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91.
Beginning literacy: links among teacher knowledge, teacher practice, and student learning 总被引:2,自引:0,他引:2
McCutchen D Abbott RD Green LB Beretvas SN Cox S Potter NS Quiroga T Gray AL 《Journal of learning disabilities》2002,35(1):69-86
Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning. 相似文献
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93.
During the early 1980s in Australia there was a new wave of expectancy about primary science as new curricula were being considered or introduced and research findings were beginning to identify new directions for both teaching and research. In an expression of this, six authors were invited to present papers to a symposium on primary science held in 1984 to address the question: “What do you believe should be the state of primary science (in Australia) in 1995 and what are the steps which need to be taken to achieve the desired state?” This study set out to identify what had been said at that time, to compare that with actual developments, and to identify possible future directions for research. Relevant publications includingResearch in Science Education were analysed as a means of comparing what had happened since 1984 with the hopes of those authors. It was only in the latter half of the decade that some of the scenarios painted by the authors in 1984 began to emerge. A key implication for the research community drawn from the analysis shows that science education researchers have tended to neglect working in collaboration with education departments and authorities for the improvement of primary science education. 相似文献
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95.
RESEARCHING RESISTANCE: CAMPAIGNS AGAINST ACADEMIES IN ENGLAND 总被引:2,自引:0,他引:2
ABSTRACT: This article uses social movement theory to analyse campaigns against a new type of government-sponsored school – the Academy – in four areas of England. It seeks to identify the social composition of anti-Academy campaigns, to track their encounters with proponents of the new schools and to describe the characteristic forms of their campaigning strategies. In doing so, the article aims to help place research into educational opposition and contestation closer to the centre of researchers' agendas. 相似文献
96.
Ken Appleton 《Research in Science Education》1985,15(1):122-126
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98.
Tonika Duren Green Beverly Booker Ammah Nola Butler-Byrd Regina Brandon Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547
In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research. 相似文献
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Kai M. Green 《International journal of qualitative studies in education》2017,30(3):320-321
AbstractIn this afterword, Kai M. Green asks us to think about the stakes of trans* visibility in the academy and beyond. 相似文献