Learning environment and anxiety for learning and teaching mathematics among preservice teachers     

McMinn  Melissa  Aldridge  Jill 《Learning Environments Research》2020,23(3):331-345

Learning Environments Research - The learning environment has been found to be related to mathematics anxiety at a variety of educational levels, including higher education, but to date has not...  相似文献   

The Four Roles of a Master Toddler Teacher     

Jill Uhlenberg 《Early education and development》2016,27(2):240-258

ABSTRACT

Research Findings: This case study of an experienced toddler teacher resulted in the identification of 4 roles that the teacher played in mediating a culture of respect and participation in the classroom. These 4 roles contrast the roles discussed in Leavitt’s (1994) ethnographic study Power and Emotion in Infant-Toddler Day Care. I used a series of data collection methods, including field observations, reflective collaboration with the teacher, and interviews with an assistant teacher, to discover the themes that emerged: (a) Liberator, (b) Curriculum Organizer, (c) Chief Historian, and (d) Learner. The role of Liberator was by far the most substantial of the themes that emerged from the data. The other 3 roles overlapped with the Liberator role, although each demonstrated some distinct characteristics. Practice or Policy: The findings of this study cannot be applied directly to other classrooms because of the limitations of the specific culture, history, and lived experiences of the participants. However, examining the lived experiences of the toddlers and their interactions with this teacher may provide reflective, effective, and productive content for the professional development activities of other caregivers. In addition, research cited expresses a need for multiple ways of knowing how very young children grow, develop, learn, communicate, and participate.  相似文献   

College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation     

Margaret E. Ross  Samuel B. Green  Jill D. Salisbury-Glennon  Nona Tollefson 《Innovative Higher Education》2006,30(5):361-375

We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment  相似文献   

Pathways to Undergraduate Research Experiences: a Multi-Institutional Study     

Duhita Mahatmya  Janet Morrison  Rebecca M. Jones  Pamela W. Garner  Shannon N. Davis  Jill Manske  Nancy Berner  Ann Johnson  Jayna Ditty 《Innovative Higher Education》2017,42(5-6):491-504

The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research.  相似文献   

A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR)   总被引：1，自引：0，他引：1  

Jill M. Pentimonti  Tricia A. Zucker  Laura M. Justice  Yaacov Petscher  Shayne B. Piasta  Joan N. Kaderavek 《Early childhood research quarterly》2012

Participation in shared-reading experiences is associated with children's language and literacy outcomes, yet few standardized assessments of shared-reading quality exist. The purpose of this study was to describe the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize the quality of classroom-based shared-reading sessions in early childhood settings. Participants included 105 preschool teachers. The quality of teachers’ videotaped, whole-class shared-reading sessions was examined using the SABR. Reliability levels for each of the SABRs five constructs were examined, as well as delayed alternate-form reliability and inter-rater reliability. The tools’ factor structure and construct validity were also assessed. Findings provide initial validation and preliminary evidence that the SABR is a reliable and valid tool. Potential uses for early childhood researchers, teachers, and allied professionals are described.  相似文献   

International trends in health science librarianship: part 1 - the English speaking world     

Browne R  Lasserre K  McTaggart J  Bayley L  McKibbon A  Clark M  Perry GJ  Murphy J 《Health information and libraries journal》2012,29(1):75-80

This is the second in a series of articles exploring international trends in health science librarianship in the first decade of the 21st century. The invited authors were asked to reflect on developments in their country - viz. Australia, Canada, New Zealand and the United States. Future issues will track trends in Northern Europe, the Nordic countries, Southern Europe and Latin America. JM.  相似文献   

Creating a mobile subject guide to improve access to point-of-care resources for medical students: a case study     

Boruff JT  Bilodeau E 《Journal of the Medical Library Association : JMLA》2012,100(1):55-60

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Relations among home literacy environment,child characteristics and print knowledge for preschool children with language impairment     

Brook E. Sawyer  Laura M. Justice  Ying Guo  Jessica A.R. Logan  Stephen A. Petrill  Katherine Glenn‐Applegate  Joan N. Kaderavek  Jill M. Pentimonti 《Journal of Research in Reading》2014,37(1):65-83

To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development.  相似文献   

Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach   总被引：1，自引：0，他引：1  

David K. Dickinson  Kerry G. Hofer  Erica M. Barnes  Jill F. Grifenhagen 《Early childhood research quarterly》2014

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LibGuides http://www.springshare.com/libguides/     

Jill Markgraf 《Public Services Quarterly》2013,9(4):269-270

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