Group status and attitude change in desegregated classrooms     

Yehuda Amir  Shlomo Sharan  Miriam Rivner  Rachel Ben-ari  Aharon Bizman 《Int J Intercult Relat》1979,3(2):137-152

One thousand thirty-three ninth-grade students from Western and Middle-Eastern ethnic background in 30 classrooms responded to a questionnaire assessing ethnic attitudes. The questionnaire was administered at the beginning and again at the end of these students' first year in ethnically desegregated classrooms. No marked changes in ethnic attitudes were noted as a function of the students' individual academic or social status in the classroom, but there were noteworthy changes associated with the relative status in the classroom occupied by the students' ethnic groups. Positive attitude change among Western (majority) students occurred when both ethnic groups in the classroom were of equal status, and when the MiddleEastern (minority) group was of superior academic status to the Western group. Positive change among the Middle-Eastern group occurred when it occupied superior status in the classroom.  相似文献   

Affective changes in socially disadvantaged children as a result of one to one tutoring     

Theodore Eisenberg  Barbara Fresko  Miriam Carmeli 《Studies in Educational Evaluation》1982,8(2):141-151

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Raising the Educational Requirements for Teachers in Infant Toddler Classrooms: Implications for Institutions of Higher Education     

Miriam Mevorach 《Journal of Early Childhood Teacher Education》2013,34(2):146-156

This article describes preschool teachers' espoused mental models (EMMs) or, in other words, their naïve understanding of young children's learning. Our research goal was to examine differences within the teachers' EMMs regarding the minds and learning of young children from different cultural backgrounds. The subjects included 18 preschool teachers from the center of Israel, all of whom belonged to the mainstream cultural background and taught in the national school system. Their classes consisted of 5- to 6-year-old children from the mainstream cultural group as well as children from Ethiopian immigrant families. We conducted individual semistructured interviews that were transcribed and analyzed to identify the original EMM structure. While analyzing the parts of the narratives that referred to Ethiopian children, we discovered a metacategory that did not exist in the original model: Culture. This finding contributes to the construct of espoused mental models for teachers of children from diverse populations.  相似文献   

Shared Power,Risk-taking,and Innovation: Participatory Action Research in Jewish Education     

Miriam Raider-Roth  Amy Rector-Aranda  Tammy Kaiser  Liron Lipinsky  Alison Weikel  Sara Wolkenfeld 《Journal of Jewish Education》2013,79(2):187-208

ABSTRACT

In this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation.  相似文献   

Experienced Early Childhood Teachers as Graduate Students: A Process of Change     

Miriam Mevorach  Mordechai Miron 《Early Childhood Education Journal》2011,39(1):7-16

This paper explores perceptions of professional identity among experienced early childhood educators (ECEs) who are novice students in a new master’s degree program in ECE. We sought to examine the changes experienced by these educators. The study used qualitative content analysis, which included an open-ended questionnaire that was administered twice to the participants: at the beginning of their first year of study and at the end of the second year. The findings indicate a change in the participants’ perceptions of their multi-dimensional professional identity. They began to examine the early childhood educational system with a critical point of view based on their academic and pedagogical conceptual vision, and became aware of the contingent political consequences. We believe this study will enable us to advance the ECE system and promote academic research conducted by professionals.  相似文献   

Beyond ‘migrant background’: how to select relevant,social justice oriented,and feasible social categories in educational research     

Vietze  Jana  Schwarzenthal  Miriam  Moffitt  Ursula  Civitillo  Sauro 《European Journal of Psychology of Education - EJPE》2023,38(1):389-408

European Journal of Psychology of Education - Across continental Europe, educational research samples are often divided by ‘migrant background’, a binary variable criticized for masking...  相似文献   

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students’ Ability to Read Research Articles     

Edwin B. Van Lacum  Miriam A. Ossevoort  Martin J. Goedhart 《CBE life sciences education》2014,13(2):253-264

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers.  相似文献   

Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection     

Geraldine Blomberg  Miriam Gamoran Sherin  Alexander Renkl  Inga Glogger  Tina Seidel 《Instructional Science》2014,42(3):443-463

There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional approaches might effectively exploit the potential of video in teacher education. In this study we explored the use of two video-based university courses, one representing a cognitive instructional strategy integrating video, the other representing a situative strategy. Using data from learning journals we analyzed the effects of the two strategies on pre-service teachers’ (N = 28) ability to reflect on classroom video. We found that the two strategies have distinct impacts on the kinds of reflection patterns that are fostered. Our findings suggest that the learning goal and purpose at hand should determine which instructional strategy should be employed when embedding classroom video into teacher education courses.  相似文献   

Adverse Childhood Experiences (ACEs) Questionnaire and Adult Attachment Interview (AAI): Implications for parent child relationships     

Anne Murphy  Miriam Steele  Shanta Rishi Dube  Jordan Bate  Karen Bonuck  Paul Meissner  Hannah Goldman  Howard Steele 《Child abuse & neglect》2014

Although Adverse Childhood Experiences (ACEs) are linked to increased health problems and risk behaviors in adulthood, there are no studies on the association between ACEs and adults’ states of mind regarding their early childhood attachments, loss, and trauma experiences. To validate the ACEs questions, we analyzed the association between ACEs and emotional support indicators and Adult Attachment Interview (AAI) classifications in terms of unresolved mourning regarding past loss or trauma and discordant states of mind in cannot classify (U/CC) interviews. Seventy-five urban women (41 clinical and 34 community) completed a questionnaire on ACEs, which included 10 categories of abuse, neglect, and household dysfunction, in addition to emotional support. Internal psychological processes or states of mind concerning attachment were assessed using the AAI. ACE responses were internally consistent (Cronbach's α = .88). In the clinical sample, 84% reported ≥ 4 ACEs compared to 27% among the community sample. AAIs judged U/CC occurred in 76% of the clinical sample compared to 9% in the community sample. When ACEs were ≥ 4, 65% of AAIs were classified U/CC. Absence of emotional support in the ACEs questionnaire was associated with 72% of AAIs being classified U/CC. As the number of ACEs and the lack of emotional support increases so too does the probability of AAIs being classified as U/CC. Findings provide rationale for including ACEs questions in pediatric screening protocols to identify and offer treatment reducing the intergenerational transmission of risk associated with problematic parenting.  相似文献   

Compatibility Effects in Young Children's Tool Use: Learning and Transfer     

Miriam Beisert  Moritz M. Daum 《Child development》2021,92(1):e76-e90

An inherent component of tool-use actions is the transformation of the user's operating movement into the desired effect. In this study, the relevance of this transformation for young children's learning of tool-use actions was investigated. Sixty-four children at the age of 27–30 months learned to use levers which either simply extended (compatible transformation) or reversed (incompatible transformation) their operating movements. Data revealed a compatibility effect as well as transfer effects originating from the two different types of transformations. Furthermore, results suggest that young children's tool-use learning is not a uniform process, but has to be regarded individually depending on the type of transformation.  相似文献