The Effectiveness of Developmentally Appropriate Compared with Developmentally Inappropriate Practices: Implications for Teacher Preparation     

Rosalind Charlesworth  Diane C. Burts  Craig H. Hart 《Journal of Early Childhood Teacher Education》2013,34(1):8-12

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TECHNOLOGY IN HIGHER EDUCATION: EXPLORING DISTANCE LEARNING FROM A CONSTRUCT/VIST PERSPECTIVE     

Kathleen P. Glascott  Sandra J. Stone 《Journal of Early Childhood Teacher Education》2013,34(1):17-24

The purpose of this study was to explore the extent to which distance learning (distance learning vs. traditional) may influence undergraduate education majors’ emerging constructivist perspective. Elementary education majors at 2 universities (N = 102) volunteered to complete questionnaires. The 3 independent variables were traditional vs. distance learning, whether or not ever enrolled in distance learning, and instructor difference. The 3 dependent variables were concerned with what the instructor provided; what the instructor demonstrated; and what students believed they learned. A Multiple Analysis of Variance (Manova) compared the 3 independent variables across the 3 dependent variables and indicated that students in traditional classrooms rated what the instructor provided, what the instructor demonstrated, and what students believed they learned significantly greater than students in distance learning classrooms. An interpretation suggests that distance learning technology may hold potential for facilitating undergraduate education majors’ emerging constructivist perspective.  相似文献   

The Preschool Instructional Context and Child–Teacher Relationships     

Carollee Howes  Allison Sidle Fuligni  Sandra Soliday Hong  Yiching D. Huang  Sandraluz Lara-Cinisomo 《Early education and development》2013,24(3):273-291

Research Findings: The purpose of this article is to examine how dimensions of the preschool instructional context predict child–teacher relationship quality. A total of 118 low-income, predominantly Latino/a children and their teachers participated in this study. Children were observed in their 1st preschool classroom. Measures of instructional context included the classroom instructional climate and teacher instructional strategies with individual children. Measures of child–teacher relationships included both observed and teacher-perceived child–teacher relationship quality. Our findings suggest that aspects of classroom instructional context do influence child–teacher relationships. Children are more likely to have secure, positive relationships with teachers who are more skilled at setting up appropriate classroom environments and giving children high-quality feedback to stretch their emerging knowledge and skills. Practice or Policy: These data provide preliminary support for the notion that high-quality early education can and should develop children's academic skills in a context that is deeply rooted in positive and supportive social interactions.  相似文献   

Reading to Children and Listening to Children Read: Mother–Child Interactions as a Function of Principal Reader     

Sandra Martin-Chang  Odette N. Gould 《Early education and development》2013,24(6):855-876

Research Findings: Although storybook reading has received considerable research attention, listening to children read has been the source of much less inquiry. In this study, 40 mother–child dyads were videotaped during adult-to-child and child-to-adult reading. Relations between book-related themes (e.g., types of talk), maternal evaluative feedback (e.g., praise, criticism), maternal miscue feedback (e.g., graphophonemic clues, terminal feedback), and child engagement (e.g., laughter, questions) were analyzed. The results suggest that the development of literacy appreciation and literacy skill can occur during the same storybook-reading session. Specifically, when mothers read to their children, communication about the illustrations was associated with increased child engagement, yet a positive correlation was also observed between text-related productions and child engagement. When children read to their mothers, text-related productions were featured more prominently. After children made reading errors (miscues), graphophonemic and terminal feedback were the 2 most frequent responses by mothers. In addition, graphophonemic cues were positively associated with child engagement. Practice or Policy: In sum, the results demonstrate that adult-to-child and child-to-adult reading serve the goals of both literacy acquisition training and literacy appreciation; furthermore, orienting children toward the text during either session did not hamper child engagement.  相似文献   

Continuing Series on the Integration of Neuroscience Into Early Education and Development     

Sandra Twardosz 《Early education and development》2013,24(4):669-670

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Teachers conceptualizing childhood: conversations around fictional childhood texts     

Sandra Chang-Kredl 《Teachers and Teaching》2013,19(2):203-220

This article offers a unique perspective on teacher thinking by connecting the study of early childhood teachers’ beliefs with the field of childhood studies, and with film and literature studies. The purpose of the research is to examine (a) how films can be used to evoke responses in teachers about their implicit beliefs in childhood and (b) the processes through which the teachers generate conceptualizations of childhood. Focus group discussions following viewings of short film clips were conducted with five experienced teachers. Thematic analysis suggests that the selection of film narratives influences the patterns of beliefs expressed by the teachers. Conversation analysis reveals that the teachers tended to use both their own memories of childhood and their identification with children to cross boundary spaces in time (past, present, and future), and between adulthood and childhood. The teachers tended to shape their beliefs in dichotomous renderings as oppositions to others, but also to display a playful willingness to surrender themselves to interior spaces of boundary crossings, and to share and dialog their discoveries with others. In terms of implications of the study for teacher education, the use of books and films seemed to provide teachers with tools to discuss and situate their understandings of childhood in ways that involved processes of memory, identification, lived experience, and teacher practice.  相似文献   

Learning,teaching, ‘searching’, and ‘healing’: conceptual and practical challenges for education     

Caroline Sarojini Hart 《International Studies in Sociology of Education》2019,28(2):87-89

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How schools work: an inside account of failure and success from one of the nation’s longest-serving secretaries of education     

Sandra Stotsky 《Journal of School Choice》2019,13(1):128-130

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Meeting in the Middle: The Role of Mutual Biracial Friends in Cross-Race Friendships     

Leslie Echols  Sandra Graham 《Child development》2020,91(2):401-416

Social network analysis was used to examine the role of having a mutual biracial friend on cross-race friendship nominations among monoracial sixth-grade students (M_age = 10.56 years) in two racially diverse middle schools (n = 385; n = 351). Monoracial youth were most likely to choose same-race peers as friends but more likely to choose biracial than different-race peers as friends, suggesting that racial homophily may operate in an incremental way to influence friendships. Monoracial different-race youth were also more likely to be friends if they had a mutual biracial friend. The findings shed light on the unique role that biracial youth play in diverse friendship networks. Implications for including biracial youth in studies of cross-race friendship are discussed.  相似文献   

Unraveling the Relation Between Reading Comprehension and Print Exposure     

Florina Erbeli  Elsje van Bergen  Sara A. Hart 《Child development》2020,91(5):1548-1562

The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades (M_age = 12.33 years, SD = 1.41) from the Florida Twin Project on Reading, Behavior, and Environment. Using direction-of-causation model in a twin design, results supported a direction of influence running from RC to PE. This relation was underpinned by genetic and environmental factors of RC as well as PE. Implications for reading education are discussed.  相似文献