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121.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
122.
Radio is migrating to digital transmission, expanding its offerings to include captioning for individuals with hearing loss. Text display radio requires a large amount of word throughput with minimal screen display area, making good user interface design crucial to its success. In two experiments, we presented hearing, hard-of-hearing, and deaf consumers with National Public Radio stories converted to text and examined their preferences for and reactions to midsized and small radio text displays. We focused on physical display attributes such as text color, font style, line length, and scrolling type as well as emergency alert messages and emergency prompts for drivers, announcer identification schemes, and synchronization of audio and text. Results suggest that midsized, Global Positioning System (GPS)-style displays were well liked, synchronization of audio and text was important to comprehension and retrieval of story details, identification of announcers was served best with a combination of name change in parenthesis and color change, and a mixture of color and flashing symbols was preferred for emergency alerting. 相似文献
123.
The focus of this article is on articulating the importance of teacher development of constructs about homeless children and
families and examining factors that influence teachers’ perceptions of children and families who are homeless or at high-risk
of becoming homeless. The article also explores some strategies to support teachers in transforming their perceptions of homeless
children and provides case examples of how this process can work. Three case studies explore how teacher educators and practicing
teachers can work together to reflect on their own perceptions of homeless children from high-poverty backgrounds and how
educators were able to transform their own perceptions in being able to better serve their students. 相似文献
124.
Kevin Hovland and Carol Geary Schneider champion the importance of a twenty‐first‐century liberal education and provide examples of essential learning outcomes that make global and civic learning central and pervasive. 相似文献
125.
Michael Fullan 《Journal of Educational Change》2011,12(2):141-145
Throughout his career, Andy Hargreaves has continuously pushed the boundaries of knowledge and practice in the field of educational
change. He has broken new ground so often that I have come to think of him as a “frontier man.” Andy has also been a generous
mentor to colleagues and students enhancing the level of scholarship and expertise in his field. His pioneering work around
the culture of teaching and school change has resulted in brilliant treatises that have prompted reflection and action among
educators over the years. In this tribute, I reflect on Andy’s work over the 25 years that I have known and collaborated with
him as a friend and colleague highlighting his contributions to the field of educational change as a researcher, writer, teacher,
and a highly respected consultant. 相似文献
126.
Using a sample of 867 students in Grades 5–12, the present study investigated whether students’ perceptions toward the instructional
environment in classrooms that employed Universal Design for Learning differed by school grade level and teacher gender. High-school
students in the study showed higher perception scores than upper-elementary or middle-school students in the personalisation
and participation aspect of the classroom environment. The results for teacher gender indicated that students in the study
perceived a more personalised classroom environment with female teachers than with male teachers. Policy implications and
methodological considerations are provided for future study. 相似文献
127.
128.
The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate
scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes
at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135,
1996; Hodgkinson and Sadler-Smith, Journal of Occupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences.
A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation
and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures.
Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher
levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation
to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang
& Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues
raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner
needs. 相似文献
129.
Kevin H. Ashford-Rowe Marnie Holt 《美中教育评论》2011,(3):317-322
The "emerging educational institutional decision-making matrix" is developed to allow educational institutions to adopt a rigorous and consistent methodology of determining which of the myriad of emerging educational technologies will be the most compelling for the institution, particularly ensuring that it is the educational or pedagogical but not the technological imperative that drives the technology integration agenda. The matrix is designed to be used after some initial research into an emerging technology. Once a technology is put through the matrix, a member of options are available: (1) shelving the technology; (2) putting the technology on hold and maintaining a watching brief until the technology matures in the market; and (3) researching the product further by conducting a trial or placing in testing sandpit. After further research, the technology can be tested as a pilot to determine how well or otherwise, the technology works within the institution. If an emerging technology has more than one product associated with it, a second and third step in the matrix has been developed, and the second step assigns a rating to each of the categories within the matrix. With many products containing similar features, a third step has been developed to compare products on a feature level. 相似文献
130.
Michael R. Olneck 《Asia Pacific Education Review》2011,12(4):675-690
Multicultural policy in South Korea faces variants of challenges endemic to multiculturalism. These challenges are “dilemmas
of difference,” “variable terms of inclusion,” and “legitimacy.” In Korea, these challenges arise in a setting in which ethnic
diversity is of relatively recent origin, an ideology of ethnic homogeneity is prevalent, and official multicultural policy
is limited in its reach to those who are designated as “multicultural families,” that is families in which one spouse is Korean
and the other an immigrant, usually the wife, and their offspring. The exclusion of migrant workers and their families from
Korea’s multicultural framework poses a core contradiction in Korean multicultural policies. This contradiction must be resolved
if multiculturalism in education and other spheres is to promote equality and provide a foundation for national integration
on terms that are equitable to the diverse constituents of Korean society. Inevitably, this will require a redefinition of
what it means to “be Korean.” Even if multicultural policies fall short in their immediate effects on those toward whom they
are directed, multiculturalism represents a significant shift in the discourse of Korean identity and will be terrain on which
the status of diverse groups in Korea will be contested. 相似文献