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1.
After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics,
and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure
their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation
and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background
participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers
scored well below ceiling on the tasks. Regression analyses indicated that teachers’ self-perceptions and knowledge were positively
influenced by both level of preparation and teaching experience, although the influences on teachers’ knowledge differed by
task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that
differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial
gap between research on reading and teacher preparation in reading. 相似文献
2.
Young-Suk Kim 《Reading and writing》2009,22(8):907-931
This study examined the relative contribution of letter-name knowledge and phonological awareness to literacy skills and the
relationship between letter-name knowledge and phonological awareness, using data from Korean-speaking preschoolers. The results
revealed that although both letter-name knowledge and phonological awareness made unique contributions to literacy skills
(i.e., word reading, pseudoword reading, and spelling), letter-name knowledge played a more important role than phonological
awareness in literacy acquisition in Korean. Letter-name knowledge explained appreciably greater amount of variance and had
larger effect sizes in literacy skills. Furthermore, children with greater syllable, body (e.g., segmenting cat into ca-t), and phoneme awareness had higher levels of letter-name knowledge. In particular, children’s syllable awareness and body
awareness were positively associated with their letter-name knowledge, even after controlling for children’s phoneme awareness.
These results suggest that Korean children’s awareness of larger phonological units (i.e., syllable and body) in addition
to phoneme awareness may mediate the relationship between letter-name knowledge and literacy acquisition in Korean, in contrast
with previous findings in English that have demonstrated a positive relationship only between phoneme awareness and letter-name
knowledge, and the hypothesis that phoneme awareness mediates the relationship between letter-name knowledge and literacy
acquisition. 相似文献
3.
4.
《Australian Journal of Learning Difficulties》2013,18(1):99-110
Recent Australian and international government reports refer to the importance of teacher knowledge in the sound structure of language and its relationship to beginning reading. In this study, a group of 162 pre-service teachers responded to a questionnaire including questions related to their attitudes towards using phonics instruction in the teaching of reading, their knowledge of phonemic awareness and how well prepared they felt to teach beginning reading. Results indicated that most pre-service teachers agreed that phonics was important in teaching reading. However, even though most teachers were able to correctly identify the concept of a phoneme, most could not transfer this knowledge to the counting of phonemes in words. Results also indicated that most pre-service teachers did not feel well prepared to teach beginning readers. It is suggested that these teachers need explicit training in understanding the sound structure of language in order to become effective teachers of reading. 相似文献
5.
Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt
to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological
awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated
with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with
letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme
judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor
in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography,
and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development,
phoneme awareness more clearly associates with the products of literacy experience. 相似文献
6.
Are preservice teachers prepared to teach struggling readers? 总被引:1,自引:0,他引:1
Reading disabilities such as dyslexia, a specific learning disability that affects an individual’s ability to process written
language, are estimated to affect 15–20% of the general population. Consequently, elementary school teachers encounter students
who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However,
recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about
basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice
teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice
teachers’ knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study
was to examine elementary school preservice teachers’ knowledge of basic language constructs and their perceptions and knowledge
about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit
skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge
of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual
perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher
preparation are discussed. 相似文献
7.
The research outlined in this paper investigated how student teachers perceived the development of their knowledge and attitudes
towards physics through video recorded practical workshops based on experiments and subsequent group discussions. During an
8-week physics course, 40 primary science student teachers worked in groups of 13–14 on practical experiments and problem-solving
skills in physics. The student teachers were video recorded in order to follow their activities and discussions during the
experiments. In connection with every workshop, the student teachers participated in a seminar conducted by their physics
teachers and a primary science teacher; they watched the video recording in order to reflect on their activities and how they
communicated their conceptions in their group. After the 8 weeks of coursework a questionnaire including a storyline was used
to elicit the student teachers’ perceptions of their development of subject matter knowledge from the beginning to the end
of the course. Finally, five participants were interviewed after the course. The results provided insight into how aspects
such as self-confidence and the meaningfulness of knowledge for primary teaching were perceived as important factors for the
primary science student teachers’ development of subject matter knowledge as well as a positive attitude towards physics. 相似文献
8.
Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers
need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers’
Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into their pedagogical practice.
Furthermore, contemporary educational researchers have highlighted the significance of teachers’ self-efficacy, conceptualized
as the teachers’ perceptions of their own competence at teaching, and related to instructional strategies as well as teaching
effectiveness. The major purpose of this study was to investigate teachers’ perceived self-efficacy in terms of their TPCK-W.
This study aimed to develop a new questionnaire, namely the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey
to explore teachers’ self-efficacy in terms of their TPCK-W, and additionally to assess their attitudes toward Web-based instruction.
The participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and
confirmatory factor analyses indicated that the TPCK-W survey developed in this study has satisfactory validity and reliability
characteristics. The results indicate a lack of general knowledge about Web-related pedagogy amongst the teachers surveyed.
The correlations between teachers’ self-efficacy in terms of their TPCK-W, their attitudes regarding Web-based instruction,
and their background variables were also examined. Correlations were found between self-efficacy and positive attitudes to
web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to
TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy
with respect to TPCK-W. 相似文献
9.
Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
10.
Fred J. J. M. Janssen Dineke E. H. Tigelaar Nico Verloop 《Journal of Science Teacher Education》2009,20(1):1-20
Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students
to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching
for understanding. We explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing
lessons according to teaching for understanding. Worksheets of lesson plans were analyzed according to criteria for problem-posing
lessons. Furthermore, student teachers’ perceptions of the design heuristic’s usefulness were categorized in a cyclical process.
In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according
to the criteria. Furthermore, teachers indicated that using the heuristic deepened their subject matter knowledge and their
awareness of pupils’ prior knowledge. 相似文献
11.
Lora B. Bailey 《Early Childhood Education Journal》2010,38(2):123-132
This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the
southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher
training on these aspects of teacher quality. Content knowledge for the scope of this research study refers to the knowledge
that teachers have about subject matter. Teacher quality is directly related to teachers’ “highly qualified” status, as defined
by the No Child Left Behind mandate. According to this mandate, every classroom should have a teacher qualified to teach in
his subject area and be able to “raise the percentage of students who are proficient in reading and math, and in narrowing
the test-score gap between advantaged and disadvantaged students.” Participants were six second grade and seven third grade
teachers of mathematics from nine schools within one failing school district. The implementation of standards-based methods
in the nine Title I Schools increased teacher quality in elementary school mathematics. In fact, qualitative and quantitative
data revealed significant gains in teachers’ mathematics content and pedagogical knowledge at both grade levels. 相似文献
12.
Eleni Moschovaki Sara Meadows Anthony D. Pellegrini 《European Journal of Psychology of Education - EJPE》2007,22(4):405-420
This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments)
during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement,
language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository
text).
We found significant differences in both teachers’ affective presentation and young children’s affective reactions between
fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional
relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular,
teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed
by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments.
On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice
intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language
play. 相似文献
13.
Susan Brady Margie Gillis Tara Smith MaryEllen Lavalette Linda Liss-Bronstein Evelyn Lowe Wendy North Evelyn Russo T. Diane Wilder 《Reading and writing》2009,22(4):425-455
The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade
teachers in the areas of phonological awareness and phonics. The PD featured frequent in-class support from highly knowledgeable
mentors for one school year, in addition to an introductory two-day summer institute and monthly workshops. Pre- and post-assessment
of participants on a Teacher Knowledge Survey (TKS) indicated weak knowledge of phonological awareness and phonics concepts
prior to PD and large, significant gains in each area by year-end. In addition, to investigate factors potentially associated
with teachers’ responses to training, a Teacher Attitude Survey (TAS) was administered before and after the PD. The TAS measured
teachers’ attitudes regarding PD, external and internal motivation to participate, intentions to actively engage in learning
and implementing new instructional methods, sense of self-efficacy as reading instructors, and premises about reading instruction
(e.g., about whole language). Attitudes on a subset of these factors, teachers’ initial knowledge scores on the TKS, and years
of teaching experience (estimated by age) accounted for significant portions of the variance in performance on the TKS after
training.
相似文献
Susan BradyEmail: |
14.
Eija Pakarinen Noona Kiuru Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Martti Siekkinen Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2010,25(3):281-300
This study examined the extent to which observed teaching practices and self-reported teacher stress predict children’s learning
motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning
of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires
measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment
Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional
support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high
learning motivation in children and that the children’s learning motivation contributed to their level of phonological awareness.
Moreover, children’s learning motivation mediated the association between teacher stress and children’s phonological awareness.
The results emphasize the importance of teachers’ pedagogical well-being and classroom organizational quality for children’s
learning motivation. 相似文献
15.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure
learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is
a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the
civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will
this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society,
particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined
the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator
on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms
consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices
in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the
students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices
were informed by their critical awareness of social constraints imposed upon their African American students’ identities.
These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as
their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that
an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for
the culturally responsive dispositions and practices of these middle school science teachers. 相似文献
16.
This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of
the teachers. Teachers’ word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification
of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Tutored children were
assessed on several measures of basic reading and spelling skills. Novice teachers who received word-structure instruction
outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored children improved significantly
from pre-test to post-test on all assessments. Teachers’ post-test knowledge on the graphophonemic segmentation and irregular
words tasks correlated significantly with tutored children’s progress in decoding phonetically regular words; error analyses
indicated links between teachers’ patterns of word-structure knowledge and children’s patterns of decoding progress. The study
suggests that word-structure knowledge is important to effective teaching of word decoding and underscores the need to include
this information in teacher preparation. 相似文献
17.
We investigated relationships among elementary teachers’ reading-related content knowledge (knowledge of literature and phonology),
their philosophical orientation toward reading instruction, their classroom practice, and their students’ learning. Correlations
showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional
philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten
teachers’ phonological knowledge and their students’ reading achievement. We recommend that the recent focus on teacher’s
disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to
develop the necessary knowledge base to teach reading effectively. 相似文献
18.
Mugyeong Moon 《Asia Pacific Education Review》2001,2(1):22-31
The purpose of this study is to investigate teacher perspectives on peer relation problems of young children. Examined are
teacher definition of and assessment criteria for peer relation problems, and the most poignant peer relation problem perceived
by teachers. Three experienced American preschool teachers are interviewed and observed for one year. It is found that the
teachers define children’s peer relation problems as part of developmental processes and individual differences. The teachers
judge peer relation problems in terms of children’s emotional well-being, intentions, and social skills, and perceive children’s
control of others as the most serious peer relation problem in the classroom. It is posited that the teachers’ perspectives
rely on the emotional and motivational bases of children’s relationships with peers. The related issues are discussed and
implications for teaching practices are provided. 相似文献
19.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
20.
The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of
children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming,
phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses
conducted within the framework of item response theory showed one latent ability to underlie the different sets of items,
which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness
measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s
level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness
in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening
for reading problems and dyslexia. 相似文献