Social‐emotional well‐being and resilience of children in early childhood settings – PERIK: an empirically based observation scale for practitioners     

Toni Mayr  Michaela Ulich 《Early Years: An International Journal of Research and Development》2009,29(1):45-57

Compared with the traditional focus on developmental problems, research on positive development is relatively new. Empirical research in children's well‐being has been scarce. The aim of this study was to develop a theoretically and empirically based instrument for practitioners to observe and assess preschool children's well‐being in early childhood settings. The analysis of preschool teachers' ratings yields six dimensions of social‐emotional well‐being: (1) making contact/social performance, (2) self control/thoughtfulness, (3) self‐assertiveness, (4) emotional stability/coping with stress, (5) task orientation, (6) pleasure in exploration. Composite scales were constructed. PERIK consists of six scales of six items each. The scales differentiate in both the upper and lower range and despite their brevity have good psychometric qualities. The instrument was published together with a booklet containing examples of how PERIK observations can be employed in practical work with children.  相似文献   

Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons     

Cláudio Farias  Isabel Mesquita  Peter A. Hastie  Toni O’Donovan 《Research quarterly for exercise and sport》2018,89(1):91-102

Purpose: The purpose of this study was to provide an integrated analysis of a teacher’s peer-teaching mediation strategies, the student-coaches’ instruction, and the students’ gameplay development across 3 consecutive seasons of sport education. Method: Twenty-six 7th-grade students participated in 3 consecutive sport education seasons of invasion games (basketball, handball, and soccer). The research involved 3 action research cycles, 1 per season, and each cycle included the processes of planning, acting and monitoring, reflecting, and fact finding. Data collection consisted of videotape and audiotape records of all 47 lessons, a reflective field diary kept by the first author in the role of teacher-researcher, and a total of 24 semistructured focus-group interviews. Trustworthiness criteria for assuring the quality of qualitative research included extensive data triangulation, stakeholders’ crosschecking, and collaborative interpretational analysis. Results: Through the application of systematic preparation strategies, student-coaches were able to successfully conduct team instruction that resulted in students’ tactical development and improved performance. Aspects such as the study of predominant configurations of players’ gameplay and similar tactical principles across games within the same category prevented a setback in the complexity of the learning content addressed at the beginning of each season. Players also showed an increasing ability to adapt gameplay to game conditions. Conclusions: While sport education has the capacity to develop competent players, different levels of teacher guidance and learners’ instructional responsibility are necessary when teaching tactics.  相似文献   

Elementary Teachers’ Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science     

Andrea R. Milner  Toni A. Sondergeld  Abdulkadir Demir  Carla C. Johnson  Charlene M. Czerniak 《Journal of Science Teacher Education》2012,23(2):111-132

The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as a result of NCLB. Implications for elementary science education reform and policy are discussed.  相似文献   

Other-regulation in collaborative groups: implications for regulation quality     

Toni Kempler Rogat  Karlyn R. Adams-Wiggins 《Instructional Science》2014,42(6):879-904

The current study examines variation in other-regulation, conceptualized as efforts by one student to regulate their group’s work. This study extends research which has conceptualized other-regulation as temporarily guiding others’ conceptual understanding and skill development by broadening the spectrum of other-regulation to include directive forms and considering their differential impact on regulation quality. Qualitative analyses were conducted based on videotaped observations of three groups of 7th graders working on three collaborative activities during an inquiry-based science unit. Findings suggest that directive other-regulation related to employed moderate-low and low quality regulation within the group. Facilitative forms yielded higher quality regulation given co-equal regulation and task contributions, the focus of the other-regulator on integrating ideas using behavioral and group process regulation, as well as sustaining a shared focus on developing the task product through the use of high-quality content and disciplinary regulation. In contrast, directive other-regulation related to an imbalance in participation and regulatory contributions, as well as the other-regulators’ focus on controlling the task and ensuring their own contribution remained central to the task product. When group members do not have opportunities to make regulatory contributions, regulation and task quality suffer since the group cannot benefit from the full potential of their shared activity, with implications for learning.  相似文献   

Foreword     

Marilyn Ochoa  Toni Carbo 《International Information and Library Review》2013,45(2-3):127-128

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The Influence of Television News Depictions of the Images of War on Viewers     

Michael Pfau Ph.D.  Michel M. Haigh Ph.D.  Theresa Shannon  Toni Tones  Deborah Mercurio  Raina Williams 《广播与电子媒介杂志》2013,57(2):303-322

Results of an experiment about the influence of network television news coverage of combat in Iraq on viewers indicated that, compared with a control condition which featured news stories about combat operations in Iraq described by news anchors, news reports also featuring footage of combat operations increased viewer involvement levels about the war and reduced viewer support for continued military presence in Iraq. Television news footage of combat operations also reduced viewers' pride in U.S. military presence but did not affect other emotions. However, regardless of how news stories were packaged, women experienced greater emotional response to network news stories about combat operations than men. The results also shed light on the potential of inoculation to deflect such influence.  相似文献   

Children's Well‐being in Day Care Centres: an exploratory empirical study     

Toni Mayr  Michaela Ulich 《International Journal of Early Years Education》1999,7(3):229-239

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We need more than just male bodies in classrooms: Recruiting and retaining culturally relevant Black male teachers in early childhood education     

Nathaniel Bryan  Toni Milton Williams 《Journal of Early Childhood Teacher Education》2017,38(3):209-222

Nationwide, school districts struggle to recruit and retain Black males to the teaching profession. As a result, the presence of Black male teachers is lacking in public schools, which impacts the overall student outcomes for all children, particularly Black boys. Such recruitment and retention becomes even worse at the early childhood level, which explains the paucity of Black male teachers who are early childhood educators. To date, only 2% of teachers are Black males, of which most are middle and high school teachers. Furthermore, the clarion call for Black males to become teachers does not often prioritize Black male teachers who are culturally relevant. In this article, we focus on educational research regarding the lack of diversity of teachers and among males in K-12 to provide recommendations to the field of early childhood education, with specific attention to recruiting and retaining culturally relevant Black male teachers in early childhood education.  相似文献   

Foreword     

Toni Carbo  Donald L. Ford 《International Information and Library Review》2013,45(2-4):131-132

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Foreword     

Toni Carbo 《International Information and Library Review》2011,43(3):121

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