Using cognitive referents in making sense of teaching: A chemistry teacher's struggle to change assessment practices     

Carol Briscoe 《科学教学研究杂志》1993,30(8):971-987

This qualitative case study focused on the role of cognitive referents in the sense-making process of one teacher as he attempted to change his classroom science assessment. The interpretations identify cultural myths, conceptual metonymys, as well as personally constructed beliefs as referents that constrained change. The teacher's cognitive struggle to make sense of assessment and his role as assessor are linked to conflicting referents he used in varying contexts including day-to-day assessment and summative assessment settings. The results of the study suggest that cognitive referents are important influences in driving how a teacher thinks about assessment and may constrain an individual teacher's implementation of innovative practices. Accordingly, identification of referents such as myths, their associated beliefs, and metonymic conceptual models that teachers use to make sense of their actions is an important first step in developing an understanding of constraints to educational change.  相似文献   

Settling In: Facilitating the transition to an inclusive middle school for students with mild disabilities     

Kimberly Knesting  Carol Hokanson  Nancy Waldron 《International Journal of Disability, Development & Education》2008,55(3):265-276

The present qualitative study examined the experiences of nine students with mild disabilities during their first year in an inclusive middle school in a Midwestern state of the United States (US). Data were gathered through interviews with students, teachers, and parents; classroom observations; and document analysis. Following the data analysis, three themes were identified: how the demands of navigating a new environment increased students’ anxiety; how students satisfied their need for belonging; and how students’ perceptions of school influenced their attitude towards help. Suggestions for facilitating school transitions for early adolescents with mild disabilities are provided.  相似文献   

Indigenization and University Governance: Reflections from the Transition to Yukon University     

Staples  Kiri  Klein  Rhiannon  Southwick  Tosh  Kinnear  Lacia  Geddes  Carol  Gingell  Judy 《Tertiary Education and Management》2021,27(3):209-225

Tertiary Education and Management - While literature on university governance in Canada has identified key challenges that need to be addressed, it largely overlooks calls for change towards...  相似文献   

Education as a vehicle for combating HIV/AIDS     

Carol Coombe  Michael J. Kelly 《Prospects》2001,31(3):435-445

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Touch your toes! Developing a direct measure of behavioral regulation in early childhood   总被引：6，自引：0，他引：6  

Claire E. Cameron Ponitz  Megan M. McClelland  Abigail M. Jewkes  Carol McDonald Connor  Carrie L. Farris  Frederick J. Morrison 《Early childhood research quarterly》2008

Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings.  相似文献   

Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes   总被引：5，自引：0，他引：5  

Annemarie H. Hindman  Carol M. Connor  Abigail M. Jewkes  Frederick J. Morrison 《Early childhood research quarterly》2008

Evidence strongly suggests that shared book reading at home and in preschool is important for young children's development of the foundational skills required for the eventual mastery of decoding and comprehension. Yet the nuances of how learning from book reading might vary across these contexts and with children's skills are not well understood. One hundred and thirty children participating in a longitudinal investigation of literacy development were videotaped reading a storybook with a parent. Children were also videotaped in their 33 preschool classrooms during the instructional book-reading portion of the day. Readings were coded for adult and child contextualized and decontextualized language relating to both decoding and meaning-making skills, and relations between this talk and emergent literacy outcomes were analyzed. Results demonstrate that parents and teachers overwhelmingly focus their book-related talk on meaning-related rather than code-related information, and that the relations between outcomes and talk depend in part on children's initial levels of vocabulary skills. Implications for practice and research are discussed.  相似文献   

Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge     

Umarji  Osman  Day  Stephanie  Xu  Ying  Zargar  Elham  Yu  Renzhe  Connor  Carol 《Reading and writing》2021,34(3):627-657

Reading and Writing - Third to fifth graders read an interactive choose-your-own adventure e-Book. User logs recorded their reading behaviors and were used to investigate students’...  相似文献   

The Discourses of Social Justice in Education     

Barry Troyna  Carol Vincent 《Discourse: Studies in the Cultural Politics of Education》1995,16(2):149-166

What the existing organization of schooling presupposes...is that in consumption terms, the world consists of equally powerful individual actors. Such, of course, is not the case in a hierarchically ordered capitalist system, where labour and capital, and indeed different forms of both, have differential access to resources enabling them to consume. By largely intervening only in provisional relations, the state fails to recognize the central dynamic of education ‐‐ that provision and consumption are not coterminous. In essence, state intervention does not go far enough. (Lynch, 1989, p.127)  相似文献   

What is meant by ‘support’ in higher education? Towards a model of academic and welfare support     

Angela Jacklin  Carol Robinson 《Journal of Research in Special Educational Needs》2007,7(2):114-123

This paper focuses on academic and welfare support for students in higher education, and specifically what makes that support effective. It draws on data from a research project which aimed to explore networks of support for disabled and non‐disabled students. Part of the research focused on the nature and sources of support that were identified as important by students, as well as the kinds of support that were available within the higher education institution (HEI). What emerged as of particular interest was the question, ‘What do we mean by support?’ Drawing mainly on the voices and experiences of the students, perceptions of support were explored and the effects of support on the students’ experience of higher education were considered. Through a focus on more generic support structures as well as support which was specific to individual (disabled) students, the research aimed to understand ‘support’ and its importance from the student perspective.  相似文献   

Copyright and you     

Carol Simpson 《TechTrends》2003,47(1):11-12

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