Smart toys and sophisticated learning tools     

Sue Greener 《Interactive Learning Environments》2013,21(5):549-550

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Bridge to Teaching—An Accelerated Teacher-Certification Program     

Henri Sue Bynum  Lorraine Coughlin  Edwin R. Massey 《Community College Journal of Research & Practice》2013,37(8):633-634

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Assessment of Early Developing Phonological Awareness Skills: A Comparison of the Preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening–PreK     

Maura Jones Moyle  John Heilmann  S. Sue Berman 《Early education and development》2013,24(5):668-686

Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening–PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development.  相似文献   

Classroom behaviour management content in Australian undergraduate primary teaching programmes     

Sue O’Neill  Jennifer Stephenson 《Teaching Education》2013,24(3):287-308

The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Twenty-five Australian tertiary institutions with primary programmes participated, providing information on 102 of the 118 units with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. Unit coordinators included a mean of 8.3 approaches/models per unit. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half (57.9%) of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests. Units coordinated by an academic with CBM research interests contained more hours/model and included research-based models more often than those without CBM research interests, although they still included non-research-based models.  相似文献   

Universal access to preschool education: approaches to integrating preschool with school in rural and remote communities     

Sue Dockett 《Early Years: An International Journal of Research and Development》2014,34(4):420-435

In 2012, the government of South Australia responded to Federal agreements aimed at universal access to preschool education for children in the year before starting formal schooling by introducing a trial designed to ‘integrate’ preschool children into first year of school programmes in rural and remote areas of the state. This paper reports on the evaluation of this trial, exploring the ways in which integration was interpreted and implemented in eight rural and/or remote sites, the perceived value of collaboration in planning integrated provision and the ways in which two new curriculum documents – one for the prior-to-school years and the other for compulsory school – influenced the delivery of integrated preschool–school programmes. Results identify several types of integration, highlight some of the challenges of collaboration in integrating preschool with school and share the caution of educators about the push down of school curriculum into preschool contexts.  相似文献   

Student veterans in the academic library     

Sue Samson 《College & Undergraduate Libraries》2017,24(1):80-89

Enrollment increases in the number of veterans returning from service in the Afghanistan and Iraq wars offer an opportunity for academic librarians to craft outreach programs that address their unique needs as they transition from military to academic life. Library information and research services can be highlighted and integrated into the support services for student veterans already in place at most academic institutions. This article provides a case study of the design and development of services and facilities to support student veterans, and it describes the evolution of library outreach to student veterans through direct campus collaborations.  相似文献   

Using Music to Support the Literacy Development of Young English Language Learners     

Kelli R. Paquette  Sue A. Rieg 《Early Childhood Education Journal》2008,36(3):227-232

Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development (Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for the growth and development of the early childhood learner.  相似文献   

Children's reading profiles on exiting the Reading Recovery programme: do they predict sustained progress?     

Andrew J. Holliman  Jane Hurry  Sue Bodman 《Journal of Research in Reading》2016,39(1):1-18

The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3‐month, 6‐month and 12‐month follow‐up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12 months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy.  相似文献   

How day of posting affects level of critical discourse in asynchronous discussions and computer-supported collaborative argumentation     

Allan Jeong  Sue Frazier 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):875-887

In asynchronous threaded discussions, messages posted near the end of the week provide less time for students to critically examine and respond to ideas presented in the messages than messages posted early in the week. This study examined how the day in which messages are posted (early, midweek and weekend) in computer-supported collaborative argumentation affect the number of responses elicited by arguments and challenges, and how its effects differ across the four types of exchanges (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) that serve as indicators of critical discourse. This study found that the day of posting had a significant effect on the number of responses elicited per message, with the greatest to smallest effect on argument–challenge, challenge–counterchallenge, challenge–explain and challenge–evidence exchanges respectively. These findings highlight some of the limitations of asynchronous discussions, and suggest alternative ways to implement and design discussion environments to promote higher levels of critical discourse.  相似文献   

The impact of early reading interventions delivered by classroom assistants on attainment at the end of Year 2     

Robert Savage  Sue Carless 《British Educational Research Journal》2008,34(3):363-385

Previous research has shown that training teaching assistants to deliver early phonic reading interventions can have measurable effects at immediate post‐test. This study explored whether the effects of interventions delivered by classroom assistants (CAs) were still evident at the end of the first phase of schooling, 16 months after the early intervention finished. Children were divided into ‘treatment responder’ and ‘treatment non‐responder’ groups based upon post‐test decoding skills. The treatment responder group was significantly more likely to achieve average results in nationally administered tests (end of Key Stage 1 tests) and teacher ratings of attainment than the treatment non‐responders. Treatment responders were indistinguishable from national averages on the mathematics test, writing test and reading task performance, but differed on reading comprehension test and on teacher‐assessed attainment. Gains in reading delivered following early phonic reading interventions delivered by CAs are maintained for many children. Non‐responders and treatment responders with only modest decoding skill may require additional support to achieve national targets in literacy.  相似文献