Predictors of developmentally appropriate classroom practices in kindergarten through third grade   总被引：2，自引：0，他引：2  

Kelly L. Maxwell  R. A. McWilliam  Mary Louise Hemmeter  Melinda Jones Ault  John W. Schuster 《Early childhood research quarterly》2001,16(4)

This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices.  相似文献   

Le management de l'archive     

Carol Couture  Louise Gagnon-Arguin 《Archival Science》2001,1(1):101-105

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Language and religious identity: women in discourse,edited by Allyson Jule     

Christina Belcher 《Gender and education》2008,20(6):668-669

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Literacy and Teacher-Assessment at Key Stage 2     

Louise Poulson 《Literacy》1992,26(3):6-12

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Dyslexia in Europe—II     

Mary Louise Trusdell 《Annals of dyslexia》1974,24(1):181-191

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Developmental trajectories of personal and collective self-concept among American Indian adolescents     

Whitesell NR  Mitchell CM  Kaufman CE  Spicer P;Voices of Indian Teens Project Team 《Child development》2006,77(5):1487-1503

Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural groups (N=1,252). An accelerated longitudinal design was used to estimate developmental trajectories from 14 to 19 years; parallel-process and covariate models were used to examine variation in trajectories. Both personal and collective self-concepts were generally positive and showed small gains; they were moderately related to one another and differentially related to cultural group, gender, and perceived social support. The findings highlight the complexity of self-concept for American Indian youth and the significance of both personal and collective identity.  相似文献   

The future of educational change: system thinkers in action: response to Michael Fullan     

Louise?StollEmail author 《Journal of Educational Change》2006,7(3):123-127

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Developing a Common Model? Comparing Effective School Improvement Across European Countries     

Louise Stoll  Felicity Wikeley  Gerry Reezigt 《Educational Research and Evaluation》2013,19(4):455-475

Applicability of research models across contexts is often viewed as desirable. This article discusses 6 issues faced by members of the Effective School Improvement (ESI) project research teams as they explored themes emerging in case studies carried out in 8 different countries, as part of a process of trying to generate a model that would be valid and applicable across contexts. After posing questions that need further resolution, the conclusion at this particular stage of the research was that caution was advisable before transferring the findings from one context to another.  相似文献   

The effects of response cost and species-typical behaviors on a daily time–place learning task     

Scott H. Deibel  Christina M. Thorpe 《Learning & behavior》2013,41(1):42-53

Two theories that have been hypothesized to mediate acquisition in daily time–place learning (TPL) tasks were investigated in a free operant daily TPL task: the response cost hypothesis and the species-typical behavior hypothesis. One lever at the end of one of the choice arms of a T-maze provided food in the morning, and 6 h later, a lever in the other choice arm provided food. Four groups were used to assess the effect of two possible sources of response cost: physical effort of the task and costs associated with foraging ecology. One group was used to assess the effect of explicitly allowing for species-typical behaviors. If only first arm choice data were considered, there was little evidence of learning. However, both first press and percentage of presses on the correct lever prior to the first reinforcement revealed evidence of TPL in most rats tested. Unexpectedly, the high response cost groups for both of the proposed sources did not perform better than the low response cost groups. The groups that allowed animals to display species-typical behaviors performed the worst. Skip session probe trials confirmed that the majority of the rats that acquired the task were using a circadian timing strategy. The results from the present study suggest that learning in free operant daily TPL tasks might not be dependent on response cost.  相似文献   

THE DISSEMINATION OF A UNIVERSITY FIELD PLACEMENT PROGRAM: IMPACT ON RECRUITMENT,SATISFACTION AND EFFECTIVENESS     

Christina M. Mitchell 《Community College Journal of Research & Practice》2013,37(1-4):141-153

Community college field placements often reflect a “vocational education” approach to outside‐the‐classroom learning, attempting to train students in specific skills and prerequisites for predetermined job slots. In the human services area, however, this may not be the most advantageous approach to producing innovative workers who will generate creative solutions to persistent and serious social problems. This study examined the impact of utilizing one popular university approach to field learning‐experiential learning coupled with social change agentry—with community college students. A criterion‐group field experiment was conducted, looking at paper‐and‐pencil measures, interviews, and archival data. It was found that the community college students were as willing to participate, were equally satisfied with the experience, and were as effective with their assigned cases as were the university students in this rigorous and demanding field placement. Community college administrators who are seeking to broaden their human service field settings should also consider successful university models of experiential learning as alternatives.  相似文献