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191.
Diane M. Horm-Wingerd Phyllis C. Carella Susan D. G. Warford 《Early education and development》1993,4(2):130-138
Teachers' perceptions of the effectiveness of transition classes and the potential relationships between these perceptions and demographic variables were investigated. Seventy-eight first grade teachers from the six New England states completed questionnaires that asked them (a) to rate how children who have participated in transition classes compared in academic achievement, social- emotional development, and attitudes toward school with similar "unready" children who did not participate; (b) to indicate if they would recommend a transition program for their best friends' children; (c) to indicate how they would vote if asked whether their school should continue transition classes; and (d) to supply demographic information. The results clearly indicated that this sample of first grade teachers overwhelmingly supported transition classes and perceived them as beneficial despite the lack of empirical evidence to support these beliefs. No relationships between various background or demographic variables (e.g., certification, degree, membership in professional organizations) and perceptions of effectiveness were found, as evidenced by the support of all types of teachers for transition programs. The findings are attributed to a lack of communication between the primary school practitioners and the early childhood research community. 相似文献
192.
This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject‐specific considerations for teaching and learning. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 443–463, 2002 相似文献
193.
Toward a science for and of the people: promoting civil society through the application of developmental science 总被引:4,自引:0,他引:4
Applied developmental science (ADS) is scholarship that seeks to advance the integration of developmental research with actions-policies and programs-that promote positive development and/or enhance the life chances of vulnerable children and families. Through this integration ADS may become a major means to foster a science for and of the people. It may serve as an exemplar of the means through which scholarship, with community collaboration, may contribute directly to social justice. In so doing, ADS helps shift the model of amelioration, prevention, or optimization research from one demonstrating efficacy to one promoting outreach. When this contribution occurs in the context of university-community partnerships, ADS may serve also as a model of how higher education may engage policy makers, contribute to community capacity to sustain valued programs, and maintain and perpetuate civil society through knowledge-based, interinstitutional systems change. 相似文献
194.
Phyllis Katz 《Journal of Science Education and Technology》2011,20(5):525-536
There are many influences on a child’s identity. Photobook technology purposefully prepared around science explorations presents
a modern opportunity to repeatedly trigger memories that reinforce the “me, as scientist” viewpoint. Semi-structured interviews
at 6 and 8 years of age were conducted with a child who was the subject of a photobook of everyday science activities to gain
insights into his thinking about the nature of science and how he interprets his younger self participating. Interview data
were recorded, transcribed and analyzed using dimensions from the previously established parameters for the nature of science.
The child’s statements about his participation in the photos were matched to these dimensions to consider how he sees himself
“doing science” through his early years. Preliminary findings suggest that the child recognizes elements of science and regards
himself as an active participant. In both interviews, the child reinforces these views by the opportunity to revisit the experiences
in the photobook. Affective components may motivate further science involvement as well: the child enjoyed the time and attention
that the photos and discussion provided; the child took pride in being the subject of a book. This case study suggests that
there is a fertile field of research to investigate how, for whom, and in what ways internet photobook technology may enhance
a child’s developing identity as capable science explorer. 相似文献
195.
The authors explore how 3D visualizations of historical sites can be used as pedagogical tools to support historical empathy. They provide three visualizations created by a team at Virginia Tech as examples. They discuss virtual environments and how the digital restoration process is applied. They also define historical empathy, explain why it is important, and discuss how it is taught. 相似文献
196.
Inclusion: lessons from the children 总被引:1,自引:0,他引:1
Phyllis Jones 《British Journal of Special Education》2005,32(2):60-66
Phyllis Jones is assistant professor in the Department of Special Education at the University of South Florida. In this article, she describes the work she did while acting as consultant to an Early Years Childcare Development Partnership (EYCDP) in the north of England. Part of this process entailed developing a Charter for Inclusion for the Partnership. Phyllis Jones and her colleagues decided to draw upon the views of children and designed a picture booklet, with questions, in order to encourage a small group of children, aged between six and 14 years, to talk about inclusion. Parents or primary care workers worked through the booklet with the children, exploring what inclusion may mean for them from general and personal perspectives. A total of 14 booklets were returned, with responses exemplifying the strong contribution children are able to make, not only to the philosophical drive for greater inclusion, but also to our understanding of what helps and hinders inclusive practice. Phyllis Jones reviews those ideas here and also reflects on some of the methodological issues that arise when researching the views of children in innovative and imaginative ways. 相似文献
197.
198.
Phyllis Van Vleet 《Research quarterly for exercise and sport》2013,84(2):194-198
Abstract This is a study of the result of some 4,000 inventories being administered to students in eight junior colleges and 13 senior colleges and universities. There was a sampling of 2,000 men and 2,000 women. The inventory included 60 items which were prepared by the author after several years of review, experimentation, and then modified by several authorities in this field. The purpose of this study was to determine the interests in the various areas for marriage education. The results of the study indicate the differences in interests of both sexes for lower and upper division students. The results can be used as a guide to deter-to determine course content. 相似文献
199.
200.
Gender discrimination in academia was examined by means of a climate survey at a research university, which asked faculty about their experiences, observations, and satisfaction within their work environment. Overall, responses indicated that most faculty felt satisfied with key aspects of their environment, and many felt they had experienced, or observed, little or no discrimination. However, among those who did report personally experiencing discrimination, there were consistent gender differences across all areas. Specifically, women were more likely than men to report that they had experienced exclusion by colleagues, inappropriate sexual attention from colleagues or administrators, demeaning or intimidating behaviors from students, colleagues, or administrators, and unfair treatment in processes of hiring, reappointment, promotion, or tenure. 相似文献