Getting tuffa on the causes of spelling     

Tim Shortis  Julie Blake 《English in Education》2008,42(2):199-202

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Teacher‐involved conversations with young children during small group activity   总被引：1，自引：1，他引：0  

Tonia Durden  Julie Rainer Dangel 《Early Years: An International Journal of Research and Development》2008,28(3):251-266

This qualitative study examines the conversations of two preschool teachers with two‐ and three‐year‐old children during small‐group activity settings in two high‐quality child development centers. Using interviews, observations and videotaping of small‐group activities, the conversations are characterized in terms of the kind and function of language, the usage of cognitive demands and the reciprocal nature of these conversations. The findings indicate that teachers use declarative statements primarily to manage instruction and encourage language development. While teachers control most conversations, teacher–child reciprocity is evident and more genuine in authentic, teacher‐guided activities. In both classrooms, the language during small‐group activities is characterized as having low cognitive demands. Teachers and teacher educators need to be more cognizant of their language, including its purpose and opportunities to facilitate cognitively challenging conversations with young children. Recommendations for practice are provided.  相似文献   

The effect of worked examples on student learning and error anticipation in algebra     

Barbieri  Christina Areizaga  Booth  Julie L.  Begolli  Kreshnik N.  McCann  Nicholas 《Instructional Science》2021,49(4):419-439

Instructional Science - The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students...  相似文献   

Lay experts and the politics of breast implants     

Kent J 《Public understanding of science (Bristol, England)》2003,12(4):403-421

This paper discusses the controversy around breast implants in the United States and Europe. It focuses on the emergence of consumer and support groups for women and offers an analysis of the role they have played in recent policy developments in UK and Europe. The politics of breast implants is seen as a politics of knowledge in which scientific expertise has consistently been deployed in ways that minimize the credibility and legitimacy of women's accounts of their bodies and illness experiences. These women have been doubly disadvantaged in a policy debate that turns on scientific controversy and uncertainty. This implies a gendered dynamic to the changing relations of knowledge and expertise. The paper contributes to an understanding of the relations between regulators, manufacturers, users, and clinicians in the global medical device industry and to wider debates around the public understanding of science.  相似文献   

Working together: Lessons learned from school,family, and community collaborations     

Robert Cohen  Julie A. Linker  Liza Stutts 《Psychology in the schools》2006,43(4):419-428

Recent advances in treatment modalities and the manner in which services are organized have made it possible to serve children with severe emotional or behavioral disorders (EBD) in a more responsive and less restrictive manner. Current approaches rely on collaboration among child‐serving agencies as well as between parents and service providers. In this article, we explore the role of schools in collaborative efforts on behalf of children with EBD. The demands on school personnel in local school districts are examined, the elements required for effective collaboration are articulated, and an exemplary model of comprehensive collaboration is described. Impediments to effective collaboration are summarized, and suggestions for how to create and sustain reliable partnerships are offered at the level of individual provider and child‐serving organization. Attention is given to contextual factors, such as financing and organizational structure, and also to programmatic issues. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 419–428, 2006.  相似文献   

Engaging with ‘English in a Historical Perspective’ Through Analysing Texts     

Mark Wyatt  Dorothy Constantino  Corinne Cox  Kristy Gilkes  Serena Thompson  Rachael Tiller 《Changing English: An International Journal of English Teaching》2016,23(1):22-41

Though there is little in the literature on the teaching of the history of English, criticism of textbooks which over-simplify the story as the rise of the standard variety has been more vocal of late. Meanwhile, some academics have argued for focusing teaching on the analysis of texts. This article reports on a unit/module taught at a British university that makes the analysis of texts central to teaching and assessment. It sets out to demonstrate what can be learned from approaching the subject in this way by presenting composite textual analyses created by the first-named author drawing on the work of his co-authors (five of his final-year undergraduate students). This was for two assignments, one focusing on an Early Modern English text and the other a more contemporary piece. A discussion highlights the benefits of making the analysis of texts central to the unit, and considers practical applications for teachers of the subject in other parts of the world.  相似文献   

Audiotaped versions of children's stories     

Roger Cox 《Children‘s Literature in Education》1996,27(1):23-33

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Job satisfaction: perceptions of a national sample of teachers of students who are deaf or hard of hearing     

Luckner JL  Hanks JA 《American annals of the deaf》2003,148(1):5-17

The study examined the perceptions of a national sample of teachers of students who are deaf or hard or hearing to assess their level of job satisfaction. A questionnaire was developed and distributed; 610 completed surveys were analyzed. Overall, respondents appeared satisfied with their jobs. Of the 59 items in the survey, 51 were scored as positive for the group as a whole. Participants reported that their relationships with colleagues were the most enjoyable aspect of the job. Paperwork, state assessment tests, and lack of family involvement were identified as the least satisfying aspects. Data were also analyzed by comparing the responses of teachers across groups--itinerant, elementary, secondary, and resource room. Generally, this group-by-group analysis produced findings similar to those for the overall sample. Recommendations on addressing the specific factors that teachers responded to negatively are provided.  相似文献   

Sexual abuse perpetrated by adult and juvenile females: an ultimate attempt to resolve a conflict associated with maternal identity     

Tardif M  Auclair N  Jacob M  Carpentier J 《Child abuse & neglect》2005,29(2):153-167

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Human resource development and utilization : . Hampshire: Averbury, 1994. pp. iii + 236. Price: U.S.$59.95 (cloth)     

Alejandra Cox Edwards 《Economics of Education Review》1996,15(4)

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