A model for portfolio assessment in early childhood education programs     

Jeffrey I. Gelfer Ph.D.  Peggy G. Perkins 《Early Childhood Education Journal》1996,24(1):5-10

It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios in two different early childhood education programs. The goals of the model, the six steps followed and the participants' responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs. Also early childhood teacher education students can benefit from the design and implementation of ECPAP.  相似文献   

Understanding the impact of guiding inquiry: the relationship between directive support,student attributes,and transfer of knowledge,attitudes, and behaviours in inquiry learning     

Ido Roll  Deborah Butler  Nikki Yee  Ashley Welsh  Sarah Perez  Adriana Briseno  Katherine Perkins  Doug Bonn 《Instructional Science》2018,46(1):77-104

Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry.  相似文献   

Public sea turtle watches serve as effective environmental education     

J. Rachel Smith  Blair Witherington  Joe E. Heimlich  Rebekah J. Lindborg  Emily Neidhardt  Anne Savage 《Environmental Education Research》2019,25(2):292-308

To understand both immediate and longer-term effects of a short duration, interpretive wildlife tourism program, we studied responses from participants in a sea turtle watch program. This program comprised an interpretive presentation followed by an opportunity to view a nesting loggerhead sea turtle (Caretta caretta). We conducted 37 programs in 2013 and 2014, for 843 participants, of whom 70.5% were able to see a nesting turtle. We measured participant attitudes, knowledge, intention to act, and long-term behavior change. Initial participant responses indicated prior interest in nature and environmental topics, and a knowledge base focused on biological sea turtle information. After the interpretive presentation, participants chose to provide conservation-related information as opposed to natural history-related information. Intention to engage in conservation behaviors was high following the turtle watch experience, regardless of whether a turtle was seen. The conservation value of our turtle watch program is expressed through conservation-focused knowledge acquisition by participants and their high post-program intention to engage in behaviors benefiting sea turtles, both of which precede long-term behavior change in an interdisciplinary model of behavior change.  相似文献   

Through the looking glass: Ethnic and generational patterns of immigrant identity   总被引：1，自引：0，他引：1  

Shaun Wiley  Krystal Perkins  Kay Deaux   《Int J Intercult Relat》2008,32(5):385-398

Traditional theories of the “looking glass self” and “social mirroring” assume that people's views of their own group reflect the societal view. Crocker and colleagues (Crocker, J., Luhtanen, R., Blaine, B., & Brodnax, S. (1994). Collective self-esteem and psychological well-being among white, black, and Asian college students. Personality and Social Psychology Bulletin, 20, 503–513), however, found ethnic group differences in the extent to which private and public views correspond. We report data from two studies that further examine this correspondence in (a) a sample of first- and second-generation Black immigrants and (b) samples of first- and second-generation Asian/Pacific Islander, Black, Latino, and White immigrants. Study 1 shows significant shifts for Black immigrants, from a high correlation between public and private regard in the first generation to a non-significant relationship in the second generation. Study 2 replicates the findings for the Black sample and shows different patterns of association for the other three groups. It also shows that endorsement of multiculturalism moderates the relationship between public and private regard among first generation Black and Latino immigrants. We discuss these results in terms of managing the negative value associated with one's group in society and consider immigration as a site for studying social change.  相似文献   

ICT International     

Ross A. Perkins 《TechTrends》2011,55(5):11-12

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Mountain Stereotypes,Whiteness, and the Discourse of Early School Reform in the Arkansas Ozarks, 1910s–1920s     

J. Blake Perkins 《History of education quarterly》2014,54(2):197-221

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Greatest of All Guests     

Mekkin S. Perkins 《The Educational forum》2013,77(2)

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Measuring Media Exposure to Contradictory Health Information: A Comparative Analysis of Four Potential Measures     

Nagler RH  Hornik RC 《Communication methods and measures》2012,6(1):56-75

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‘My music,my freedom(?): the troubled pursuit of musical and intellectual independence on the Internet in Indonesia’     

Rebekah E. Moore 《亚洲交流杂志》2013,23(4):368-385

In Indonesia, the Internet has reshaped music industry praxis, particularly artist marketing and promotion. It is also a primary resource for artistic inspiration, providing musicians and producers with unprecedented access to recording artists worldwide. Finally, for the nation's top musicians, the Internet can lead to national and even international recognition, by means independent of – and even superior to – the production, distribution, or promotional support Indonesia's major record labels can provide. Answering Lysloff's call that examinations of digital media should consider how and why they are meaningful,this qualitative analysis examines the Internet practices consultants believe have radically reshaped Indonesia's national music industry and advanced its global impact. Particularly among the nation's self-described non-mainstream or independent music professionals, the Internet has revolutionized professional and social communication. Furthermore, through online intellectual critique, individual contributors also debate artistic ideals, as well as broader social and political problems. The Internet, thus, circumscribes a network of musically and socially likeminded individuals who engage in thoughtful debate about the arts and society in a presumably safe and egalitarian environment. There are limits to the Internet's equanimity and its users’ abilities to secure artistic and intellectual independence; however, spatial proximity to the music industry's epicenter in Jakarta, rhetorical dexterity in Internet correspondence, and Internet legislation all pose particular challenges to the democratization of Indonesia's independent music industry network and the professional and social relationships that happen through its channels.  相似文献   

Learning to Read and Learning to Teach Reading     

Margaret Perkins 《English in Education》1999,33(3):62-69

The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created.  相似文献