Practicalising theoretical knowledge in student teachers' professional learning in initial teacher education     

May M.H. Cheng  Sylvia Y.F. Tang  Annie Y.N. Cheng 《Teaching and Teacher Education》2012

This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find out their practicality in the school context to the other extreme whereby the student-teacher sought to work out a schema or personal theory were identified. Influences from the campus-based and the field-based components of the teacher education programme are drawn. The paper ends with implications for initial teacher education.  相似文献   

Sleep and Cognition in Preschool Years: Specific Links to Executive Functioning     

Annie Bernier  Miriam H. Beauchamp  Andrée‐Anne Bouvette‐Turcot  Stephanie M. Carlson  Julie Carrier 《Child development》2013,84(5):1542-1553

This study investigated the prospective links between sleep in infancy and preschoolers' cognitive performance. Mothers of 65 infants completed a sleep diary when infants were aged 1 year, and children completed two subscales of the Wechsler Preschool and Primary Scale of Intelligence at 4 years, indexing general cognitive ability and complex executive functioning. Consistent with hypotheses, children getting higher proportions of their sleep at night as infants were found to perform better on executive functions, but did not show better general cognition. Relations held after controlling for family socioeconomic status and prior cognitive functioning. These findings suggest that the special importance of sleep for higher order cognition, documented among adults, may appear very early in life.  相似文献   

An Easter Paean     

Annie E. Havens 《The Educational forum》2013,77(3)

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'A Free Hand and Ready Help'? The Supervision and Control of Elementary Education in Staffordshire c. 1902-1914     

Annie Crombie 《牛津教育评论》2013,39(2-3):173-186

This article looks at the controversy surrounding the 1902 Education Act in Staffordshire, and the role of the Education Committee and its first Director, Graham Balfour, during the first ten years of the implementation of the Act. The 1902 Education Act has often been seen as a watershed in the conflict between Nonconformist and Established Church educationalists. This study shows that while religious controversy dominated the months surrounding the passing of the Act and continued to preoccupy certain interest groups for many years, the new bureaucracy created in 1902 changed the central issues in elementary education. Religious priorities were replaced by financial and organisational priorities. Balfour's success in dealing with these new priorities provided elementary education in Staffordshire with a unity and stability notably absent during the 19th century. This article assesses Balfour's perspective, the attitudes and expectations of religious and educational groups, and the reality of elementary education in Staffordshire after the implementation of the 1902 Education Act.  相似文献   

Pedagogy or politics?: cyclical trends in literacy and numeracy in Ireland and beyond     

Annie Ó Breacháin  Leah O'Toole 《Irish Educational Studies》2013,32(4):401-419

In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child's potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies.  相似文献   

The Mobile Reference Service: a case study of an onsite reference service program at the school of public health          下载免费PDF全文

Donghua Tao  Patrick G. McCarthy  Mary M. Krieger    Annie B. Webb 《Medical Library and Historical Journal》2009,97(1):34-40

The School of Public Health at Saint Louis University is located at a greater distance from the library than other programs on the main medical center campus. Physical distance diminishes the ease of access to direct reference services for public health users. To bridge the gap, the library developed the Mobile Reference Service to deliver onsite information assistance with regular office hours each week. Between September 2006 and April 2007, a total of 57 in-depth reference transactions took place over 25 weeks, averaging 2 transactions per week in a 2-hour period. Overall reference transactions from public health users went up 28%, while liaison contacts with public health users doubled compared to the same period the year before. The Mobile Reference Service program has improved library support for research and scholarship, cultivated and strengthened liaison relationships, and enhanced marketing and delivery of library resources and services to the Saint Louis University School of Public Health.  相似文献   

Pre-service teacher education students' epistemological beliefs and their conceptions of teaching   总被引：3，自引：0，他引：3  

May M.H. Cheng  Kwok-Wai Chan  Sylvia Y.F. Tang  Annie Y.N. Cheng 《Teaching and Teacher Education》2009

A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education programme to examine the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programmes are discussed.  相似文献   

Armstrong,S. W., & Frith,G. H. (Eds.). (1984). Practical self-monitoring for classroom use. Springfield,IL: Charles C Thomas, 154 pp., $19.95     

Annie M. Storey 《Psychology in the schools》1986,23(1):114-114

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An NCME Instructional Module: Guidelines for the Development of Item Banks     

Annie W. Ward  Mildred Murray-Ward 《Educational Measurement》1994,13(1):34-39

Use of item banking technology can provide much relief for the chores associated with preparing assessments; it may also enhance the quality of the items and improue the quality of the assessments. Item banking programs provide for item entry and storage, item retrieval and test creation, and maintenance of the item history. Some programs also provide companion programs for scoring, analysis, and reporting. There are many item banking programs that may be purchased or leased, and there are banks of items auailable for purchase. This module is designed to help those who develop assessments of any kind to understand the process of item banking, to analyze their needs, and to find or develop programs and materials that meet those needs. It should be useful to teachers at all leuels of education and to school-district test directors who are responsible for developing district-wide tests. It may also provide some useful information for those who are responsible for large-scale assessment programs of all types.  相似文献   

Book reviews     

Robin Barrow  Annie Walsh 《Interchange》1990,21(4):81-83

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