Beginning teachers and diversity – why the need for extended critical professional support     

Vijaya M. Dharan 《Asia-Pacific Journal of Teacher Education》2015,43(1):61-74

This article draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance. Based on the reported findings and wider research data, the article argues the need for ongoing critical professional support for beginning teachers who can deepen their understanding of learner diversity and its pedagogical implications. It underscores the importance of a genuine partnership between schools and teacher education providers to enable the continuation of critical professional support for novices, particularly in contexts where there are no mandatory links between preservice programmes and beginning teaching like New Zealand, where this study was undertaken. The author contends that it is unrealistic otherwise to expect beginning teachers not only to challenge entrenched practices but also to sustain the efforts of initial teacher education programmes in preparing them to be responsive to diverse learners.  相似文献   

Differential effects of reading trainings on reading processes: a comparison in Grade 2     

Bettina?MüllerEmail author  Axel?Mayer  Tobias?Richter  Ana?Kri?an  Teresa?Hecht  Marco?Ennemoser 《Zeitschrift für Erziehungswissenschaft》2015,18(3):489-512

Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training.  相似文献   

Collective Bargaining and District Costs for Teacher Health Insurance: An Examination of the Data from the BLS and Wisconsin     

Robert M. Costrell 《Journal of School Choice》2015,9(4):578-603

District costs for teachers’ health insurance are, on average, higher then employer costs for private-sector professionals. How much of this is attributable to collective bargaining? This article examines the question using data from the National Compensation Survey (NCS) of the Bureau of Labor Statistics (BLS) and the state of Wisconsin. In addition, the impact of collective bargaining on employer costs is decomposed into the impact on total premiums and the employer’s share of those premiums.  相似文献   

Trendsetting Charter Schools: Raising the Bar for Civic Education by Gary J. Schmitt and Cheryl Miller     

David M. Houston 《Journal of School Choice》2015,9(4):652-655

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THE KNOWLEDGE BASE OF SUBJECT MATTER EXPERTS IN TEACHING: A CASE STUDY OF A PROFESSIONAL SCIENTIST AS A BEGINNING TEACHER     

Carmel M. Diezmann  James J. Watters 《International Journal of Science and Mathematics Education》2015,13(6):1517-1537

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Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference     

Stephanie M. Curenton  Shana E. Rochester  Jacqueline Sims  Nneka Ibekwe-Okafor  Iheoma U. Iruka  Arlene G. García-Miranda  Jessica Whittaker 《Child development》2022,93(3):681-698

This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills.  相似文献   

Advancing scholarship on anti-racism within developmental science: Reflections on the special section and recommendations for future research     

Shauna M. Cooper  Noelle M. Hurd  Aerika Brittian Loyd 《Child development》2022,93(3):619-632

To date, theoretical and conceptual scholarship on anti-racism has been advanced through leading contributions from several disciplines (e.g., sociology, education, psychology). Still, there remain fewer empirical studies on anti-racism constructs, and we know little about the development of anti-racism among diverse youth across key stages of development. In this special section of Child Development, we sought to address this gap by highlighting scholarship in developmental science that attends to the development of anti-racism in children across contexts (e.g., families, schools) and developmental stages (e.g., early childhood through emerging adulthood). In our introduction to the special section, we review the collective contributions of included studies and outline recommendations for future research in the development of anti-racism in youth.  相似文献   

Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood     

Chloe Austerberry  Pasco Fearon  Angelica Ronald  Leslie D. Leve  Jody M. Ganiban  Misaki N. Natsuaki  Daniel S. Shaw  Jenae M. Neiderhiser  David Reiss 《Child development》2022,93(2):e188-e206

Intellectual performance is highly heritable and robustly predicts lifelong health and success but the earliest manifestations of genetic effects on this asset are not well understood. This study examined whether early executive function (EF) or verbal performance mediate genetic influences on subsequent intellectual performance, in 561 U.S.-based adoptees (57% male) and their birth and adoptive parents (70% and 92% White, 13% and 4% African American, 7% and 2% Latinx, respectively), administered measures in 2003–2017. Genetic influences on children's academic performance at 7 years were mediated by verbal performance at 4.5 years (β = .22, 95% CI [0.08, 0.35], p = .002) and not via EF, indicating that verbal performance is an early manifestation of genetic propensity for intellectual performance.  相似文献   

A learning analytics approach towards understanding collaborative inquiry in a problem-based learning environment     

Asmalina Saleh  Tanner M. Phillips  Cindy E. Hmelo-Silver  Krista D. Glazewski  Bradford W. Mott  James C. Lester 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1321-1342

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Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks     

Vicente  Santiago  Verschaffel  Lieven  Sánchez  Rosario  Múñez  David 《Educational Studies in Mathematics》2022,111(3):375-397

Educational Studies in Mathematics - The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among...  相似文献