The Definition of Mathematics: Philosophical and Pedagogical Aspects     

Alexander?KhaitEmail author 《Science & Education》2005,14(2):137-159

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The Reggio Emilia Approach and Inclusive Early Childhood Programs     

Shernavaz Vakil  Ramona Freeman  Terry Jo Swim 《Early Childhood Education Journal》2003,30(3):187-192

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Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors     

Elinor?Saiegh-HaddadEmail author 《Reading and writing》2005,18(6):559-582

Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the shallow orthography of vowelized Arabic.  相似文献   

A Spiral Task as a Model for In-service Teacher Education   总被引：1，自引：0，他引：1  

Michael?N.?FriedEmail author  Miriam?Amit 《Journal of Mathematics Teacher Education》2005,8(5):419-436

The spiral approach has long been used by curriculum designers to deepen students’ knowledge of scientific and mathematical concepts and to bring students to higher levels of abstraction. The benefits of a spiral approach, however, can also be extended to teacher education. This paper describes a spiral activity employed by the Kidumatica program not only to raise the level of teachers’ content knowledge, but also to promote discussion and collaboration among teachers teaching at different grade levels. The activity was designed to take a single problem situation and develop it in ways appropriate to the different grade levels. At each stage, the teachers are encouraged to discuss teaching approaches required by the students at each grade level and the relationships between the different stages of the development.  相似文献   

Research as a vital action in the DIPEC territory     

Ana MarÍa Perez Aguirre  Patricia Zorzoli  Paula Ramirez  Ramona Oviedo  Dora Vai  Gabriel Lopardo 《Educational Action Research》2013,21(1):51-60

The authors present the Didáctica de las Prácticas Escolares Cotidianas – The Didactics of Everyday School Practice (DIPEC). From their point of view, it owes its specificity to certain special characteristics, one of which is the inevitable presence of concrete, immediate teaching action, which presents particular problems and therefore particular ways of dealing with them. This article includes an example of a problematic situation, the way it was handled using Paulo Freire's methodology and the action subsequently developed.  相似文献   

Teachers' perceptions regarding school principals' coaching skills     

Ramazan Yirci  Tuncay Yavuz Özdemir  Seçil Eda Kartal  İbrahim Kocabaş 《School Leadership & Management》2014,34(5):454-469

The purpose of this study was to find out teachers' perceptions about school principals' coaching skills. The study was carried out within qualitative research methods. The study group included 76 teachers in Elazig and 73 teachers in Kahramanmara? provinces of Turkey. All the data were processed using Nvivo 9 software. The results indicate that teachers' perceptions about their principals' coaching skills do not differ according to the age, marital status, sex and education status variables. The teachers think that their principals are successful at some coaching skills such as being experienced and knowledgeable, being an effective listener and setting achievable targets. Principals fail to show empathy, communicate effectively, praise, give feedback, motivate and have effective inquiry coaching skills. According to teachers' opinions, being a role model, showing empathy, praising, effectively communicating and motivating are important coaching skills that they would show if they were to sit in the principal chair.  相似文献   

Socializing Giftedness: Toward an ACCEL-S Approach     

Vlad P. Glăveanu 《Roeper Review》2017,39(4):226-229

In this response, we commend Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society’s integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a participatory framework. Within it, the skills associated with giftedness shape but are also shaped by social context; they generate meaningful forms of collaboration as well as grow out of them. The concept of giftedness itself is transformed from a person-centric one to a distributed model in which being gifted is a relational instead of purely personal achievement.  相似文献   

Drinking Styles of College Students     

Ramona N. Mellott  Jody L. Swartz 《Journal of College Counseling》1998,1(2):121-134

The purpose of this study was to determine whether adult children of alcoholics (ACOAs) on college campuses have a more problematic style of drinking compared with their non-ACOA counterparts. Results indicated that ACOAs endorsed more problematic drinking patterns than did non-ACOAs. Implications discussed include identification of ACOAs and their specific counseling.  相似文献   

Students' Reactions to the Introduction of Videoconferencing for Classroom Instruction     

Marjorie Armstrong-Stassen Margaret Landstrom Ramona Lumpkin 《The Information Society》1998,14(2):153-164

This study examined how students who had no prior experience with videoconferencing would react to the use of videoconferencing as an instructional medium. Students enrolled in seven different courses completed a questionnaire at the beginning of the semester and again at the end of the semester. Students at the origination and remote sites did not differ in their reactions toward videoconferencing but there was a significant difference for gender. Women reacted less favorably to videoconferencing. Compared to the beginning of the semester, students reported significantly less positive attitudes toward taking a course through videoconferencing at the end of the semester. There were no significant differences in students' attitudes toward videoconferencing across courses at the beginning of the semester but there were significant differences across the courses at the end of the semester. The results suggest the need for better preparation for both students and instructors.  相似文献   

Reliability and validity of the Math Essential Skill Screener—Elementary Version (MESS-E)     

Bradley T. Erford  Donna L. Bagley  James A. Hopper  Ramona M. Lee  Kathleen A. Panagopulos  Denise B. Preller 《Psychology in the schools》1998,35(2):127-135

The Math Essential Skill Screener–Elementary Version (MESS-E) is a screener devised to identify primary grade students at risk for math difficulties. Item analysis, interitem consistency, test–retest reliability, decision efficiency, and construct validity of the MESS-E were studied using four independent samples of boys and girls grades 1–3 (aged 6–8). Item analysis revealed median item difficulty of .64 and median item discrimination of .75. Interitem consistency was .92 (n = 171) and .94 (n = 711), while 30-day test–retest reliability was .86 (n = 125). Exploratory factor analysis indicated a one-factor solution accounting for 37% of observed variance. LISREL 7 confirmatory factor analysis procedures determined that the one-factor model fit the standardization sample data poorly (goodness-of-fit index = .729, χ² to df ratio = 9.91). The MESS-E yielded concurrent validity coefficients (n = 171) of .74 with the Woodcock–Johnson: Tests of Achievement–Revised (WJ-R) Math Cluster, .80 with the Wide-Range Achievement Test–Revised (WRAT-R) Arithmetic subtest and .73 with the KeyMath-R Operations Area standard scores. A diagnostic efficiency study yielded a total predictive value (TPV) of .93, sensitivity = .98, specificity = .88, positive predictive power (PPP) = .89, negative predictive power (NPP) = .98, and incremental validity = 39%. The MESS-E displayed a slight tendency to overidentify children potentially at risk for math difficulties. © 1998 John Wiley & Sons, Inc.  相似文献