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101.
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Abstract The purpose of this article is to highlight key findings from a study of 24 early childhood preservice teachers as they moved away from a reliance on traditional interpretations of child‐centered curricula toward one of collaborative inquiry. Participants enrolled in a 15 week undergraduate teaching methods course were assigned to teaching teams to implement collaborative projects with the same group of 3–5‐year‐old children. The study utilized both quantitative and qualitative measures to assess conceptual level, changes in reflectivity, and inquiry‐oriented teaching. Results suggest that the emergence of collaborative inquiry among preservice teachers is a dynamic and diverse process not readily assessed by static measures or discreet skills. Collaborative projects did provide a context for creating communities of learners within which time, space and opportunity to practice, reflect and use language and other tools contributed to young teachers’ development of inquiry. 相似文献
103.
This study replicates research on the efficacy of a repeated reading intervention with word-level instruction for students in Grades 2 and 3 with low to moderate fluency skills, examines differences between treatment implementers, and tests unique contributions of treatment-related variables on outcomes. Students from 13 schools were randomly assigned to dyads; dyads were randomly assigned to treatment or control conditions. Schools were matched into treatment implementer groups (teachers or paraeducators) at study onset. Tutoring occurred during school hours for 15 weeks (M = 25.5 hr). Multilevel model results showed treatment students (n = 98) gained more than controls (n = 104) on measures of letter-sound knowledge (d = .41), fluency (d = .37–.38), and comprehension (d = .30–.31); students tutored by teachers gained more than their paraeducator-tutored peers on word reading and fluency. Finally, dyads tutored with greater fidelity gained more in word reading and fluency; dyads that read more complex words in their texts gained less on letter-sounds, fluency, and comprehension. 相似文献
104.
This article describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. We emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential. We share the effects on our students' learning and on our teaching. We also offer recommendations for teacher educators to incorporate Metacognitive Journals in their practice 相似文献
105.
Patricia A. Doney 《Journal of Science Teacher Education》2013,24(4):645-664
The goal of this qualitative 2-year study was to examine the resilience building process in four novice secondary science teachers and its link to teacher retention. To achieve the research goal, a resilience framework was established. Three factors were instrumental in creating the framework. The first focused on stressors and protective factors in the lives of novice secondary science teachers and provided direction and goals for the research. Second, a case study was developed for each of the four teachers participating in the research in order to emphasize the detailed analysis of factors linked to resilience. Finally, cross-case analysis was employed to identify similarities and differences and provide insight into issues concerning the resilience process. Results of this study suggest that the interaction between stressors and protective factors acts as a primary force in the resilience process and stimulate responses to help counteract negative effects of resulting stress. Therefore, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention. 相似文献
106.
Patricia W. Wesley Donna Bryant PhD Carla Fenson MEd Kere Hughes-Belding PhD Kathryn Tout PhD Amy Susman-Stillman PhD 《Journal of educational and psychological consultation》2013,23(3):209-227
Consultation is a promising approach to creating change in early childhood programs, from innovations in instructional strategies to the enhancement of global program quality. Studies of consultation effectiveness have been hampered by limited reports of implementation fidelity related to consultation procedures. This article describes the challenges of supporting and measuring implementation fidelity in a 5-state study in which community consultants followed a collaborative consultation model to enhance global quality in childcare programs. The authors consider the limitations of using a randomized experimental design to study the effectiveness of consultation and share lessons learned in their efforts to enhance treatment fidelity without compromising the basic tenets of the model or the rigorous design. 相似文献
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108.
Eilis Hennessy Rosario Hernandez Patricia Kieran Henry MacLoughlin 《Teaching in Higher Education》2013,18(6):675-689
Within modular degrees it is sometimes possible for students to broaden their education by taking modules from outside their main programme of study. This is one significant aspect of modular degrees which has not been studied. In an effort to better understand this issue, the research reported in this paper explored the experiences: (1) of students taking modules from outside their programme of study and; (2) of staff teaching modules with significant numbers of students from other programmes. In total, 820 undergraduate students responded to an on-line survey; 12 academic staff members participated in interviews. The survey focused on students’ reasons for choosing the module, their experiences of assessment and their perceptions of workload. Interviews with academic staff focused on the influence of non-programme students on teaching and assessment practices. The discussion addresses the implications of student choice and classroom diversity for teaching and assessment in modular systems. 相似文献
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Katherine A. MacDonald Patricia K. Hrynchak Marlee M. Spafford 《Journal of the Medical Library Association》2014,102(3):210-215
North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians. 相似文献