Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge,Reflection, and Practice     

Shulamit N. Ritblatt  Sarah Garrity  Sascha Longstreth  Audrey Hokoda  Nina Potter 《Journal of Early Childhood Teacher Education》2013,34(1):46-62

There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our contention that the quality of early childhood teacher education matters.  相似文献   

Trajectories,institutions, and re-locations: a conversation on Inter-Asia outside Asia     

Christopher Lee  Kuan-Hsing Chen  Sneja Gunew  Michelle O’Brien  Audrey Yue  Rusaba Alam 《Inter-Asia Cultural Studies》2019,20(2):341-355

ABSTRACT

This conversation explores the resonances of the Inter-Asia project outside the geographical boundaries of Asia. The participants, who represent diverse national, institutional, and professional experiences, discuss the following topics: how Asia and the Inter-Asia project has affected their intellectual trajectories; navigating academic institutions and formations; the changing meaning of diaspora and migration and their effects on language and communication; and the relationship between the academy and social movements. Particular attention is paid to reframing Australia and Canada from an Inter-Asia perspective.  相似文献   

Teacher subcultures of democratic practice amidst the oppression of educational reform     

Audrey A. Friedman  Hugh T. Galligan  Caitlyn M. Albano  Kathleen O’Connor 《Journal of Educational Change》2009,10(4):249-276

Teachers’ voices explore and document what is at stake when they are excluded from power-brokering conversations that mandate how teachers practice and model democracy in classrooms. Case study vignettes, interviews, classroom observations, and reflections of teachers in urban and suburban schools reveal four significant teacher subcultures of democratic practice: a subculture of compliance, a subculture of noncompliance, a subculture of subversion, and a subculture of democratic inquiry and practice. Analyses reveal that each subculture poses significant stakes for teachers, preservice teachers, the teaching profession, pupils, and society writ large.  相似文献   

Children’s rough and tumble play: perspectives of teachers in northern Canadian Indigenous communities     

Shelley Stagg Peterson  Audrey Madsen  Jayson San Miguel  Soon Young Jang 《Early Years: An International Journal of Research and Development》2018,38(1):53-67

Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers’ roles in preventing relational and physically aggressive play in school. This paper reports on issues related to sociocultural influences on perceptions of play involving objects to which Indigenous children assign implicit roles as guns, and teachers’ concerns about external perceptions of teachers’ roles vis-à-vis rough and tumble play in school. Implications for teacher practice and for teacher education include establishing boundaries and negotiating rules and consequences with students, and teaching problem-solving approaches. Teachers’ expressed need for exposure to research on rough and tumble play in teacher education and professional development initiatives is consistent with the findings of previous research. This study provides perspectives from teachers in a non-mainstream teaching context on a controversial topic with mixed views coming from researchers and media reports.  相似文献   

Serial arrival prediction coding: A serial predictive model for use by system designers     

Audrey N. Grosch 《Information processing & management》1976,12(2):141-146

This article describes a model conceived as an aid to the designer of serials management systems for structuring the serial arrival prediction, check-in, and claiming functions of these systems. The model is described with examples of its application to known serial issue arrival cases in a table of examples.  相似文献   

Partnership Instability, School Readiness, and Gender Disparities     

Cooper CE  Osborne CA  Beck AN  McLanahan SS 《Sociology of education》2011,84(3):246-259

Trends in family formation during the past several decades have increased children's exposure to mothers' partnership instability, defined as an entrance into or exit from a coresidential union or a dating partnership. Instability, in turn, is associated with negative outcomes for children and adolescents. This study uses data from the Fragile Families and Child Wellbeing Study to examine associations between mothers' partnership instability and children's school readiness, differences between coresidential and dating transitions, and the moderating role of child gender. Mothers' partnership transitions are negatively associated with children's verbal ability and positively associated with boys' behavioral problems at age five. In general, coresidential and dating transitions have similar effects on school readiness. The findings have important implications for our understanding of the growing gender gap in educational attainment.  相似文献   

Kindergarten Scores,Storytelling, Executive Function,and Motivation Improved through Literacy-Rich Guided Play     

Dena M. Cavanaugh  Kimberly J. Clemence  Mikaila M. Teale  Audrey C. Rule  Sarah E. Montgomery 《Early Childhood Education Journal》2017,45(6):831-843

This study explored the effects of literacy-rich sociodramatic guided play on kindergarten student literacy performance and behavior. Kindergarten students of varying socioeconomic status attending two elementary schools in the same school district participated in this repeated measures, counterbalanced design study. Students received the mandated grade-level literacy instruction with a supplemental 15 min block of time designated for play-based literacy integration during which the intervention took place. During this short time, students working in small groups were given materials (miniature items, toys, letter tiles) to practice initial letter sounds and consonant–vowel–consonant rhyming word families using either an assigned activity (control condition) or a student-invented game that practiced the same literacy concepts (experimental activity). Students instructed through the experimental condition scored significantly better on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment with a medium effect size. Additional positive academic results included practice in story-composing, sequencing ideas into a complex cause and effect chain of events; application of new vocabulary; repeated practice of phonics and phonemic awareness skills to new examples; self-regulation of emotions; communication and negotiation with peers; and imagination, fantasy, humor, and creativity. Students evidenced preference for the experimental condition, continuing to repeat their games during recess or free time and to record them in their journals. Examples of student-generated literacy games are provided.  相似文献   

Cross‐Linguistic Lexical,Grammatical, and Discourse Performance on Oral Narrative Retells Among Young Spanish Speakers          下载免费PDF全文

Audrey Lucero 《Child development》2015,86(5):1419-1433

This study investigated relations among microlevel and macrolevel domains of oral narrative retells within and across the languages of Spanish‐speaking bilingual children. Fifty‐six first and second graders (M_age = 7 years, 3 months) were assessed on a retell task in Spanish and English. Two statistical analyses were conducted: (a) correlations within and across microlevel lexical (number of different words) and grammatical (mean length of utterance‐word and subordination index) domains and (b) hierarchical regression to determine the influence of microlevel domains on a macrolevel discourse score. Results highlighted a number of significant within‐ and cross‐language correlations, and identified vocabulary as a significant predictor of macrolevel discourse scores within both languages, while grammar was a predictor within English only.  相似文献   

The Use of Trauma Counseling for Children with Attention-Deficit Hyperactivity Disorder     

Audrey M. Pottinger 《International journal for the advancement of counseling》2015,37(1):17-27

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Identification of Gifted African American Primary Grade Students through Leadership,Creativity, and Academic Performance in Curriculum Material Making and Peer-Teaching: A Case Study     

Ksenia S. Zhbanova  Audrey C. Rule  Mary K. Stichter 《Early Childhood Education Journal》2015,43(2):143-156

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