Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher’s Journey Through Reflections on Classroom Practice     

Sarah Capitelli  Paula Hooper  Lynn Rankin  Marilyn Austin  Gennifer Caven 《Journal of Science Teacher Education》2016,27(3):283-302

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.  相似文献   

Durable Research,Portable Findings: Rhetorical Methods in Case Study Research     

Devon Moriarty  Paula Núñez De Villavicencio  Lillian A. Black  Monica Bustos  Helen Cai  Brad Mehlenbacher 《Technical Communication Quarterly》2019,28(2):124-136

ABSTRACT

Case studies have been a central methodology employed by scholars working in the rhetoric of science and technical communication. However, concerns have been raised about how cases are constructed and collected, and what they convey. The authors reflect on how rhetoricians of science and technical communication researchers can – and do – construct a variety of case-based mixed-methods studies in ways that may make our research more portable and durable without undercutting the important and central role of case-based analysis.  相似文献   

Anxiety, depression, and peer relationships during adolescence: Results from the Portuguese national health behaviour in school-aged children survey     

Margarida Gaspar de Matos  Paula Barrett  Mark Dadds  Alison Shortt 《European Journal of Psychology of Education - EJPE》2003,18(1):3-14

Use data from the Portuguese HBSC (Health Behaviour in School-Aged Children) survey, which was conducted by one of the authors who is the national representative of the European Study HBSC, a World Health Organisation collaborative study (Currie, Hurrelmann, Setterbulte, Smith, & Todd, 2000; Matos, Simões, Carvalhosa, Reis & Canha 2000), to examine correlates of depression and anxiety in a large, representative sample of adolescents. The study had four aims: (1) to examine the relationship between feelings of anxiety and depression; (2) to examine the association of positive peer relationships, and anxiety and depression in school-age adolescents; (3) to examine the relationship between health, peer relationships, depression and anxiety; and finally, (4) to assess age and gender differences with regard to the above issues. Measures were constructed of depression, anxiety, peer relationships, and health. Consistent with previous studies, anxiety and depression were found to be significantly correlated. A MANOVA revealed that females and adolescents in grades 8 and 10 were more likely to report high anxiety and/or depressive symptoms. High anxiety and depression in adolescence was associated with poor peer relationships and poorer health. Implications of these results and directions for further research are discussed.  相似文献   

BURNOUT IN SPECIAL NEEDS TEACHERS AT KINDERGARTEN AND PRIMARY SCHOOL: INVESTIGATING THE ROLE OF PERSONAL RESOURCES AND WORK WELLBEING          下载免费PDF全文

Simona De Stasio  Caterina Fiorilli  Paula Benevene  Lotta Uusitalo‐Malmivaara  Carlo Di Chiacchio 《Psychology in the schools》2017,54(5):472-486

The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools—a context in which few previous studies have been carried out—and primary schools. A cross‐sectional survey‐based study with a sample of 194 kindergarten and primary school teachers was conducted. The results indicated that teachers’ happiness at school and job satisfaction incrementally predicted variance in personal, work‐related, and student‐related burnout, even after controlling for the effects of sociodemographic factors and personal resources. Furthermore, the final integrative predictive model was similar for both kindergarten and primary teachers.  相似文献   

Influence of word meaning on the acquisition of a reading vocabulary in second-grade children     

Elisabeth L. McFalls  Paula J. Schwanenflugel  Steven A. Stahl 《Reading and writing》1996,8(3):235-250

The acquisition of a reading vocabulary for abstract and concrete words was examined in 62 second-grade children. Words had been learned as part of a basal reader program or as part of outside reading. Word recognition speed and reading accuracy were examined for abstract and concrete words using lexical decision and word naming tasks. The size of the concreteness effect was similar for both processing tasks. In neither task did concreteness influence reaction times, but abstract words were read with less accuracy than concrete words in both tasks. Further, these concreteness effects in reading accuracy were larger for words that were part of a basal reading program than for words acquired during free reading. We conclude that word meaning influences the entry of words at a time when children are developing a sizeable reading vocabulary.  相似文献   

Standards of practice to standards of evidence: developing assessment capable teachers     

Claire Wyatt-Smith  Colette Alexander  Deanne Fishburn  Paula McMahon 《Assessment in Education: Principles, Policy & Practice》2017,24(2):250-270

Abstract

Teacher education is a hotly debated policy area in higher education and schooling portfolios, with increasing emphasis on standards and accountability. It is in this environment that The Standards Project (2013–2015) presented in this article began. It has at its core a three-part commitment: first, to undertake a comprehensive audit and analysis of all teacher education programmes in the state of Queensland, Australia, to establish the approaches and practices Universities relied on to preparing beginning teachers as assessment capable; second, to take account of multiple perspectives and approaches in initial teacher education to integrating data into how beginning teachers are prepared to source and use evidence for improving learning and teaching; and further, to develop new principles, policy and practices for reviewing and moderating teacher education programmes against professional standards. The paper proposes a move beyond the discourse of professional standards of practice towards a complementary discourse of standards of evidence. In our collaboration we drew on two fields, namely the writing on teacher education including reviews, and the field of assessment, both considered within broader sociocultural theory applied to assessment.  相似文献   

Patterns of Teacher‐Student Interaction in Inclusive Elementary Classrooms and Correlates with Student Self-Concept     

Anne Jordan  Paula Stanovich 《International Journal of Disability, Development & Education》2001,48(1):33-52

The efficacy of placing students with special needs in inclusive classrooms may depend in part on how instructional factors contribute to student outcomes. Differences in frequencies and levels of cognitive engagement of interactions among nine teachers in inclusive elementary classrooms were related to three other variables: teachers' ratings on the Pathognomonic-Interventionist (PATH/INT) Scale, students' designation either as exceptional or at-risk (EX/AR) or as typically achieving (TA), and students' scores on the Piers Harris Children's Self-Concept Scale. Teachers with PATH beliefs, who attribute learning difficulties to permanent characteristics of the student that are beyond the teacher's mandate, interacted infrequently with their EX/AR students at low levels of cognitive engagement. Teachers with INT beliefs, who see themselves as responsible for the achievement of all their students irrespective of their disabilities, interacted with all students more frequently, and at higher levels of cognitive engagement. In contrast to the PATH teachers, their EX/AR students received more instructional interactions than their TA students. As expected, the EX/AR students in all classrooms had lower Piers Harris Self-Concept Total Scale scores than typically achieving students. However, both TA and EX/AR students had lower Self-Concept Total Scale scores in the classrooms of teachers with PATH beliefs, compared to students in the classrooms of INT teachers. The relationship is discussed between teachers' beliefs, their different patterns of instructional interactions with students with and without disabilities in inclusive classrooms, and the possible impact of instructional interventions on students' self-concept.  相似文献   

Learning from patients: constructions of knowledge and legitimacy in hospital-based quality improvement programmes     

Paula Rowland  Sarah McMillan  Maria Athina Martimianakis  Brian D. Hodges 《Studies in Continuing Education》2018,40(3):337-350

ABSTRACT

Health services organisations are increasingly incorporating patient engagement strategies as a form of quality improvement. Such strategies take form in programmes where organisations partner with patients in order to learn from their experiences and thereby change how services are designed, delivered, and implemented. In this study, we examined the enactment of patient engagement programmes within an academic health science organisation in Canada. This was accomplished through an exploration of the various constructions of patient participants’ legitimacy, credibility, and expertise as manifesting through participation in the various practices associated with the programmes. Analysis was based on a selection of international, national, and organisational texts, as well as interviews with patient participants (n?=?20) and hospital staff members (n?=?6). Through this analysis, we argue that organisations are not learning from patients per se, but are learning from particular constructions of patient subjectivities in the form of patient advisers. We argue that if patient engagement programmes are premised upon opportunities to learn from patients, these programmes require a coherent theory of workplace learning. We suggest attention to the politics of knowledge production as a fruitful way to conceptualise how clinicians and administrators might learn from patients at the organisational level.  相似文献   

The neuropathology of developmental dysphasia: Behavioral,morphological, and physiological evidence for a pervasive temporal processing disorder     

Tallal P  Sainburg RL  Jernigan T 《Reading and writing》1991,3(3-4):363-377

Over the past twenty years, Tallal and colleagues have directed their research toward defining the neuropathological mechanisms responsible for developmental dysphasia. We have hypothesized that higher level auditory processing dysfunction, which has previously been associated with developmental dysphasia, may result from more basic temporal processing deficits which interfere with the resolution of rapidly presented, brief duration stimuli. This temporal processing deficit interferes with adequate perception of specific verbal stimuli which require resolution of brief duration formant transitions, resulting in disordered language development. The temporal processing deficit occurs across multiple sensory modalities, and also affects rapid and sequential motor production skills. Despite relatively normal clinical neuroradiological examinations, in vivo morphological analysis, utilizing magnetic resonance imaging techniques for quantitative volumetric measurements of specific brain structures, has identified abnormalities in superior parietal, prefrontal, and temporal cortices, as well as diencephalic and caudate nuclei. Abnormalities in structures which are involved in multimodal processing and sensory motor integration is consistent with the behavioral profile of developmental dysphasia. Two alternative hypotheses regarding the neurophysiological basis of the multimodal temporal processing disorder include: dysfunction in specific cellular systems which subserve rapid, transient processing; and abnormal gating of sensory relay by intralaminar and reticular thalamic nuclei.  相似文献   

‘Man-up,go and get an ice-pack.’ Gendered stereotypes and binaries within the primary classroom: a thing of the past?     

Paula Hamilton  Bethan Roberts 《Education 3-13》2017,45(1):122-134

Gendered expectations are deeply embedded within the fabric of a society and the classroom is no exception; binaries habitually pervade attitudes, practices and pedagogies. This small-scale qualitative-interpretive study, undertaken in one rural primary school in North Wales, explores how the learning of gender is constructed, enacted and challenged by participants functioning within Key Stage 2 (children aged 8–11 years), issues experienced by, both girls and boys, to cogitate implications for gender equity and for teachers' work. The fieldwork revealed that many school participants continue to draw upon essentialist binary discourse, predominantly based on biological theories, to explain differences between boys and girls relating to classroom behaviour, subject attainment, curricular preferences and career pathways. Constant reference was made to acceptable ways of ‘doing masculinity’ and the ‘high-achieving, conforming school girl culture’. Children recognised gender binaries used by teachers and were aware of societal advances in gender equity. Despite decades of research and policies, we are still some way to ameliorating gender binaries and stereotypes in this phase of schooling. Therefore, there is an urgent need for practitioners to become more reflexively aware about the complex ways in which gendered dualisms and hierarchies perpetuate and dictate relations and pedagogical practices, which constrain experiences and opportunities for girls and boys and, to incorporate multiple ways of thinking and doing gender in classrooms.  相似文献