jill Glassman James D. Walker Vignetta Eugenia Charles 《Sex education》2014,14(5):582-596
Romantic relationships are central in the lives of young people. This paper uses data on romantic relationships from urban youth in the USA to illustrate how using a relationships perspective in HIV/STI and pregnancy prevention programmes broadens the skills and content covered, and contextualises the learning to enhance relevance and use. Self-report survey data were collected using electronic handheld devices for a school-based randomised trial. The survey sample includes 911 young people (mean age = 12.4 years) representative of their schools. Logistic regressions explored associations between selected sexual behaviours and relationship characteristics. For all participants, having more boy/girlfriends, dating alone, ever touching and ever having had oral sex were associated with an increased likelihood of having vaginal sex. Among young people with current partners, having a partner three or more years older, length of relationship and ever having oral sex were associated with an increased likelihood of having vaginal sex. The study data confirm the importance of accounting for relationships in sexual risk reduction programmes, and provide avenues for enhancing the relevancy of typical school-based prevention programmes. 相似文献
599.
Lynn S. Fuchs Sarah R. Powell Pamela M. Seethaler Paul T. Cirino Jack M. Fletcher Douglas Fuchs Carol L. Hamlett 《Learning and individual differences》2010,20(2):89-100
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty) and site (proximal versus distal to the intervention developer) and then randomly assigned to control (no tutoring) or 1 of 2 variants of NC remediation. Both remediations were embedded in the same validated word-problem tutoring protocol (i.e., Pirate Math). In 1 variant, the focus on NCs was limited to a single lesson that taught strategic counting. In the other variant, 4–6 min of practice per session was added to the other variant. Tutoring occurred for 16 weeks, 3 sessions per week for 20–30 min per session. Strategic counting without deliberate practice produced superior NC fluency compared to control; however, strategic counting with deliberate practice effected superior NC fluency and transfer to procedural calculations compared with both competing conditions. Also, the efficacy of Pirate Math word-problem tutoring was replicated. 相似文献
600.
Fuchs LS Fuchs D Hamlet CL Powell SR Capizzi AM Seethaler PM 《Journal of learning disabilities》2006,39(5):467-475
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples. 相似文献