Supporting families: a nurturing teacher education strategy in Nauru     

Terence Sullivan  Penelope Serow  Neil Taylor  Emily Angell  Jodana Tarrant  Greg Burnett 《Asia-Pacific Journal of Teacher Education》2017,45(1):39-52

There has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students’ educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies.  相似文献   

Teachers' schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction     

Penelope L. Peterson  Michelle A. Comeaux 《Teaching and Teacher Education》1987,3(4)

Researchers have shown that experts and novices differ in their recall, representation, and analyses of problem situations. This study investigated whether such differences existed between novice and experienced high school teachers in their recall and analyses of problem events during interactive teaching. Experienced and inexperienced teachers (n = 10 in each group) completed cognitive ability tests and were interviewed after viewing three videotaped vignettes of interactive teaching. In contrast to novices, experienced teachers both recalled more classroom events and relied more on procedural knowledge and principles in analyzing classroom events. These differences may indicate that experienced teachers have better developed knowledge structures of “schemata” for classroom teaching than do novice teachers.  相似文献   

Where have all the men gone? Have primary schools really been feminised?     

Penelope Harnett  John Lee 《Journal of educational administration and history》2003,35(2):77-86

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Teaching tolerance     

Penelope Leach 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(2):190-204

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Levels of use of Interactive Whiteboard technology in the primary mathematics classroom     

Penelope Serow  Rosemary Callingham 《Technology, Pedagogy and Education》2013,22(2):161-173

Despite the availability of Interactive Whiteboard (IWB) technology in a large number of Australian primary schools, many teachers focus only on technical issues as opposed to pedagogical engagement in an attempt to incorporate the technology. Previous research suggests that the technology is being used for sophisticated transmission-style teaching as opposed to constructivist approaches. This article presents findings of a project that considered the implementation of IWB technology in three Victorian primary mathematics classrooms (5 to 12 years of age). The study analysed the teaching strategies adopted by three teachers as they embarked on the use of IWB technology as an integral component of mathematical activities with the support of professional development. Teacher use of IWB technology in the primary mathematics classroom was aligned against Beauchamp’s generic transitional framework for viewing the development of teacher use of IWB technology. Through this alignment, a transitional framework emerged which is specific to the introduction of IWB technology in the mathematics classroom.  相似文献   

The effects of L1 and orthographic regularity and consistency in naming Chinese characters     

Chin-Hsi Lin  Penelope Collins 《Reading and writing》2012,25(7):1747-1767

The present study examined the influence of the features of Chinese characters, such as frequency, regularity and consistency, on the accuracy with which they were read by two groups of adult Chinese learners. Twenty-two English-speakers and 31 Japanese-speakers studying Chinese at a Taiwanese University read 130 Chinese characters that varied along the dimensions of regularity, consistency, number of strokes and familiarity (frequency with which they appeared in instructional texts). The results suggest that lexical and sub-lexical features, such as regularity and consistency, play an important role in reading Chinese among Chinese language learners. Furthermore, differences between the Japanese- and English-speaking participants suggest that the first language (L1) phonology and writing system may influence Chinese character learning. In addition, the language proficiency of Chinese language learners also influences sensitivity to sublexical features in naming Chinese characters. Finally, Chinese language learners with both L1s follow the same trajectory for developing orthography-to-phonology knowledge reported for native Chinese-speaking children.  相似文献   

Students as learners through the eyes of their teachers in Rwandan higher education     

Penelope Mbabazi Bamwesiga  Lars-Owe Dahlgren  Andreas Fejes 《International Journal of Lifelong Education》2013,32(4):503-521

In this study, we aim to explore and thematically analyze higher education teachers’ notions about the most important problems related to students’ learning, including the teachers’ notions about the approaches to learning adopted by students. The study was carried out in Rwanda with 25 university teachers engaged in group interviews. Inspired by the concepts of metaphors for learning and approaches to learning, five main categories of students’ learning problems were identified: dependence, physical and economic resources, experience of a deep approach to learning, reading culture, and previous preparation for higher education. These problems are interrelated and point to the need to understand study levels in education systems as interdependent.  相似文献   

Teaching Students to Infer Meaning Through Material Culture     

Ernest Andrew Brewer  Penelope Fritzer 《Clearing house (Menasha, Wis.)》2013,86(2):43-46

Social studies students can learn to glean historical information from the study of material culture through active engagement as curators. Teachers can guide students through a pre-survey of helpful reading materials and then through selecting items of personal significance to them: creating labels that objectively describe the chosen items as to origin, composition, background, and provenance; exchanging the created sets of file cards; examining the cards received in the exchange; inferring factual information about the owner of the selected items; and sharing deductions with the class. From this exercise, students will have a chance to learn how historians, anthropologists, and other social scientists use critical thinking in their work, how much can be learned from material culture, and how missteps can result from overtheorizing.  相似文献   

Early Language Experience in a Tseltal Mayan Village     

Marisa Casillas  Penelope Brown  Stephen C. Levinson 《Child development》2020,91(5):1819-1835

Daylong at-home audio recordings from 10 Tseltal Mayan children (0;2–3;0; Southern Mexico) were analyzed for how often children engaged in verbal interaction with others and whether their speech environment changed with age, time of day, household size, and number of speakers present. Children were infrequently directly spoken to, with most directed speech coming from adults, and no increase with age. Most directed speech came in the mornings, and interactional peaks contained nearly four times the baseline rate of directed speech. Coarse indicators of children’s language development (babbling, first words, first word combinations) suggest that Tseltal children manage to extract the linguistic information they need despite minimal directed speech. Multiple proposals for how they might do so are discussed.  相似文献   

The structure of relationally indexed titles and abstracts     

R.J. Seymour  Penelope A. Yates-Mercer 《Information processing & management》1980,16(2):59-71

Farradane's system of relational indexing has been used to index abstracts in several, mainly scientific subject areas, and provides two-dimensional displays of concepts and explicit relations. Ten of these collections have been examined to compare (a) the use of relations, (b) the use of concept types, (c) the cross sections (or shape) of abstracts, and (d) the properties of “nodes”. Whilst differences between the collections were noted in several instances, there were no obvious correlations between these differences. However, some points arose which could warrant more detailed study with larger collections.  相似文献