Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing     

Gail Marie Wolf 《Early Childhood Education Journal》2016,44(1):11-19

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Mentoring Undergraduate Students     

Gloria Crisp  Vicki L. Baker  Kimberly A. Griffin  Laura Gail Lunsford  Meghan J. Pifer 《ASHE Higher Education Report》2017,43(1):7-103

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Big ideas in social science     

Gail Edwards 《International Journal of Research & Method in Education》2017,40(2):221-222

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Methodological issues and practical strategies in research on child maltreatment victims' abilities and experiences as witnesses     

Chae Y  Goodman GS  Bederian-Gardner D  Lindsay A 《Child abuse & neglect》2011,35(4):240-248

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Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking     

M. Gail Jones  Grant Gardner  Amy R. Taylor  Eric Wiebe  Jennifer Forrester 《Research in Science Education》2011,41(3):357-368

This study explored factors that contribute to students’ concepts of magnification and scale. Spatial visualization, logical thinking, and concepts of magnification and scale were measured for 46 middle school students. Scores on the Zoom Assessment (an assessment of knowledge of magnification and scale) were correlated with the Test of Logical Thinking (TOLT) and a series of four spatial visualization tests. Results showed that the TOLT was significantly correlated with the Zoom Assessment. There was also a significant correlation between the TOLT and spatial visualization assessments MV1 (Shape Memory), MV2 (Building Memory), the Storage Test, and the Surface Development Test. The implications of this study for further research are discussed.  相似文献   

Special educators in inclusive education programmes: reframing their work as teacher leadership     

Jennifer York‐Barr  Jennifer Sommerness  Karen Duke  Gail Ghere 《International Journal of Inclusive Education》2013,17(2):193-215

Special education teachers are finding themselves in increasingly complex and demanding contexts of practice. Many are considering leaving the field or have already done so. These conditions suggest a decline in the appeal of professional practice as a special education teacher, with potentially deleterious short‐ and long‐term effects on the lives of students with disabilities. Special education teachers identified as highly effective in serving students with low incidence disabilities in inclusive education settings were convened to understand better their realities of practice in inclusive education settings and to identify supports for such practice. Findings support and expand those presented in Bright Futures for Exceptional Learners () a report published by the US Council for Exceptional Children. In addition to corroborating the complexity of practice, the special educators articulated a sophisticated understanding of how their schools and districts function organizationally and politically. This understanding resulted in access to and utilization of a wide array of resources for students. It is posited that the work of special educators in inclusive education settings is appropriately viewed as teacher leadership. Recommendations are offered for engaging local conversations that result in support for special educators in their central role as leaders of inclusive education.  相似文献   

The development of a model of culturally responsive science and mathematics teaching     

Cecilia M. Hernandez  Amanda R. Morales  M. Gail Shroyer 《Cultural Studies of Science Education》2013,8(4):803-820

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates’ culturally responsive knowledge and skills in science and mathematics teaching.  相似文献   

Communication and emergent group leadership: Does content count?     

Charles Pavitt  Gail G. Whitchurch  Heather Siple  Nancy Petersen 《Communication Research Reports》2013,30(4):470-480

Past research has been clear that talk time during discussion is directly associated with emergent group leadership, but has been inconsistent concerning whether communication content has an effect. The present study directly examines whether content has any impact on perceptions of leadership above the impact of quantity of talk. It utilizes a re‐analysis of data previously described in Pavitt, Whitchurch, McClurg, & Petersen (1995), consisting of a content analysis of discussion by zero‐history groups performing an ad‐hoc task and standing groups performing a task with real consequences to the members. Results suggest that content may count for the standing groups but not for the zero‐history. The implication, that content counts when groups perform “real”; tasks but not ad‐hoc exercises, may disambiguate the earlier ambiguous findings.  相似文献   

Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena     

Thomas R. Tretter  M. Gail Jones  Thomas Andre  Atsuko Negishi  James Minogue 《科学教学研究杂志》2006,43(3):282-319

To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their conceptions of size and scale, and then completed individual interviews. Results triangulated from the data sources revealed the boundaries between and characteristics of scale size ranges that are well distinguished from each other for each group. Results indicate that relative size information was more readily understood than exact size, and significant size landmarks were used to anchor this relational web of scales. The nature of past experiences situated along two dimensions—from visual to kinesthetic in one dimension, and wholistic to sequential in the other—were shown to be key to scale cognition development. Commonalities and differences between the groups are highlighted and discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 282–319, 2006  相似文献   

Analyzing Postcrisis Challenges and Strategies Associated With School Shootings: An Application of Discourse of Renewal Theory     

Blair Thompson  Angela M. Jerome  Holly J. Payne  Joseph P. Mazer  E. Gail Kirby  William Pfohl 《Communication Studies》2017,68(5):533-551

In recent years, the need to understand and identify effective data-driven strategies for the communication challenges faced by schools associated with school shootings has become paramount. The current study reports findings from 10 face-to-face interviews conducted with school crisis team members at the P–12 level who experienced school shooting events. The findings, which extend discourse of renewal theory, identify six primary communication-related challenges that districts face postcrisis and offer effective strategies for overcoming these challenges.  相似文献