Initiating Change in Prospective Elementary School Teachers' Orientations to Mathematics Teaching by Building on Beliefs     

Rebecca Ambrose 《Journal of Mathematics Teacher Education》2004,7(2):91-119

Many mathematics educators have found thatprospective elementary school teachers' beliefsinterfere with their learning of mathematics.Often teacher educators consider these beliefsto be wrong or naïve and seek to challengethem so prospective teachers will reject themfor more generative beliefs. Because of theresilience of prospective teachers' beliefs inresponse to these challenges, teacher educatorscould consider alternative ways of thinkingabout and addressing beliefs, particularly thepotential of building on rather than tearingdown pre-existing beliefs. Data from anearly-field experience linked to amathematics-for-teachers course provideevidence that when prospective teachers workintimately with children, in this case tryingto teach 10-year-olds about fractions, theexperience has the intensity from which beliefscan grow. Most of the prospective teachers inthe study were surprised that mathematicsteaching was more difficult than they hadanticipated. They began to consider theimportance of providing children time to thinkwhen solving mathematical problems. The changedescribed in the study is incremental ratherthan monumental, suggesting that building uponprospective teachers' existing beliefs will bea gradual process.  相似文献   

Educational Achievement and the Disadvantage Factor: Empirical evidence     

Feyisa Demie  Rebecca Butler  Anne Taplin 《Educational studies》2002,28(2):101-110

This study examines the relationship between social background factors and educational achievements. It draws on unique data from London LEAs. The paper illustrates detail analysis on levels of disadvantage in schools and the complexities of judging school performance including discussion on the potential of z-score indicators to measure the levels of deprivation in urban area schools. Overall, the findings from the empirical evidence suggests that there is a strong relationship between disadvantage and examination success, with LEAs located in non-deprived areas tending to obtain higher percentages 5 + A*-C good GCSE passes. Further analysis of the relationship between pupils background and school achievement also confirmed, by and large, that schools with a higher number of disadvantaged families do less well than schools where, a small proportion of their pupils come from disadvantaged families. The paper concluded that uncontextualised performance table is fundamentally flawed and argued for the need to compare like with like and move beyond league table approaches of comparing schools. Policy implications are highlighted as well as practical suggestions.  相似文献   

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender     

Ka Wai Lee  Rebecca Y. M. Cheung  Ming Chen 《Psychology in the schools》2019,56(4):595-607

The present study investigated preservice teachers’ self‐efficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character’s gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self‐efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character’s gender and label on teachers’ self‐efficacy. Specifically, teachers perceived greater self‐efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers’ self‐efficacy toward inclusive classroom management.  相似文献   

V. Empirical Data Related to Developmental Pathways     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):76-95

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Social interaction goals and strategies of children with learning disabilities   总被引：1，自引：0，他引：1  

C I Carlson 《Journal of learning disabilities》1987,20(5):306-311

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Strengthening ‘the foundations’ of the primary school curriculum     

Rebecca Duncombe  Lorraine Cale  Jo Harris 《Education 3-13》2018,46(1):76-88

The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum.  相似文献   

Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergartners’ Adjustment     

Maciel M. Hernández  Nancy Eisenberg  Carlos Valiente  Tracy L. Spinrad  Rebecca H. Berger  Sarah K. VanSchyndel 《Early education and development》2018,29(1):1-13

Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children’s adjustment (N = 301). Research Findings: Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher–student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. Practice or Policy: The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children’s maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed.  相似文献   

Establishing a Quality Literature Base: Barriers that African Americans Face in Becoming Teachers     

Rebecca A. Godwin 《The Urban Review》2018,50(5):757-772

Researchers have long documented the need for increased representation of African American teachers in the United States teacher workforce. However, much of the resulting literature has been unsuccessful in eliciting change, as it does not explain why this need for increased representation persists. To address this gap, various researchers have turned to documenting the barriers which exist for African Americans at multiple stages of the process of becoming a teacher. This paper reviews, summarizes, and critiques this literature in order to document and describe the current depiction of the context of becoming a teacher for African Americans. Limitations in the literature are described based on Padilla (Handb Res Multicult Educ 2:127–145, 2004), and future steps to accommodate for and surpass the weaknesses of the current literature are provided.  相似文献   

Community Cultural Wealth: Uyghurs,Social Networks,and Education     

Rebecca A. Clothey 《Diaspora, Indigenous, and Minority Education》2016,10(3):127-140

This article employs Yosso’s framework of ‘community cultural wealth’ to explore the ways in which educated Uyghurs, one of China’s 56 officially recognized ethnic groups, build on social networks like family and friends to improve their own social standing and contribute to the benefit of their communities. Through Yosso’s lens, ethnic minorities have their own cultural capital, which is distinct from the dominant group, and which can also be maximized to garner a successful status within society. This study undertook to discover: (a) In what ways do Uyghurs draw from their own community resources to navigate within a Mandarin Chinese-dominant education and economic system? (b) In what ways do Uyghurs support others within their own community for success? The article is based on ethnographic fieldwork collected within Xinjiang during the fall of 2013, interviews conducted with educated Uyghurs in Xinjiang and eastern China during multiple visits between the years of 2010-2013, and an analysis of interactive Uyghur language websites during the Spring of 2014.  相似文献   

How do the spellings of children with dyslexia compare with those of nondyslexic children?     

Marie?Cassar  Rebecca?TreimanEmail author  Louisa?Moats  Tatiana?Cury?Pollo  Brett?Kessler 《Reading and writing》2005,18(1):27-49

Children with dyslexia are believed to have very poor phonological skills for which they compensate, to some extent, through relatively well-developed knowledge of letter patterns. We tested this view in Study 1 by comparing 25 dyslexic children and 25 younger normal children, chosen so that both groups performed, on average, at a second-grade spelling level. Phonological skill was assessed using phoneme counting and nonword spelling tasks. Knowledge of legal and illegal letter patterns was tested using a spelling choice task. The dyslexic children and the younger nondyslexic children performed similarly on all the tasks, and they had difficulty, for the most part, with the same linguistic structures. Supporting the idea that older dyslexics spellings are quite similar to those of typical beginners, we found in Study 2 that experienced teachers could not differentiate between the two groups based on their spellings.  相似文献