Reading for meaning: the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families     

Yvonne van Rijk  Langha de Mey  Dorian de Haan  Bert van Oers  Monique Volman 《School Effectiveness & School Improvement》2018,29(2):285-307

The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students.  相似文献   

The Impact of First‐year Education Practicum and Study on Preservice Teachers: a West Australian perspective     

Yvonne Burgess  Dee Briscoe  John Williamson 《Asia-Pacific Journal of Teacher Education》1994,22(1):19-26

The pressure to improve preparation programs for teachers increasingly is evident in Australia, UK and the US. At Curtin University, the Faculty of Education is interested in the way in which preservice students perceive the teaching role and how these perceptions alter during their undergraduate experiences. First year undergraduates in the Faculty of Education were asked early in the year to give short written comments, in an informal situation, to the question “What is teaching?” At the end of their first year the same students were then asked “How have your ideas about teaching changed, and what influenced those changes?” An analysis of students’ responses showed considerable changes in their views of the profession with the single most important factor in the change being the first practicum. Also many of the student teachers’ views were expressed in strongly emotional terms. This paper reports the findings of the first year of a three year project planned to continue mapping students’ conceptions of teaching.  相似文献   

Patterns in Student Learning: Relationships Between Learning Strategies,Conceptions of Learning,and Learning Orientations   总被引：1，自引：0，他引：1  

Jan?D.?VermuntEmail author  Yvonne?J.?Vermetten 《Educational Psychology Review》2004,16(4):359-384

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Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective     

John Chi-Kin Lee  Yvonne Xian-Han Huang  Edmond Hau-Fai Law  Mu-Hua Wang 《Asia-Pacific Journal of Teacher Education》2013,41(3):271-287

This study explores the changing professional identities of teachers and their emotional experiences during curriculum reform in Shenzhen in the southern part of China. A qualitative approach to research was adopted. Findings reveal that the informants display several teaching behaviours and diverse emotions ranging from pain and helplessness, fulfilment and anxiety, and other mixed emotions. The three types of influential factors that influence teachers' professional identities are also discussed in this study.  相似文献   

Photographic Albums     

Walter Herdeg  Louis Stettner  Bill Brandt  Helmut Newton  Roswell Angier  Yvonne Kalmus 《Communication Booknotes Quarterly》2013,44(4):63-65

Walter Herdeg Photographis 77: International Annual of Advertising and Editorial Photography (New York: Hastings House, 1977—$37.50)

Louis Stettner's Weegee (New York: Knopf, 1977—$15.00)

Shadow of Light: Photographs by Bill Brandt (New York: Da Capo Press, 1977—$14.50, paper)

Helmut Newton's White Women (New York: Stonehill, 1976—$25.00)

Roswell Angier's “...A Kind of Life,” Conversations in the Combat Zone (Danbury, N.H.: Addison House, 1976—$15.00)

Yvonne Kalmus, Rikki Ripp and Cheryl Wiesenfeld, eds. Women See Men (New York: McGraw- Hill, 1977.412.95/7.95)

Lew Thomas and Donna-Lee Phillips' Photography and Language (San Francisco: Camerawork Press, 1976—$6.95, paper)

Linda McCartney's Linda's Pictures: A Collection of Photographs (new York: Knopf, 1976-425.00, with a paperback edition now also available)  相似文献   

Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement     

Yvonne Zeegers 《International Journal of Educational Development》2012,32(2):207-213

This paper reflects on the process of curriculum development in 21 tertiary education institutions in the Southern Philippines. Assisting capacity-building of the teaching profession is an ongoing need in developing countries, but rarely does it extend to pre-service education. In this study of one aspect of a three year AusAid-funded education development project, the process of developing syllabi for English, mathematics, science and practicum/pedagogy courses was an unfamiliar activity for the majority of the sixty Filipino teacher educators and their colleagues. These educators were used to following institution prescribed syllabi without question. The focus of this study was the educators’ participation in the intensive process of syllabus review, construction and enhancement which occurred concurrently with a series of regular professional development activities based on the needs and interests of the educators. The process was documented as it evolved and was evaluated at key stages. A major outcome was the enhancement, or construction, of more than 200 syllabi across the 21 tertiary institutions. However, an unexpected and significant outcome of the process was the development of strong cross-institutional and even cross-regional relationships and a level of collegiality not previously experienced by the participants. It is argued here that such an approach to curriculum development raises the potential for sustainable long-term outcomes in international development projects.  相似文献   

Investigating the Use of Integrated Instructions to Reduce the Cognitive Load Associated with Doing Practical Work in Secondary School Science     

Carolyn Yvonne Haslam  Richard Joseph Hamilton 《International Journal of Science Education》2013,35(13):1715-1737

This study investigated the effects of integrated illustrations on understanding instructions for practical work in science. Ninety‐six secondary school students who were unfamiliar with the target content knowledge and practical equipment took part. The students were divided into two conditions: (1) modified instructions containing integrated text and illustrations, and (2) conventional instructions containing text only. Modified instructions produced significantly higher levels of performance on task, lower time to completion and perceived cognitive load and task difficulty, higher relative efficiency score, and higher post‐test scores than the conventional instructions. When learners are inexperienced and the information is complex, the results suggest that physically integrating mutually referring sources of information reduces cognitive load, and therefore makes practical work instructions easier to understand.  相似文献   

Education as a co‐operative endeavor     

Mrs. Dora Sikes Skipper 《Peabody Journal of Education》2013,88(4):141-143

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Investigating teachers' ‘take-up’ of reflective practice from an In-service professional development teacher education programme in South Africa     

Yvonne Reed  Harriet Davis  Thabiso Nyabanyaba 《Educational Action Research》2013,21(2):253-274

One of the key phases in ‘the action research cycle’ is reflection (Kemmis & McTaggart, 1988; McNiff, 1988). The extension of teachers' reflective capabilities is one of the stated goals of the University of the Witwatersrand's teacher education programmes. In this article aspects of the findings of a 3-year research project, which investigated teachers' ‘take-up’ from a mixed-mode, inservice professional development programme initiated by the university in 1996 are discussed. The research team has described the overall project as ‘a practice-based case study of cases’. Data sources included classroom observations, videotapes of some of the lessons observed, interviews with teachers, written teacher narratives and questionnaires, and samples of learners' work- all obtained from working with the same sample of primary and secondary school teachers of English, Mathematics and Science for each of the 3 years of the project. The authors engage with what counts as ‘evidence’ of the reflective practices of teachers and consider what factors might enable or constrain the development of reflective capability by teachers working in underresourced, multi-lingual contexts. They reflect on their practices as teacher educators and outline some changes to the programme that could assist teachers to become more reflective practitioners in their classrooms and schools.  相似文献   

TRANSFER Code of Practice: the publisher's point of view     

Yvonne CAMPFENS  Ed PENTZ 《Learned Publishing》2009,22(4):289-294

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