Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs     

Jacqueline Leonard  Joy Barnes-Johnson  Scott Jackson Dantley  Charles Kimber 《The Urban Review》2011,43(1):124-150

This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However, why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education.  相似文献   

Embedding Mathematical Dialogue in Parent–Child Shared Book Reading: A Preliminary Investigation     

Robin L. Hojnoski  Helen Lynn Columba  Joy Polignano 《Early education and development》2014,25(4):469-492

Research Findings: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent–child shared book reading as a context for embedding mathematical discussion. The purpose of this study was to examine systematically the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading. Specific research questions were as follows: (a) Did parents increase their use of math talk during shared storybook reading following training? (b) Did parents generalize intervention strategies? And (c) did children increase their use of math talk during shared storybook reading? Results from a yoked multiple-baseline design with 6 dyads indicated variability across the dyads with 2 general patterns. Math talk increased following training for 3 of the dyads, whereas verbal mathematical behavior did not show consistent change for the other 3 dyads. Practice or Policy: Results are discussed in the context of home support for early mathematical development.  相似文献   

由米网:订制你的那一抹亮色     

Joy 《大学生》2014,(12):74-75

正本期关键词:定制做适合年轻人需求和消费水平的定制是由米网的特点,目前依靠团体服装或者用品的定制盈利,也开始尝试着做年轻人个人的个性定制。"年轻的心总是悸动不安,渴望寻找属于自己的那一抹亮色。"在敏锐地捕捉到这一特点后,2012年,6名武汉理工大学的男生从定制文化衫起家,创办由米定制网,进驻以C2B(消费者对企业)商业模式为基础的电子商务领域。打开由米定制网的首页,从情侣马克杯、毕业纪念册到创意手工陶瓷、咖啡烘焙课,每一件定制产品都透着青春气息。由米定制网的市场部负责人鲁梦柯说:"我们就是想让年轻人拥有属于自己的不一样的东西。"  相似文献   

Brown, Black, and Yellow: Desegregation in a Multi-Ethnic Context     

Joy Ann Williamson 《History of education quarterly》2004,44(1):109-112

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Creative English in the Infants' School through the Use of Films     

Joy Bolton 《English in Education》1969,3(2):25-29

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Metacognition and Self-Regulated Learning Constructs   总被引：1，自引：0，他引：1  

Rayne A. Sperling  Bruce C. Howard  Richard Staley  Nelson DuBois 《Educational Research and Evaluation》2013,19(2):117-139

Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed.  相似文献   

Parents and sex education—looking beyond ‘the birds and the bees’     

Joy Walker 《Sex education》2013,13(3):239-254

The social and political climate of sex education over the last two decades has dramatically changed, with parents now being encouraged to work in partnership with professionals. This paper seeks to further the argument that involving parents in their child's sex education does matter and can have an impact on their child's future sexual health. It discusses the reality of parents' roles and skills in providing sex education within the family. In particular, the discussion explores myths parents associate with sex education, involving fathers in provision, siblings as peer educators, health professionals' attitudes towards involving parents, and school partnerships. The author calls for professionals to involve parents alongside other sources of sex education in health and educational strategies to address sexual health issues and improve sex education. Otherwise future generations of children will experience a closed cultural attitude towards sexual matters and we will not achieve lower teenage pregnancy rates or view sex education positively.  相似文献   

Reasonable Adjustments in Assessment: Putting Law and Policy into Practice in Australia     

Joy Cumming  Elizabeth Dickson  Amanda Webster 《International Journal of Disability, Development & Education》2013,60(4):295-311

The Australian Disability Standards for Education 2005 (Cth) require education providers to make reasonable adjustments in educational assessment so that students with disability can participate on the same basis as other students and be able to demonstrate what they know and can do. Reasonableness is governed by a determination of the balance of interests, benefits and detriment to the parties involved. The Standards require providers to consult with students and associates on adjustments, although guidance on how consultation should occur and how the views of students and associates are to be taken into account is vague. In this article, we identify three principles to be considered in order to put appropriate and effective reasonable adjustments in assessment into practice. While Australian law and assessment contexts are used to examine intentions, expectations and practices in educational assessment for students with disability, we argue that these three principles must be considered in any national education system to ensure equitable assessment practices and achieve equitable educational inclusion for students with disability.  相似文献   

A Longitudinal Analysis of the Relations Among Professional Development,Educators’ Beliefs and Perceived Skills,and Response-to-Intervention Implementation     

Jose M. Castillo  Joy H. Wang  Julie G. Daye  Kai Zhuang Shum  Amanda L. March 《Journal of educational and psychological consultation》2013,23(4):413-444

ABSTRACT

Professional development is a critical systems-level intervention thought to facilitate Response-to-Intervention (RtI) implementation. The current study examined the relations between professional development, educator outcomes, and problem-solving implementation within an RtI framework using growth curve modeling. School leadership teams from pilot schools (n = 34) participated in 3 years of training. Pilot schools also received job-embedded coaching. Comparison schools (n = 27) provided a referent group. Results indicated that problem-solving implementation increased faster at pilot schools (β = 0.10, SE = 0.05, t = 2.03, p < .05). In addition, beliefs regarding data-based decision-making (β = 0.36, SE = 0.17, t = 2.13, p < .05) and perceived problem-solving skills applied to academics (β = 0.30, SE = 0.10, t = 3.07, p < .01) positively related to implementation. Implications include the needs to further explore professional development activities and for consultants to utilize evidence-based professional development principles when supporting RtI implementation.  相似文献   

Emotion theory in education research practice: an interdisciplinary critical literature review     

Eliot  Joy A. R.  Hirumi  Atsusi 《Educational technology research and development : ETR & D》2019,67(5):1065-1084

Educational technology research and development - In this critical literature review, we seek to understand why multidimensional, psychological measures of human emotion that have been popular in...  相似文献