Editorial: reading and literacy in developing countries     

Amos Paran  Eddie Williams 《Journal of Research in Reading》2007,30(1):1-6

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School self-evaluation as a reflective dialogue between researchers and practitioners     

Shoshana  Amos   《Studies in Educational Evaluation》1993,19(3)

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Bystander Behaviours Among Israeli Children Witnessing Bullying Behaviour In School Settings     

Amos Rolider  Maytall Ochayon 《Pastoral Care in Education》2005,23(2):36-39

As part of an international study that examined students' bystander behaviour when witnessing bullying in the school environment, we asked 216 junior high and 190 elementary Israeli school students to respond to a questionnaire addressing various issues related to bystander behaviours, following viewing a video showing various bullying incidents. Results showed that more than half of the students observed verbal and physical bullying and more than third of the students observed sexual coercion type of bullying on a weekly basis. Overall, most of the students reported that they would not support the bully when witnessing bullying and would support the victims and/or call a teacher. In other words, verbally they possess the right attitude towards bullying. Further analysis of students' responses, based on their status in relation to bullying, that is, reported being a victim, bully, bully/victim or neither, revealed that victims tend to report calling teachers more than students who reported being bullies and also bully/victims. Notably, bullies as bystanders were more likely to support bullies and not to get a teacher. Implications of these results for teachers who attempt to combat bullying in their schools are discussed.  相似文献   

Child Observation as Teachers' Work in Contemporary Australian Early Childhood Programmes L'Observation des Enfant en Tant que Tache de l'Enseignant dans les Programmes Contemporains d'Enseignement Prescolaire en Australie Observacion Infantil como Trabajo Docente en Programas Comtrmporaneos Preescolares Australianos     

Susan Grieshaber  Gail Halliwell  J. Amos Hatch  Kerryann Walsh 《International Journal of Early Years Education》2000,8(1):41-55

This article reports data from a study of how teachers use child observations in one State in Australia. It argues that the current economic and political climate has meant changes for most early childhood settings catering for children prior to school entry. How teachers in these various settings deal with changes in relation to child observation depends on the contexts in which they work. The paper suggests that the purpose of observing children is changing and that traditionally accepted ways of writing child observations may be under threat. Cet article rend compte des resultats d'une etude concernant la maniere dont les enseignants utilisent l'observation des enfants dans un Etat d'Australie. Elle avance que le climat economique et politique actuel a cause des changements dans la plupart des centres d'enseignement prescolaire. Comment les enseignants de ces divers centres repondent a ces changements en ce qui concerne l'observation des enfants depend du contexte dans lequel us travaillent. L'article suggere que le but de l'observation des enfants est en train de changer, et qu'il se peut que les facons dont on notait traditionnellement ces observations soient menacees. Este articulo reporta los resultados de un estudio sobre la utilizacion de observaciones infantiles por parte de educadores en uno de los estados australianos. Discute que el actual ambiente economico y politico ha transformado a la mayoria de los ambientes preescolares. Sostiene que la manera en la cual los educadores en estos multiples ambientes enfrentan los cambios asociados con la observacion infantil depende del contexto en el cual ellos trabajen. El articulo sugiere que el objectivo de la observacion infantil esta cambiando y las formas tradicionalmente aceptadas de documentar estas observaciones pudiesen verse amenazadas.  相似文献   

The new genetics and health: mobilizing lay expertise     

Kerr A  Cunningham-Burley S  Amos A 《Public understanding of science (Bristol, England)》1998,7(1):41-60

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Twelfth-grade biology pupils' opinions on interventions of man in nature: Agreement,indifference and ambivalence     

Amos Dreyfus  Zvi Roth 《科学教学研究杂志》1991,28(1):81-95

The purpose of this study was to assess the degree of ambivalence of the attitudes of twelfth-grade biology pupils in Israel towards interventions of man in nature. A questionnaire was designed in which the pupils were confronted with arguments of different levels of potential relevance (personal, global, and philosophical), three against and three in favor of each of eight “interventions of man in natural processes.” The pupil was requested (a) to rate each argument independently and (b) to “vote,” as if in a public committee, for or against each technology. The degree of ambivalence–-measured, for each item, by means of Kaplan's (1972) semantic differential half scales–-was the degree to which the pupils agreed to both positive and negative arguments. Although clear majorities of pupils voted in favor of all the “interventions,” three main patterns of responses were found: general agreement, indifference, and ambivalence. These patterns were characterized in terms of (a) the mean ratings of the arguments, (b) the differences between mean positive and negative “personal” ratings, (c) the percentages of favorable votes, and (d) the degrees of ambivalence. It was shown that pupils were able to appreciate arguments against a certain technology even in cases of strong personal feelings in favor of the technology (high ambivalence). The development of such an ability may be one of the main objectives of science education in a STS context.  相似文献   

Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills          下载免费PDF全文

Mariska Okkinga  Roel van Steensel  Amos J. S. van Gelderen  Peter J. C. Sleegers 《Journal of Research in Reading》2018,41(1):20-41

Low‐achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low‐achieving adolescents' reading comprehension in whole‐classroom settings (as opposed to small‐group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high‐quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole‐classroom settings should receive more research attention.

Highlights

What is already known about this topic

• Reciprocal teaching is a method of instructing and guiding learners in reading comprehension.
• It consists of a set of three related instructional principles: (a) teaching comprehension‐fostering reading strategies; (b) expert modelling, scaffolding and fading; and (c) students practising and discussing reading strategies with other students, guided and coached by the teacher.
• High quality of implementation of reciprocal teaching by teachers in classrooms is difficult.

What this paper adds

• After 1 year of implementing reciprocal teaching, no main effects of the treatment were established.
• Intervention effects were moderated by quality of instruction: strategy instruction led to higher scores on reading comprehension in the treatment condition but not in the control condition.
• Implementation of the instructional principles was by no means optimal: teachers were unable to provide detailed guidance to students working in small groups and modelling of strategies requires more experience and theoretical insight in the use and nature of reading strategies.

Implications for practice and/or policy

• Extensive training and coaching are needed for teachers to become experts in reciprocal teaching.
• Teachers need hands‐on tools to be able to guide students in their collaborative group work and to fade the teachers' role in order to allow more individual self‐regulation by students in their use of strategies.
• Implementation quality has to be taken into account when doing effectiveness research and when adopting new, theory‐based didactic approaches.

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From the Editors: On the Complex Balancing Act of Preparing Early Childhood Teachers     

J. Amos Hatch 《Journal of Early Childhood Teacher Education》2013,34(3):197-199

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From the Editors: With Gratitude for JECTE Service     

J. Amos Hatch 《Journal of Early Childhood Teacher Education》2013,34(4)

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Student-Produced Action Research in Early Childhood Teacher Education     

Amos Hatch  Tiffany Greer  Karyn Bailey 《Journal of Early Childhood Teacher Education》2013,34(2):205-212

This article describes how preservice teachers accomplish and write up action research projects as part of their teacher preparation at one university in the United States. The paper is divided into four major sections. In the first section, the instructor describes how teacher research is introduced to teacher education students and how they are guided through the processes of conceptualizing, doing, and writing up their projects. The next two sections are the stories of two 1st-year teachers who describe and reflect on what they learned from completing action research projects under the direction of the instructor. The concluding section offers generalizations that synthesize lessons learned by the authors.  相似文献