Preparing Elementary Pre-Service Teachers from a Non-Traditional Student Population to Teach with Technology     

Heejung An  Hilary Wilder  Keol Lim 《学校用计算机》2013,30(2):170-193

This article documents the development of a two-stage curriculum intended to improve elementary teacher candidates’ understanding of technology integration. Most students in the program came from low-income districts and lacked technology experience. The first stage of the curriculum consisted of a prerequisite basic technology skills course offered by the Computer Science Department. This was then followed by an online educational technology course offered by the College of Education. The objectives of the authors in this article are twofold. The first is to describe the rationale, procedures, and design of a two-stage curriculum, as a pedagogical model for teaching elementary teacher candidates to teach with technology, with the goal of preparing a new generation of teachers who are capable and comfortable applying a broad range of advanced technologies to meet the learning needs of their students. The second objective is to share the authors' findings from the evaluation, which employed mixed methodologies, after the students completed the online educational technology course. The results showed that an online educational technology course contributed to the candidates’ development of Technological Pedagogical Content Knowledge and improved their attitudes and beliefs on their technology integration practices.  相似文献   

Barriers,Successes and Enabling Practices of Education for Sustainability in Far North Queensland Schools: A Case Study     

Neus Evans  Hilary Whitehouse  Margaret Gooch 《The Journal of environmental education》2013,44(2):121-138

There are many documented barriers to implementing school-based sustainability. This article examines a) the barriers faced by principals and staff in two regional primary schools in Far North Queensland, Australia, well known for their exemplary practice, and b) ways the barriers were overcome. Through interviews conducted with principals and key staff, the authors found lack of time, direct funding for innovation, teacher conceptual understanding, resistance from some fellow staff to sustainability education, and being positioned as a “greenie” were presented as barriers to effective practice. The research reveals how innovation, determination, trust, and active principal support enabled the teachers to push ahead. Other educators experiencing difficulties with implementing sustainability education will likely find the discussion useful.  相似文献   

International Law and its Vision of the Ideal Museum     

Hilary H. Thompson 《Curator: The Museum Journal》2008,51(1):5-10

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Creating communities: a consortium model for early childhood leaders     

Hilary Horn Ratner  Erika London Bocknek  Anna G. Miller  Sharon L. Elliott  Beverly Weathington 《Teacher Development》2018,22(3):427-446

The current paper describes an urban university-anchored but community-based consortium of early childhood centers and community partners in a large Midwestern US city. The goal of the Consortium is to provide professional development opportunities that include networking, coaching, and collaboration as part of a community of practice (CoP) intended to improve program quality. Our findings suggest that early childhood center directors who are part of the Consortium describe benefits consistent with a CoP, specifically in terms of connection, resources, and community. Our findings also show that sense of community is associated with deeper engagement with the Consortium and program quality rating of the member center. Implications of the findings for future practice, especially in urban settings, are discussed.  相似文献   

Speech and Gesture Production Provide Unique Insights Into Young Children’s Spatial Reasoning     

Hilary E. Miller  Chelsea A. Andrews  Vanessa R. Simmering 《Child development》2020,91(6):1934-1952

This study took a novel approach to understanding the role of language in spatial development by combining approaches from spatial language and gesture research. It analyzed forty-three 4.5- to 6-year-old’s speech and gesture production during explanations of reasoning behind performance on Spatial Analogies and Children’s Mental Transformation Tasks. Results showed that speech and gesture relevant for solving the trials (disambiguating correct choices) predicted spatial performance when controlling for age, gender, and spatial words and gestures produced. Children performed the spatial tasks well if they produced relevant information either verbally through speech or nonverbally through gesture. These results highlight the importance of not only focusing on concepts children can reference but also on how such concepts are used in spatial tasks.  相似文献   

From national policy to classroom practice: Promoting reading for pleasure in post‐primary English classrooms          下载免费PDF全文

Pauline Laurenson  Kevin McDermott  Karol Sadleir  Della Meade 《English in Education》2015,49(1):5-24

In 2011, a national strategy Literacy and Numeracy for Learning and Life was published in the Republic of Ireland. One key aspect of the strategy was that it placed a renewed focus on reading for pleasure in post‐primary classrooms. The researchers involved in this article worked for the Professional Development Service for Teachers, a national, government‐funded professional development organisation. In response to the strategy, the researchers worked with teachers from nine post‐primary schools across the Republic of Ireland. Through working closely with these English teachers, it was possible to identify assumptions that the teachers made around their students' reading in post‐primary education. This article considers and challenges some of these assumptions and demonstrates what happened when the teachers were invited to do the same. In the course of the research, questions were also raised about some of the recommendations made within the national strategy, recommendations which were themselves based on contestable assumptions, assumptions such as the fact that boys prefer to read non‐fiction. The need for national policy to be rooted in research was, therefore, also identified. Finally, through feedback from teachers and students involved in the research project, the authors of this article were able to devise a series of recommendations for schools seeking to focus on reading for pleasure in the post‐primary English classroom.  相似文献   

Review of the Maltron keyboard     

Hilary Dyer 《Health information and libraries journal》1993,10(2):101-102

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EDUCATION FOR DEMOCRACY   总被引：1，自引：0，他引：1  

Hilary Putnam  Ruth Anna Putnam 《Educational theory》1993,43(4):361-376

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Phonics, Expository Writing, and Reading Aloud: Playful Literacy in the Primary Grades   总被引：1，自引：0，他引：1  

Patricia Scully  Hilary Roberts 《Early Childhood Education Journal》2002,30(2):93-99

Despite the challenges primary grade teachers face in trying to include play in an already crowded curriculum, play has an important place in reading and writing instruction. Children whose early literacy experiences include pleasurable activities are more motivated to pursue the challenging tasks associated with learning and are more likely to develop a life-long love of reading and writing. In this article, a teacher and a teacher educator make a case for the value of play in early literacy and offer examples of the ways teachers can create more playful phonics, read aloud, and expository writing experiences.  相似文献   

‘Bringing Out the Best in People’: teacher training and the ‘real’ teacher     

Hilary Burgess  Bob Carter 《British Journal of Sociology of Education》1992,13(3):349-359

This paper explores the ways in which student teachers position themselves as teachers in primary classrooms. It focuses upon one discourse in primary teaching, which we have called the ‘real teacher’ discourse, and argues that it is mainly in terms of this that students come to understand ‘being a teacher’.  相似文献