At the heart of child care: Predictors of teacher sensitivity in center-based child care     

Emily B. Gerber  Marcy Whitebook  Rhona S. Weinstein 《Early childhood research quarterly》2007

This study examined the extent to which characteristics of early childhood teachers and settings predicted observed teacher sensitivity. Participants included 41 head teachers at child care centers located in Northern California. Accreditation status, center size, and program quality were uniquely associated with teacher sensitivity. Accreditation was also associated with a number of other teacher (training, ethnic minority status, and depression) and setting characteristics (program quality, subsidies, and child ethnic minority enrollment). Other unique predictors included more teacher training, smaller center size, and perceived organizational health. Having a greater number of depressive symptoms or working in a larger center were identified as risks to teacher sensitivity, and were moderated by higher levels of teacher training and observed program quality The current study provides preliminary support for the importance of examining the ways that teacher and setting characteristics are related to teacher interactions with young children.  相似文献   

For Science and Self: Youth Interactions with Data in Community and Citizen Science     

Emily M. Harris  Colin G. H. Dixon  Erin Bridges Bird  Heidi L. Ballard 《学习科学杂志》2020,29(2):224-263

In youth-focused community and citizen (YCCS) youth in classrooms and community-based programs produce data that scientists, resource managers and community members will use. This “nested” data situates learners’ scientific activity within larger datasets, projects, and communities, with consequences for youth agency. To document opportunities for agentive learning with data in YCCS, we report on how youth interact with data across eight school and community-based project sites and how youth talk about their data and work. From analysis of 54 participant interviews, we found that youth perceived the data they produced as being used for: (1) broader scientific work, (2) their own learning, and (3) community endeavors. Nested uses of data were most meaningful when youth interacted with end users, were exposed to the larger datasets to which they contributed, or took action linked to data. Not all youth saw, believed, or valued that data would be used by others. Framing of task and purpose, nature of engagement with community users, data production protocols, and level of emphasis on youth-identified questions may contribute to youth perceptions and can foster or undermine conditions for learner agency. The results shed light on when and how conditions for expansive learning and agency get established.  相似文献   

Stepping Off the Dance Floor for a View From the Balcony: Observations for Physical Education Teacher Education Programs in Interesting Times     

Sean M. Bulger  James C. Hannon  Emily M. Jones 《Quest (Human Kinetics)》2016,68(4):475-490

Abstract

The theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion.  相似文献   

Linking clinic patients to Internet-based,condition-specific information prescriptions     

Emily Coberly  Suzanne Austin Boren  J. Wade Davis  Amanda L McConnell  Rebecca Chitima-Matsiga  Bin Ge  Robert A Logan  William C Steinmann  Robert H Hodge 《Journal of the Medical Library Association》2010,98(2):160-164

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Teacher Characteristics for Culturally Responsive Pedagogy     

Laura Rychly  Emily Graves 《Multicultural Perspectives》2013,15(1):44-49

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Elihii Thomson-in retrospect     

Emily Duane Wallace 《Journal of The Franklin Institute》1943,235(5):479-481

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The Evolution of Smokey Bear: Environmental Education About Wildfire for Youth     

Heidi L. Ballard  Emily Evans  Victoria E. Sturtevant  Pamela Jakes 《The Journal of environmental education》2013,44(4):227-240

Many environmental education programs in the United States educate youth about the prevention of wildfire and its role in ecosystems. We reviewed 50 wildfire education programs for youth (WEY) in the U.S. through an Internet search and interviews with program providers. We investigated whether they reflect current wildfire science, environmental education (EE) instructional strategies, and place-based education (PBE) approaches. We found that while one-third of the programs focus exclusively on wildfire prevention, suppression, and safety topics, one-third focuses on fire ecology, management, and science, and one-third includes all these topics, mirroring evolving scientific approaches to wildfire. Also, while state and federal agencies design and disseminate much of the curricula used, 60% of WEY programs incorporate local social and ecological contexts, revealing the close relationship between WEY and PBE.  相似文献   

Collective Worldviews and Health of Pacific American Elders     

Emily S. Ihara  Halaevalu F. Ofahengaue Vakalahi 《Educational gerontology》2013,39(6):400-411

The community as part of the social environment is a key social determinant of health and is a central organizing feature of Pacific culture. A collective worldview informs the way social support is conceived in Pacific cultures, and it is core to Samoan and Tongan elders’ perceptions of the influence of community on health and well-being. In turn, inability to fulfill community responsibilities may be an indication of poor health and well-being and may be distressful because of this collective worldview. Using principles of grounded theory that informed the data collection and analysis, in-depth interviews were conducted with 10 Samoan and 10 Tongan elders in Hawai'i, the port of entry for most Pacific Americans migrating to the U.S. and the location where the majority of Samoans and Tongans reside. Four main themes—community norms, social functions of community, community capacity, and negative community influences—were identified as community factors affecting the health and well-being of Samoan and Tongan elders. Implications for research and policy practice are offered.  相似文献   

Assessing teacher practice and development: the case of comprehensive literacy instruction     

Heather J. Hough  David Kerbow  Anthony Bryk  Gay Su Pinnell  Emily Rodgers  Emily Dexter 《School Effectiveness & School Improvement》2013,24(4):452-485

In this paper, we report on 2 studies developing, testing, and using an observation tool for measuring primary literacy instruction, the Developing Language and Literacy Teaching (DLLT) rubrics. In Study 1 (an instrumentation study), we show that the DLLT has a high level of internal consistency, that there are high levels of inter-rater reliability when the tool is used by in-school coaches, that the items order consistent with a hypothesized developmental trajectory, and that the DLLT can distinguish between novice and more experienced teachers at one time point. In Study 2 (a 3‐year longitudinal study), we show that the DLLT is sensitive to growth in teaching practice, that this growth is related to exposure to one-on-one coaching, and that teacher practice as measured by the DLLT is related to teachers' value added to student achievement year by year.  相似文献   

Coach Education and Continuing Professional Development: Experience and Learning to Coach     

Christopher J. Cushion  Kathy M. Armour  Robyn L. Jones 《Quest (Human Kinetics)》2013,65(3):215-230

Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand how the “art of coaching” can be characterized as structured improvisation and how experience is crucial to structuring coaching practice. An examination of current coach education and assessment demonstrates that coaching practice viewed as a composite of knowledge has not specifically addressed the pervasive influence of experience on coaching practice. Drawing on experiences from the educational field, we examine how coach education and continuing professional development can utilize mentoring and critical reflection to situate learning in the practical experience of coaching.  相似文献