Moving Technology to the Center of Instruction: How One Experienced Teacher Incorporates a Web-based Environment Over Time     

Michelle Williams 《Journal of Science Education and Technology》2008,17(4):316-333

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What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?     

Anthony I. Byers  Michelle Ko  Jennifer LoCasale-Crouch  David W. Grissmer 《Early education and development》2016,27(7):976-1003

Research Findings: This study examined the contribution of several class-room experience measures (classroom characteristics, teacher characteristics, and teacher–child interactions) to preschoolers’ improvement in visuomotor integration. Children (N = 467) ranged in age from 3 to 5 years old and were enrolled in 115 classrooms in 5 U.S. states. Children’s visuomotor integration was measured twice (on average 5.2 months apart) using the Beery-Buktenica Developmental Test of Visual-Motor Integration (visuomotor integration subtest). Hierarchical linear models controlling for background characteristics and inhibitory control showed that children improved more in visuomotor integration when they were in classrooms with fewer 3-year-olds, when their teacher had at least a bachelor’s degree, and when teachers demonstrated high quality in their interactions. Practice or Policy: Visuomotor integration, and specifically the ability to copy designs with a writing utensil, is a robust indicator of children’s school readiness and longitudinal achievement. U.S. preschoolers gained more on visuomotor integration in classrooms with fewer 3-year-old children that were taught by a college-educated teacher and when such classrooms provided high-quality organizational and instructional interactions. These results expand the outcomes linked to early childhood education experiences and emphasize the need for well-prepared early childhood teachers who interact with children effectively.  相似文献   

The dark side of leadership and management     

Alma Harris  Michelle Jones 《School Leadership & Management》2018,38(5):475-477

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Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers     

Michelle Helms-Lorenz  Wim van de Grift  Ridwan Maulana 《School Effectiveness & School Improvement》2016,27(2):178-204

The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction arrangements; the authors measured the effects of these arrangements by using repeated lesson observations and by comparing the rates at which beginners in the control and experimental groups left the teaching profession. Three years later, 14% of the control group and 12% of the experimental group had left. Leaving the profession could be explained by a lack of certification and low initial teaching skill levels. The experimental group exhibited greater improvement in teaching skills compared to the control group. Workload reduction influenced the skill level negatively, and coaching and observing had a strong positive influence on the skill level in Year 3.  相似文献   

Promoting Metacognitive Decision-Making in Teacher Education     

Robin Griffith  Michelle Bauml  Sarah Quebec-Fuentes 《理论付诸实践》2016,55(3):242-249

Effective teachers are characterized by their abilities to make thoughtful, deliberate, and informed adaptations while teaching (Hoffman & Pearson, 2000). These in-the-moment teaching decisions are guided by a complex web of teacher knowledge. Raising teachers' awareness of the decisions they make on a moment-by-moment basis may aid in thoughtful, more deliberate decision-making and more robust instruction. We charge that preservice teachers can acquire this skill, as well. This article highlights practices employed in preservice teacher education courses as a means to promote awareness of, and engagement with, in-the-moment teaching decisions. Using examples from mathematics, social studies, and literacy methods courses, we describe our processes to intentionally cultivate preservice teachers' adaptive teaching skills through metacognitive decision-making.  相似文献   

Determinants of Disciplinary Practices in Low-Income Black Mothers   总被引：5，自引：0，他引：5  

Michelle L. Kelley  Thomas G. Power  Dawn D. Wimbush 《Child development》1992,63(3):573-582

Disciplinary attitudes and practices of low-income black mothers were examined. Mothers were interviewed about their parenting attitudes and control practices, and their responses were coded in terms of the degree to which they took a parent- versus a child-oriented approach to discipline. Mothers in the sample varied widely in their attitudes toward physical punishment, and mothers who used power-assertive techniques were as likely to take the child's perspective and give input into the socialization process as those who did not. Factors associated with maternal disciplinary styles included: maternal education, father absence, maternal age, and self-reported religious beliefs. Findings are discussed in terms of the variability in disciplinary practices in this population, as well as the factors contributing to these individual differences.  相似文献   

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds     

Zachary Hawes  Michelle Cain  Shelly Jones  Nicole Thomson  Cristol Bailey  Jisoo Seo  Beverly Caswell  Joan Moss 《Mind, Brain, and Education》2020,14(1):71-80

The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice.  相似文献   

Perceived stress,executive function,perceived stress regulation,and behavioral outcomes of adolescents with and without significant behavior problems     

Michelle M. Cumming  Stephen W. Smith  Kristen O'Brien 《Psychology in the schools》2019,56(9):1359-1380

Despite school‐based services, adolescents with maladaptive behavior experience negative outcomes, highlighting the need for insight into factors that contribute to and escalate behavior problems during middle school—a high‐risk period. We examined how perceived school stress, stress regulation (engagement/disengagement coping, involuntary responses), and executive function of 79 middle schoolers with and without significant behavior problems were related to internalizing and externalizing behaviors. Results showed students with significant behavior problems (a) had lower executive function abilities and higher peer stress, (b) used less engagement coping, and (c) reported more maladaptive behaviors than typical peers. For all students, school‐based stress positively predicted behavior problems and use of stress regulation techniques, with group moderating effects. Involuntary responses to stress positively predicted maladaptive behaviors, whereas engagement/disengagement coping predicted internalizing behaviors only. As a mediator, engagement coping decreased the relationship between perceived stress and behavior problems. Based on these findings, we highlight important prevention and intervention areas.  相似文献   

Exploring indicators of engagement in online learning as applied to adolescent health prevention: a pilot study of REAL media     

Ray  Anne E.  Greene  Kathryn  Pristavec  Teja  Hecht  Michael L.  Miller-Day  Michelle  Banerjee  Smita C. 《Educational technology research and development : ETR & D》2020,68(6):3143-3163

Educational technology research and development - Engagement is central to the effectiveness of online health messages and the related educational programs that aim to deliver these messages to the...  相似文献   

Teacher engagement in core components of an effective,early childhood professional development course: Links to changes in teacher–child interactions     

Amanda P. Williford  Lauren M. Carter  Michelle F. Maier  Bridget K. Hamre  Anne Cash  Robert C. Pianta 《Journal of Early Childhood Teacher Education》2017,38(1):102-118

This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher–child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers’ participation and performance in the course were high on average. Teachers’ skill level in accurately and specifically explaining other teachers’ instances of effective teacher–child interactions was related to improvements in their own observed teacher–child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers’ high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs.  相似文献