排序方式： 共有58条查询结果，搜索用时 312 毫秒
1.
2.
Current professional development initiatives show a preference for whole school approaches. However, pedagogy related to English language learners (ELLs) is often not widely dispersed in New Zealand primary schools, impacting on teacher efficacy with these learners. This paper discusses findings from a qualitative study which aimed to identify influences shaping the dispersal of ELL-related pedagogy in two schools in contrasting socio-economic areas. Data from semi-structured individual interviews with teachers at different class levels revealed unique patterns for the dispersal of ELL-related pedagogy in each school. Teacher data indicated that these patterns were influenced by the performance of ELLs in national standards testing, as well as the special characteristics of ELLs in each setting and the distinctive nature of each context. The dispersal of ELL pedagogy in each school impacted differentially on opportunities to build a sense of collective teaching efficacy with ELLs in that setting, but also raised questions about whether one size should be expected to fit all. 相似文献
3.
225 children (ages 4 to 8, 103 girls, 37.5% Mexican-American) participated, reporting who provides support, frequency of receiving different types of support, and satisfaction with support received. These reports were subjected to factor analyses and results did not fit a prior conceptualization. Exploratory factor analyses resulted in a three factor solution that was both more interpretable and the solutions were more similar for reports of frequency of receiving support and satisfaction. A total of six subscale scores were computed, three each for the frequency and the satisfaction items, which were subsequently labelled: informational/emotional, recreational, and practical support. Analyses of the empirically derived subscale scores suggested that young, pre- and early elementary school-aged children responded to questions about their social support in reasonably reliable and valid ways. Significant correlations with indices of perceived competence and acceptance resulted. Remarkably little is known about young children's perceptions of their social worlds, or specifically the nature of support they think is available or that they actually receive. These data suggest that gathering this information from the children themselves is feasible. Ultimately such information should be critical for the design and evaluation of early childhood curricula instructing children about social relations generally, and specifically, who they can turn to for support. 相似文献
4.
In this article, the authors examine three Canadian coming-of-age stories, written as graphic novels, and pay particular attention
to how the images and print text come together in the telling of the narrative. This approach reinforces the notion that form
and content cannot be separated in this medium. Drawing on examples from each of the graphic novels and the interviews with
the graphic novelists who wrote them, the article explores the complexity of the coming-of-age theme in each graphic novel,
as well as how print text and image converge to make meaning. 相似文献
5.
Abstract This paper reports a simple experiment which explores young children's written representation of number. Previous research (e.g. Hughes, 1983; Sinclair, Siegrist & Sinclair, 1982) has shown that several factors may influence the extent to which children will spontaneously deploy their knowledge of numerals to represent numerosity, but the available evidence is insufficient to provide a clear account of the relative weight of these factors. The present experiment involved presenting five to six year‐old children with arrays of simple objects and manipulating the wording of the instructions. The results showed that the use of the term ‘how many’ led the vast majority of the children to show numerosity by using materials. In contrast, when asked to represent ‘what’ they could see, most children concerned themselves with depicting the nature of the objects in the array by drawing or writing. These findings suggest that the linguistic context of the task is important in determining the children's representational strategies. Furthermore, it is argued that children's understanding of number and their ability to use numerals is quite separable from their knowledge of when it is appropriate to deploy these skills. 相似文献
6.
This article explains how an inservice teacher education organisation in New Zealand embarked on a cultural innovation to
challenge and build bicultural pedagogies, policies and practices. To understand the process and the impact of a three-year
cultural innovation both intended and unintended changes need to be explored. Using a framework of second generation cultural
historical activity theory, the article examines the individual and institutional changes, exposing both tensions and learning.
Key successful factors included establishing a clearly recognized purpose, widening individual and group involvement, and
creating flexibility to build a strong platform to support the innovation. However, tensions were created when externally
imposed factors such as changes in government policy and re-prioritization of funding were introduced. The external tensions
challenged the internal organisational structures and stability, which in turn affected the cultural innovation and destabilised
the change process. 相似文献
7.
8.
Modelling the Invisible: The pedagogy of craft apprenticeship 总被引：3，自引：0，他引：3
Jeanne Gamble 《Studies in Continuing Education》2013,35(2):185-200
While conventional wisdom has long held that skill is transmitted through modelling and practical example, the traditional "master"-apprentice relationship represents a mode of pedagogy that is no longer deemed viable in modern workplaces where continuous change is the norm. The paper reports on data obtained from observation of formal apprenticeships in cabinet making, an old traditional craft. Following Michael Polanyi and Basil Bernstein, the structure of craft knowledge is examined in order to understand why tacit pedagogic transmission constitutes the essence of apprenticeship and how the asymmetrical relation between master and apprentice provides the basis of tacit pedagogy. 相似文献
9.
Roland van den Tillaar Paul Gamble 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(5):539-552
This investigation examined step-by-step kinematics of sprint running acceleration. Using a randomised counterbalanced approach, 37 female team handball players (age 17.8 ± 1.6 years, body mass 69.6 ± 9.1 kg, height 1.74 ± 0.06 m) performed resisted, assisted and unloaded 20-m sprints within a single session. 20-m sprint times and step velocity, as well as step length, step frequency, contact and flight times of each step were evaluated for each condition with a laser gun and an infrared mat. Almost all measured parameters were altered for each step under the resisted and assisted sprint conditions (η2 ≥ 0.28). The exception was step frequency, which did not differ between assisted and normal sprints. Contact time, flight time and step frequency at almost each step were different between ‘fast’ vs. ‘slow’ sub-groups (η2 ≥ 0.22). Nevertheless overall both groups responded similarly to the respective sprint conditions. No significant differences in step length were observed between groups for the respective condition. It is possible that continued exposure to assisted sprinting might allow the female team-sports players studied to adapt their coordination to the ‘over-speed’ condition and increase step frequency. It is notable that step-by-step kinematics in these sprints were easy to obtain using relatively inexpensive equipment with possibilities of direct feedback. 相似文献
10.
AbstractCollection development analysis in academic libraries typically involves collection-centered and user-centered methods. These approaches focus on building collections that help students with their academic needs but may overlook resources that students need experience with when employed. To address this gap, the authors analyzed early-career advertising agency positions to identify a list of information resources that advertising agencies expect employees to use. This list was then compared against the library websites of 158 universities with advertising programs to see how sufficiently libraries are fulfilling these resource needs. The authors found that overall, university libraries only subscribe to a small number of resources used by advertising agencies. 相似文献