Can we maintain the integrity of economics in the curriculum?     

Patrick Ferguson 《Peabody Journal of Education》2013,88(3):209-211

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Towards a theory for the practitioner     

John F. Kelly 《Irish Educational Studies》2013,32(1):345-359

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Globalising knowledges     

Patrick L.J. Bailey 《British Journal of Sociology of Education》2013,34(4):622-634

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Where Moth and Rust     

Sarah Hammond Kelly 《The Educational forum》2013,77(2)

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Personal factors that influence deaf college students' academic success     

Albertini JA  Kelly RR  Matchett MK 《Journal of deaf studies and deaf education》2012,17(1):85-101

Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the Noel-Levitz College Student Inventory Form B and the Learning and Study Strategies Inventory, second edition (LASSI). Entering students in 3 successive cohorts (total n =437) participated in this study. Results show that in addition to entry measurements of reading and mathematic skills, personal factors contributed to the academic performance of students in their first quarter in college. The Noel-Levitz provided the comparatively better predictive value of academic performance: Motivation for Academic Study Scale (e.g., desire to finish college). The LASSI also showed statistically significant predictors, the Self-Regulation Component (e.g., time management) and Will Component (e.g., self-discipline), but accounted for relatively less variability in the students' initial grade point averages. For this group of underprepared students, results show that personal factors can play a significant role in academic success. Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence.  相似文献   

Developing Number Sense in Pre-K with Five-Frames     

Patrick McGuire  Mable B. Kinzie  Daniel B. Berch 《Early Childhood Education Journal》2012,40(4):213-222

Teachers in early childhood and elementary classrooms (grades K-5) have been using ten-frames as an instructional tool to support students’ mathematics skill development for many years. Use of the similar five-frame has been limited, however, despite its apparent potential as an instructional scaffold in the early elementary grades. Due to scant evidence of teacher use and a lack of systematic research we know little to nothing about both the developmental and pedagogical implications of using five frames and related instructional manipulatives in early childhood mathematics classrooms. In this paper, we provide an overview of five-frames and specifically demonstrate ways that five-frames, if used in conjunction with concrete manipulatives, can support pre-kindergarten (pre-K) children’s development of Gelman and Gallistel’s (1978) three basic counting principles: the stable-order principle, one-to-one correspondence, and cardinality. We conclude by discussing the developmental and instructional implications of using five-frames, as well as offer a set of teaching tips designed to help teachers maximize the potential advantages of integrating five-frames in the pre-K classroom.  相似文献   

Two daddy tigers and a baby tiger: promoting understandings about same gender parented families using picture books     

Janette Kelly 《Early Years: An International Journal of Research and Development》2012,32(3):288-300

There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers’ interpretations of children’s responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children’s thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be ‘difficult’ or ‘dangerous’. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about ‘family’ outside of normative boundaries.  相似文献   

Acquisition of the cardinal word principle: The role of input     

Kelly S. Mix  Catherine M. Sandhofer  Julie Anne Moore  Christina Russell 《Early childhood research quarterly》2012

We investigated whether specific input helps 3-1/2-year-olds discover that the last word in a count represents its cardinal value (i.e., the cardinal word principle). In Study 1, we contrasted four training approaches. The only approach to yield significant improvement was to label a set's cardinality and then immediately count it. This training is consistent with previously hypothesized mechanisms based on juxtaposing a set's cardinal label with its count in close temporal contiguity (e.g., 0105 and 0175), as well as general theories of comparison and categorization (e.g., Gentner, 2005). In Study 2, we asked parents to read picture books to their preschool children and found that they rarely provide cardinal labels immediately followed by counting, even when asked to read a book about number.  相似文献   

Individual and Triadic and Group: Supervisee and Supervisor Perceptions of Each Modality     

L. DiAnne Borders  Laura E. Welfare  Paige B. Greason  Derrick A. Paladino  A. Keith Mobley  José A. Villalba  Kelly L. Wester 《Counselor Education & Supervision》2012,51(4):281-295

In this consensual qualitative research study, the authors explored supervisors' (n= 11) and their supervisees' (n= 31) perceptions of individual, triadic, and group supervision sessions during practicum. Data from supervisor individual interviews and supervisee focus‐group interviews revealed several themes regarding the advantages and disadvantages of each supervision modality. Findings suggest the relative place of each modality in terms of goals and impact.  相似文献   

Childhood trauma exposure in Iraq and Afghanistan war era veterans: implications for posttraumatic stress disorder symptoms and adult functional social support     

Van Voorhees EE  Dedert EA  Calhoun PS  Brancu M  Runnals J  Beckham JC;VA Mid-Atlantic MIRECC Workgroup 《Child abuse & neglect》2012,36(5):423-432

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