Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality     

Charalambos Y. Charalambous  Heather C. Hill  Rebecca N. Mitchell 《课程研究杂志》2013,45(4):489-513

This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three teachers with differing MKT levels using two editions of the same set of curriculum materials that provided different levels of support. This variation in MKT level and curriculum support facilitated exploring the distinct and joint contribution of MKT and the curriculum materials to instructional quality. The analyses suggest that MKT relates positively to teachers' use of representations, provision of explanations, precision in language and notation, and ability to capitalize on student contributions and move the mathematics along in a goal-directed manner. Curriculum materials set the stage for attending to the meaning of integer subtraction and appeared to support teachers' use of representations, provision of explanations, and precision in language and notation. More critically, the findings suggest that less educative curriculum materials, coupled with low levels of MKT, can lead to problematic instruction. In contrast, educative materials can help low-MKT teachers provide adequate instruction, while higher MKT levels seem to enable teachers to compensate for curriculum limitations.  相似文献   

Making the right connections: Differential effects of reading intervention for subgroups of comprehenders     

Kristen L. McMaster  Paul van den Broek  Christine A. Espin  Mary Jane White  David N. Rapp  Panayiota Kendeou  Catherine M. Bohn-Gettler  Sarah Carlson 《Learning and individual differences》2012,22(1):100-111

The purpose of this study was to compare the effects of different types of questioning interventions on students' reading comprehension. Fourth-grade students (n = 246) were identified as struggling, average, or good readers and assigned randomly within school to one of three questioning interventions: two inferential conditions (Causal or General) or one literal condition (“Who, What, Where, When” or W-questioning). Teachers delivered the interventions for 20–30 min, 2–4 times per week, for 8–10 weeks. All readers made reliable pre- to posttest comprehension gains as measured by story recall (ps < .001 to .04). Differential effects for intervention were found between two subgroups of struggling comprehenders—elaborators and paraphrasers. Elaborators benefited more than paraphrasers from Causal questioning (d = .86) whereas paraphrasers benefited more than elaborators from General questioning (d = 1.46). These findings suggest that identifying subgroups is important in developing and evaluating the effectiveness of reading comprehension interventions.  相似文献   

Simple but complex: components of the simple view of reading across grade levels     

Janet Tilstra  Kristen McMaster  Paul Van den Broek  Panayiota Kendeou  David Rapp 《Journal of Research in Reading》2009,32(4):383-401

The purpose of this study was to examine the simple view of reading (SVR) and contributions of verbal proficiency and reading fluency to reading comprehension for fourth‐, seventh‐ and ninth‐grade readers (N=271). The SVR explained a significant proportion of variance in reading comprehension for all grades with decreasing explained variance in higher grades. The variance explained by decoding decreased from fourth grade to higher grades. The variance explained by listening comprehension increased from fourth‐ to seventh‐grade, but did not change from seventh‐ to ninth‐grade. In all grades, verbal proficiency and reading fluency contributed substantial additional variance to reading comprehension beyond the SVR. Changes in the predictive relation between listening and reading comprehension and factors influencing reading comprehension in each grade are discussed.  相似文献   

Examining the task and knowledge demands needed to teach with representations     

Rebecca Mitchell  Charalambos Y. Charalambous  Heather C. Hill 《Journal of Mathematics Teacher Education》2014,17(1):37-60

Representations are often used in instruction to highlight key mathematical ideas and support student learning. Despite their centrality in scaffolding teaching and learning, most of our understanding about the tasks involved with using representations in instruction and the knowledge requirements imposed on teachers when using these aids is theoretical. In this study, we examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Teaching integer operations is used as an intensity case, as integer operations are challenging for students, and teachers are often required to employ several representations to teach this topic. Following a practice-based approach while also taking prior literature into consideration, we first generate a list of tasks entailed in teaching with representations and then discuss the knowledge demands imposed on teachers to successfully undertake this work. We highlight these tasks and knowledge demands by analyzing and discussing an integer addition and an integer subtraction episode for each of two teachers, Bonita and Karen. Based on our analysis, we organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. We conclude by drawing implications for teacher educators and curriculum developers.  相似文献   

Sexuality education as a collective responsibility: a new health education curriculum in Cyprus     

Soula Ioannou  Christiana Kouta  Maria Constantinidou  Panayiota Ellina 《Sex education》2014,14(4):375-386

The development of health promotion is typically viewed as a reaction against both the excessive responsibility placed on individuals concerning their health-related choices and the absence of recognition of environmental factors associated with personal decision making. What though does sexuality education mean from the perspective of health promotion? According to one approach, it implies the existence of a curriculum that recognises the environmental factors affecting sexuality and sexual behaviour. It also suggests a curriculum that aims to empower students to engage with risky sexual behaviour, not just as a personal issue but also as a social matter. The emphasis is placed not merely on developing personal knowledge and skills associated with sexuality and sexual behaviour but on enabling active citizens to protect themselves and their co-citizens from sexual risks and to promote healthy sexuality. This paper discusses such a health promotion perspective in relation to the sexuality education curriculum as recently developed in Cyprus. It demonstrates how a health promotion perspective in relation to sex education can be translated into the establishment of learning objectives, appropriate pedagogic methods and the development of school materials.  相似文献   

Examining my-side bias during and after reading controversial historical accounts     

Iordanou  Kalypso  Kendeou  Panayiota  Zembylas  Michalinos 《Metacognition and Learning》2020,15(3):319-342

Metacognition and Learning - The present study examines individuals’ thinking during and after reading controversial historical accounts and the possible contribution of epistemic beliefs,...  相似文献   

Relationships between Challenge Tour golfers’ clubhead velocity and force producing capabilities during a countermovement jump and isometric mid-thigh pull     

Jack E.T. Wells  Laura H. Charalambous  Andrew C.S. Mitchell  Daniel Coughlan  Simon L. Brearley  Roger A. Hawkes 《Journal of sports sciences》2019,37(12):1381-1386

A number of field-based investigations have evidenced practically significant relationships between clubhead velocity (CHV), vertical jump performance and maximum strength. Unfortunately, whilst these investigations provide a great deal of external validity, they are unable to ascertain vertical ground reaction force (vGRF) variables that may relate to golfers’ CHVs. This investigation aimed to assess if the variance in European Challenge Tour golfers’ CHVs could be predicted by countermovement jump (CMJ) positive impulse (PI), isometric mid-thigh pull (IMTP) peak force (PF) and rate of force development (RFD) from 0–50 ms, 0–100 ms, 0–150 ms and 0–200 ms. Thirty-one elite level European Challenge Tour golfers performed a CMJ and IMTP on dual force plates at a tournament venue, with CHV measured on a driving range. Hierarchical multiple regression results indicated that the variance in CHV was significantly predicted by all four models (model one R² = 0.379; model two R² = 0.392, model three R² = 0.422, model four R² = 0.480), with Akaike’s information criterion indicating that model one was the best fit. Individual standardised beta coefficients revealed that CMJ PI was the only significant variable, accounting for 37.9% of the variance in European Challenge Tour Golfers’ CHVs.  相似文献   

Academic hardiness as a moderator of the relation between perfectionism and academic procrastination in university students     

Sepiadou  Iwanna  Metallidou  Panayiota 《European Journal of Psychology of Education - EJPE》2023,38(3):1053-1071

European Journal of Psychology of Education - The aim of the study was to investigate the predictive value of adaptive and maladaptive dimensions of perfectionism for academic procrastination in...  相似文献