Parental Plurilingual Capital in a Monolingual Context: Investigating Strengths to Support Young Children in Early Childhood Settings     

Margaret Sims  Elizabeth M. Ellis  Vicki Knox 《Early Childhood Education Journal》2017,45(6):777-787

Parents who are plurilingual have a portfolio of assets they can use to support the language development of their children. This portfolio of assets is positioned as a strength that parents bring into their partnership with early childhood educators. However, not all parents who are plurilingual have the same assets in their language portfolios. Our study, using case studies of parents who have multiple languages and a desire to raise their children with more than one language, demonstrates that previous parental experiences with multiple languages, and intra-familial support for multiple languages combine to impact on parental language strengths and the expectations parents have of early childhood professionals. To build effective partnerships with parents, early childhood professionals need to understand the assets in parental language portfolios.  相似文献   

Development of Preterm and Full-Term Infant Ability on AB, Recall Memory, Transparent Barrier Detour, and Means-End Tasks   总被引：2，自引：0，他引：2  

Alexandra Matthews  Ann E. Ellis  Charles A. Nelson 《Child development》1996,67(6):2658-2676

10 preterm and 10 full-term infants were tested longitudinally from 28 to 60 weeks of age on a modified version of the AB task, a nonreaching AB task, a Barrier Detour task, a Means-End task, and Perseveration in the Means-End task. Results show that age-corrected (age since conception) premature infants tolerated longer delays than full-term infants on the modified and nonreaching AB tasks. However, when compared by chronological age (age since birth), there were no group differences on either the reaching or nonreaching AB task. No group differences were found on Barrier Detour, Means-End, or Perseveration in either the age-corrected or chronological age comparisons. The results suggest that the function that mediates modified AB performance is one of memory and not of perseveration or means-end ability. Further, these findings suggest that current proposals about brain development based on single samples of infants may be tenuous. Finally, the results of this study suggest that development of the brain structure(s) that mediate modified AB performance is strongly influenced by experience in the postnatal environment.  相似文献   

Social stratification and science education: A longitudinal analysis, 1981–1986, of minorities' integration into the scientific talent pool     

Lynn M. Mulkey  Ronald S. Ellis 《科学教学研究杂志》1990,27(3):205-217

  相似文献   

Convergence of observer ratings and student perceptions of reform practices in sixth-grade mathematics classrooms     

Mark W. Ellis  Carol E. Malloy  Judith L. Meece  Patricia R. Sylvester 《Learning Environments Research》2007,10(1):1-15

As part of a research project examining relationships between instructional practices and student cognitive and social outcomes in middle-school mathematics classes, external observers and students reported perceptions of teachers’ instructional practices. The extent to which students in classrooms identified by external raters as reform-oriented actually perceive instruction in ways aligned with reform principles has not been established. A 25-item observation protocol aligned with the reform practices called for in the Standards of the National Council of Teachers of Mathematics (NCTM) was used to develop a quantitative profile of instructional practices across two lessons in each of 28 classes of 15 participating teachers. Students in each of the observed classes completed a 49-item survey of their perceptions of instructional practices. As items for both the observation protocol and Student Survey were designed to measure alignment with the same dimensions of reform practice, the convergence of these two data sets was examined as a means to confirm the observation ratings. The findings show moderately strong correlations between ratings of external observers and perceptions of sixth-grade students across three dimensions (pedagogy, tasks and mathematical interactions) of reform-oriented teacher practice in mathematics classrooms. Implications of these findings for future research are discussed. The research in this article was supported by the National Science Foundation (NSF) under grant REC 0125868. The opinions expressed here are those of the authors and do not necessarily reflect the view of NSF. The research was also supported by the Roysters’ Fellowship to Mark Ellis from the Graduate School at the University of North Carolina at Chapel Hill.  相似文献   

A cross-cultural study of parents' academic standards and educational aspirations for their children     

Justine Dandy  Ted Nettelbeck 《教育心理学》2002,22(5):621-627

The present study was an investigation of Asian Australian and Anglo-Celtic Australian parents' educational expectations of, and aspirations for, their children. It was predicted that parents from Asian backgrounds would have higher academic standards and higher aspirations for their children's education, compared with Anglo-Celtic Australian parents. These hypotheses were largely supported by a survey of 239 Australian parents from Chinese, Vietnamese and Anglo-Celtic cultural backgrounds. There was evidence of a preference for university education among the Chinese and Vietnamese parents, while Anglo-Celtic Australian parents from lower socioeconomic backgrounds were more likely to prefer their children to attend TAFE or complete an apprenticeship. The results are discussed in terms of the role of parental factors in children's academic achievements.  相似文献   

Students with Disabilities and eLearning in Australia: Experiences of Accessibility and Disclosure at Curtin University     

Mike Kent  Katie Ellis  Matt Giles 《TechTrends》2018,62(6):654-663

This article reports on a study into students with disabilities and their experiences of eLearning at Curtin University in Australia. The results are compared to an earlier study of students at Open Universities Australia (OUA) (Kent 2016). The results confirm the earlier study’s findings that these students are drawn to eLearning. The prevalence of mental illness and medical disabilities as the two most frequent impairment types amongst students with disabilities in Australia was confirmed, along with a need to rethink universal design for eLearning to better accommodate these students. It also finds that the students had difficulty accessing online platforms and notably those provided directly by the university. This survey confirmed that students at Curtin University were more aware than their OUA counterparts of accommodations that could be made to help with their studies. It also showed that, when used, those accommodations were more successful. However, the study also reported that Curtin University students were more likely to not disclose their disability as part of their studies.  相似文献   

Reading,phonological skills and short-term memory: interactive tributaries of development     

Nick Ellis 《Journal of Research in Reading》1990,13(2):107-122

Short-term memory, phonological processing and reading are associated abilities, but the causal relationships between them are yet to be determined. A longitudinal study of 40 children as they develop from 5 to 7 years old is analysed to investigate the interactive development of these skills. In children who have not yet begun to read it appears that phonological skills promote the acquisition of letter knowledge and that these two abilities, together with visual STM, lead the development of reading. The pattern changes once reading acquisition begins. LISREL analyses demonstrate that reading now promotes further growth of phonological skills and auditory STM, and these phonological skills in turn lead to the development of visual STM. The acquisition of reading makes relevant active phonological processing in short-term memory and thus stimulates the development of these skills.  相似文献   

A characterization of a unified notion of mathematical function: the case of high school function and linear transformation     

Michelle?ZandiehEmail authorView author&#;s OrcID profile  Jessica?Ellis  Chris?Rasmussen 《Educational Studies in Mathematics》2017,94(1):21-36

In this paper, we draw on the contemporary perspective of inclusive materialism offered by de Freitas and Sinclair to contribute to current discussions on the role of the body in the learning of mathematics. Using the notions of distributed agency and assemblage, we illustrate the way in which three students engage with a patterning task. We discuss this as an example to show how the mathematics activity involves, besides the students’ bodies, other materialities that populate the classroom, and how all the human and non-human bodies form a moving assemblage that constantly reconfigures and reorients learning. The inclusive materialism helps us talk about learning as a dynamic assemblage rather than in terms of individual achievements and directs attention to the material learning environment.  相似文献   

Towards Treating Chemistry Teacher Candidates as Human     

Brian Ellis Lewthwaite 《Research in Science Education》2008,38(3):343-363

This research inquiry investigates the factors influencing chemistry teacher candidates’ development during their extended practica in the second and final year of an After-Degree Bachelor of Education at a university in central Canada. A variety of data sources are used to identify the risk and protective factors impeding and contributing to the achievement of their chemistry pedagogical aspirations. Two theoretical frameworks, both having their origins in the pioneering work of Kurt Lewin, are used to conceptualize how a complex amalgam of personal attribute and environmental factors and the interplay among these factors influence teacher candidate developmental trajectories. The tenets of both Bronfenbrenner’s bioecological model and Learning Environment research provide insights into how the factors influencing teacher candidate development can be understood and systematically documented to provide a template for reflective consideration of the practicum experience for both teacher candidates and those involved in fostering the development of chemistry teacher candidates.

Brian Ellis LewthwaiteEmail:

  相似文献   

Challenging Appraisal Orthodoxies: Teacher Evaluation and Professional Development in the United Arab Emirates     

Justine Mercer 《Journal of Personnel Evaluation in Education》2005,18(4):273-287

This paper presents findings from a 4-year study of faculty appraisal at two higher education institutions (HEIs) in the United Arab Emirates (UAE). It finds that neither teachers nor academic managers are opposed to evaluative appraisal, and, contrary to much of the literature, most are happy for evaluative and developmental elements to be combined. It then examines the apparent paradox of continuing professional development in a context where federally-funded HEIs have the money to attract more teachers than they need; the legal right to dismiss any of them for any reason; and a strong belief on the part of managers that these particular students need and deserve only the very best teachers. It concludes that these features of the UAE context present a considerable challenge to the popular notion that people are an institution’s most precious resource and need to be developed at every opportunity.  相似文献