Teacher education and family–school partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries     

Ian Thompson  Martijn Willemse  Trevor Mutton  Katharine Burn  Erica De Bruïne 《师资教育杂志》2018,44(3):258-277

Abstract

Collaboration with parents is widely regarded as important in the education of children and young people, yet teachers rarely feel sufficiently prepared for this task. Several studies indicate that initial teacher education (ITE) programmes struggle to address issues of family–school partnerships (FSP). Our purpose in this study was to assess whether national ITE frameworks in seven European countries enable or constrain effective FSP preparation for preservice teachers. Our data, drawn from document analysis and national surveys, suggests that, despite the importance officially attributed to FSP at both governmental and ITE institutional levels, no single country presents a satisfactory picture in terms of FSP provision within their ITE programmes or in the extent to which preservice teachers are prepared to deal with the issue. Regardless of the existence (or not) of a national curriculum and variations, both in terms of legally-required competences and the amount of attention given to FSP in ITE programmes, it appears that simply making FSP compulsory is not the solution. Nor do national frameworks, in themselves, really appear to shape and direct the provision offered. Essentially FSP preparation still seems to depend upon the proclivities and expertise of individual teacher educators.  相似文献   

Educational Psychologists’ Contribution to the Every Child Matters Agenda: The parents’ view     

Garry Squires  Peter Farrell  Kevin Woods  Sarah Lewis  Steve Rooney  Mike O’Connor 《Educational Psychology in Practice》2007,23(4):343-361

In the DfES review of the role and contribution of educational psychologists (2006) the views of a range of different stakeholders were surveyed about the work that EPs do. As part of this process, questionnaires were devised and sent out to 300 parents, 30 from 10 local authorities (LA), distributed by the principal educational psychologist in each LA. Thirty per cent of parents completed the questionnaires and their responses indicated that they valued highly the contribution made by EPs to the outcomes for their child. Their responses also illustrate the broad range of work in which EPs are involved and the multiprofessional nature of support that is available. In this paper, the main findings from the survey are discussed and consideration is given to their implications for the future development of EP services.  相似文献   

Innovative Online Assessment Using Confidence Measurement     

Graham Farrell  Ying K. Leung 《Education and Information Technologies》2004,9(1):5-19

This research investigates and evaluates an innovative approach to a web based formative assessment system. This self assessment tool is based on the traditional Multiple Choice Questions with additional facilitation of registering the level of confidence of the student's response to each of the options available. The student's generated score is designed to reflect their understanding of the topic under review.A series of experiments involving 93 participating students and 8 instructors were conducted producing some interesting qualitative and quantitative data. Our results show that it appears that this tool has promise as a positive contributor to the instructor and student as they journey along their learning path. In addition this research recommends directions for further studies.  相似文献   

Special education in the last twenty years: have things really got better?   总被引：2，自引：0，他引：2  

Professor  Peter Farrell 《British Journal of Special Education》2001,28(1):3-9

Peter Farrell, Professor of Special Needs and Educational Psychology in the Faculty of Education, University of Manchester, addresses three key themes related to the education of pupils with special educational needs: the role of categories in special education; the impact of legislation on assessment procedures; and developments in inclusive education. His considered view is that progress towards more inclusive practice and an enhanced role for parents have brought about positive developments. He is more cautious about the impact of the revised Code of Practice , which, he suggests, perpetuates some of the procedural and bureaucratic burdens associated with the past.  相似文献   

Temporal factors influencing the acquisition and maintenance of an autoshaped keypeck     

Terrace  H. S.  Gibbon  J.  Farrell  L.  Baldock  M. D. 《Learning & behavior》1975,3(1):53-62

Food-deprived pigeons were given briei meals of grain following the presentation of a lignt on a response key. Pecking the key had no consequence Virtually all of the pigeons pecked the lignted key. The number of trials prior to the first peck varied inversely witn the value of the mean interval between light onsets. Trials to criterion was a negative power function of the value of the intertrial interval. The addition of a second stimulus, never followed by food, retarded the acquisition of the keypeck, particularly at short intertriai intervals. During steady state performance, the value of two measures of response strength, rate and probability of responding, increased as a function of the duration of the intertriai interval.

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Nutrition information sources     

L Farrell 《Bulletin of the Medical Library Association》1972,60(4):566-570

Medical personnel and medical librarians may tend to think of nutrition in medical terms and to forget its interdisciplinary aspects. For this reason, it is desirable for medical librarians to become familiar with a variety of sources of information on the composition of foods, nutrient values, food additives, and food protection. Many of these are government publications from such agencies as the U.S. Department of Agriculture, the National Research Council, and the Food and Agriculture Organization. Less familiar sources include nutrition materials from state agricultural experiment stations and extension services and important data published in a wide range of scientific or agricultural journals, which may be located through Nutrition Abstracts and Reviews, Food Science and Technology Abstracts, and the Bibliography of Agriculture. Sources of current information on nutrition research in progress include the Department of Agriculture's Current Research Information System (CRIS) and selective listings from the Smith-sonian Information Exchange.  相似文献   

Needs assessment of elementary teachers in mathematics and science: A crucial step toward planning a statewide inservice program     

Dr. Sarah B. Berenson  Katharine Hodgin  Charles Ward  David Andrews  Thomas Rudin 《Journal of Science Teacher Education》1991,2(1):16-21

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Mexican-Origin Youth's Cultural Orientations and Values: Do Older Sisters and Brothers Matter?     

Sue A. Rodríguez De Jesús  Kimberly A. Updegraff  Adriana J. Umaña-Taylor  Susan M. McHale  Katharine H. Zeiders 《Child development》2019,90(6):e675-e687

Family is an important context for cultural development, but little is known about the contributions of siblings. This study investigated whether older siblings’ cultural orientations and familism values predicted changes in younger siblings’ cultural orientations and familism values across 2 years and tested sibling characteristics and younger siblings’ modeling as moderators. Participants were 246 Mexican-origin younger (M_age = 17.72; SD = 0.57) and older siblings (M_age = 20.65; SD = 1.57) and their parents. Findings revealed that older siblings’ Anglo orientations and familism values interacted with younger siblings’ modeling: When younger siblings reported high modeling, older siblings’ Anglo orientations and values predicted increases in younger siblings’ Anglo orientations and values. Discussion highlights the importance of siblings in cultural socialization.  相似文献   

Parents as moderators of the impact of school norms and peer influences on aggression in middle school students     

Farrell AD  Henry DB  Mays SA  Schoeny ME 《Child development》2011,82(1):146-161

This study examined parenting variables as protective factors to reduce the influence of school and peer risk factors on adolescents' aggression. Five waves of data spanning 3?years were collected from 5,581 students at 37 schools who began the 6th grade in 2001 or 2002. Class-level and perceived school norms supporting aggression, delinquent peer associations, parental support for fighting and support for nonviolence, and parental involvement were each associated with physical aggression across all waves. Each parenting variable moderated 1 or more risk factors, with the magnitude of many effects varying by gender and decreasing over time. Implications for the role parents may play in reducing the impact of school and peer risk factors for aggression are discussed.  相似文献   

Spatial Metaphor Facilitates Word Learning     

Ariel Starr  Alagia J. Cirolia  Katharine A. Tillman  Mahesh Srinivasan 《Child development》2021,92(3):e329-e342

Why are spatial metaphors, like the use of “high” to describe a musical pitch, so common? This study tested one hundred and fifty-four 3- to 5-year-old English-learning children on their ability to learn a novel adjective in the domain of space or pitch and to extend this adjective to the untrained dimension. Children were more proficient at learning the word when it described a spatial attribute compared to pitch. However, once children learned the word, they extended it to the untrained dimension without feedback. Thus, children leveraged preexisting associations between space and pitch to spontaneously understand new metaphors. These results suggest that spatial metaphors may be common across languages in part because they scaffold children’s acquisition of word meanings that are otherwise difficult to learn.  相似文献