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Allegra Joie Midgette Robyn Ilten-Gee Deborah Wong Powers Aki Murata Larry Nucci 《Journal of moral education》2018,47(4):498-518
This study examined the application of Lesson Study for professional development (PD) for a domain approach to moral education. A comparison was drawn between the effects of Lesson Study with 17 teachers and 144 students representing middle schools in the same district as a prior study employing intensive traditional PD. In Lesson Study, groups of same grade teachers construct lessons taught by one group member and observed by the others. Teachers meet following the lesson to critique and improve the lesson using criteria established by teachers and informed by outside ‘experts.’ Findings from analysis of teacher discourse over nine months and end of year surveys revealed improvements in teacher pedagogy, knowledge of moral development, greater sense of professionalism, and efficacy for engagement in moral education in comparison with controls. Fewer lessons were produced, resulting in fewer gains in student moral and conventional reasoning than observed with intensive individualized PD. 相似文献
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Julie Koivunen Donna Van Alst Kerrie Ocasio Christine Allegra 《Early Childhood Education Journal》2017,45(3):313-320
The purpose of this study was to examine the experiences of mental health clinicians in providing services in the preschool setting. Clinicians provided services for 3 years in urban, northern New Jersey preschools, in order to expand access to mental health services for vulnerable children. At the conclusion of the three-year period, focus groups were conducted with clinicians and teachers, and interviews were conducted with parents to gain their perspectives on the approaches used. Data were coded for emergent themes and a number of themes developed around aspects of engagement, including engaging the community, teachers, other professionals, and parents in order to effectively provide the service to the target population. The data provide insight into techniques that may increase comfort levels for seeking and accepting treatment. 相似文献
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Tess Allegra Forest Zahra Abolghasem Amy S. Finn Margaret L. Schlichting 《Child development》2023,94(5):e279-e295
Trajectories of cognitive and neural development suggest that, despite early emergence, the ability to extract environmental patterns changes across childhood. Here, 5- to 9-year-olds and adults (N = 211, 110 females, in a large Canadian city) completed a memory test assessing what they remembered after watching a stream of shape triplets: the particular sequence in which the shapes occurred and/or their group-level structure. After accounting for developmental improvements in overall memory, all ages remembered specific transitions, while memory for group membership was only observed in older children and adults (age by test-type interaction η2 = .05). Thus, while young children form memories for specifics of structured experience, memory for derived associations is refined later—underscoring that adults and young children form different memories despite identical experience. 相似文献
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