Technology-Mediated Writing Instruction in the Early Literacy Program: Perils,Procedures, and Possibilities

The purpose of this qualitative case study was to examine one kindergarten teacher's use of digital and multimodal technologies to mediate early writing instruction and explore the students' appropriation of that instruction to support their independent writing. Data sources included observations of writing instruction, as well as students' participation during independent writing time, student writing samples, and interviews with case study participants. Data were analyzed inductively using a semantic relationship analysis (Hatch, 2002). Results of the study revealed that the teacher used a range of technologies to demonstrate what it means to compose narrative texts and how young children could go about it. Students were attentive and motivated to participate in writing instruction and related activities, given their fascination with the technology and multimodal texts their teacher created. Students appropriated important concepts and strategies from their teacher's technology-mediated instruction, which they used to compose narrative texts during independent writing time.     

浅谈信息技术与中学数学教学整合的条件

随着信息技术在中学数学教学中的应用越来越普及,研究信息技术与中学数学教学的整合问题具有普遍意义和应用意义.观念转变、熟练掌握计算机技术的基本操作和选择好的软件平台是信息技术与数学教学整合的条件.     

信息技术与数学教学整合现状的调查研究

信息技术与数学教学整合是现代数学教育的要求,随着多媒体和网络的迅猛发展,信息技术对数学教育的价值、目标、内容与教学方式等产生了直接的影响,信息技术与数学教学整合成为一种需要和必然.基于上述发展趋势,以问卷调查和文献研究为基础得出结论,对制订信息技术与数学教学整合原则和标准提供有力的帮助.     

高职院校举办老年继续教育的困境与对策研究

在老龄化社会,高职院校举办老年继续教育有着重要意义,也面临着许多困境,克服其困境需要采取如下措施:放宽入学限制,雇佣专业人员,建立符合老人特征的教学环境,采用适宜的教材教法等。     

关于计算机辅助中学数学教学的问题及其解决

随着信息技术的发展,广大中学数学教师越来越重视应用计算机辅助教学．当前,中学数学学科开展计算机辅助教学在课件制作、运用方面存在以下不足：重视演示内容,忽视师生之间的交流;贪求多媒体的形式多样,不顾及教学效果;重视演示现象,忽视揭示过程;重视教师的教,忽视学生的学．开展计算机辅助教学应使教学实践成为理论指导下的实践;要把数学实验引入数学教学。     

Teachers and `Street Children': On Becoming a Teacher of Mathematics

The phenomenon of `street children' where youngpeople, for various reasons, live on thestreets of towns and cities is found all overthe world in varying degrees and forms. InSouth Africa, one approach to take care aboutthe plight of these children has been to set upand run what are referred to as `streetshelters'. One such street shelter, the onlyone exclusively for girls in the city ofDurban, is Tennyson House. In this paper Idescribe an innovative outreach programmeintegrated with a university curriculum inwhich a group of pre-service teachers takingmathematics education as a major were involvedin teaching mathematics to girls at TennysonHouse. From the vantage point of a mathematicsteacher educator in the programme, I describeand reflect on what was experienced and learnedfrom the intervention in terms of threeaspects: learning about learners; learningabout teaching (mathematics) and learning aboutrelationships.     

试论信息技术在聋校数学教学中的运用

信息技术引入课堂对聋校学生的学习产生了深远的影响。现代化教学方式的运用有助于教师突破教学难点,激发聋校学生对数学的学习兴趣,激发学生思维,使学生的创新能力得到发展。     

发展性数学课堂教学评估的策略、方式及保障

当前主流课堂教学评估标准越来越暴露出问题和不足,如何构建体现现代教育观念的课堂教学评估标准,是近年来教学改革的中心议题.鉴于课堂教学中有的教育现象无法用指标量化,评估难以精确定量,而且评估不能仅从考察各个成分去理解,必须将其作为一个整体来评估,才能得出正确的结果.因此采取定量定性相结合的评估策略,评估过程要采用的三种方式.     

Strategy orientations,learner activity,and learning outcomes: Implications for instructional support of learning

Investigated were the differential effects of strategy orientations (memory strategy, organization strategy, application strategy, and read-and-study control) orthogonally crossed with learner activity (guided versus active) and outcomes (memory, organization, and application). Subjects were 136 undergraduates, randomly assigned to 1 of 8 treatments. One day after they studied a passage on the topic of radar, outcome measures were completed. Guided activities were found to be superior to the learner-active counterparts on a composite achievement score. The hypothesized interaction of strategy orientation and kind of measure was supported. Performance was highest, in every comparison, on the outcome measure that paralleled the strategy-orientation treatment. The main effect of strategy orientation on the total achievement score was not significant. These findings were discussed in terms of the transfer-appropriate processing theory, the encoding specificity principle, and generative learning theory, with implications for further research and instructional design.     

Pedagogy: the silent partner in early years learning

This paper sets out to look critically at the influences on pedagogy in early years education, at the ways in which it is enacted in practice and the pedagogical perspectives held by practitioners. The aim of the paper is to explore the current state of understanding and suggest areas to be included in an agenda for future research. The factors that influence practitioners’ actions are reviewed and the consensus around child‐centredness and play is challenged. Findings from two studies of pedagogy in action in the early years are presented and examined in terms of sociocultural theory and its implications for practice. The first of these studies draws attention to the varied nature of pedagogical interactions that support learning while the second looks at the experience of pedagogical innovation. The need for researchers and practitioners to find effective ways of communicating and working together is stressed throughout the paper.     

Educational psychologists: the early search for an identity

Contemporary society’s expectations of educational psychology, and of a role for educational psychologists within these expectations, were major themes of, and subtexts to, many of the papers delivered at recent annual courses of the Association of Educational Psychologists (AEP). The distinctive contribution of educational psychology and a perceived “identity crisis” of its practitioners was the subject of examination in recent issues of Educational Psychology in Practice. Within this context it may be both salutary and heartening to review the aspirations of educational psychologists, during a period from the mid‐1960s to the late‐1980s, to shed their stereotype as psychometricians, and later as gatekeepers to special education, in favour of a supportive role to pupils, teachers and parents. Articles published in this journal and its predecessors are drawn upon to illustrate the earlier search by educational psychologists for a role and a status within the local government field. Reference is also made to the author’s experience of working as an educational psychologist from the early 1950s to the end of the 1980s.     

Parent involvement in early childhood: a comparison of English language learners and English first language families

This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning.     

Models of supervision in early childhood programs: Implications for training

Many child care directors inherit their role of supervisor without having had adequate training or experience. Given the wide disparity in the field with respect to staff preparation, child care directors, in their role as supervisors, are called on to develop, train, evaluate, and appraise child care workers on a daily basis. The literature in the field suggests that there are common threads among supervisory models in early childhood and that directors of child care programs can benefit from in-service training that specifically addresses their supervisory functions. “The most difficult part of my job as Director is trying to get my staff to change certain practices.” Director, Church Preschool Program “I don't feel comfortable with my role as evaluator; I guess I don't like telling people they're doing something wrong.” Director, Day Care Center     

Effectiveness of the Additional Early Mathematics program for teaching children early mathematics

This paper presents the results of a study of the development of early mathematical competence among young poor arithmetic achievers in the 4–7 year age group. Research has shown that arithmetic difficulties later in life can be explained by an insufficient development of early mathematical competence: i.e. different aspects of early mathematical competence. The different aspects of early mathematical competence are derived from cognitive psychology and from a didactical point of view with an emphasis on (the various phases of) counting. The Piagetian operations (seriation, correspondence and classification) are used, however, as much as possible embedded in a counting context.After selection by way of an early mathematical competence test, children with a score below a criterium are presented with an additional program. This program consists of activities, embedded in real (daily) life themes, in which attention is paid to the different aspects of early mathematical competence. The program is given to the children with a guiding or a structuring instruction form. The results of the study show that it is possible to stimulate the development of early mathematical competence among young poor arithmetic achievers. The way in which instruction is offered has no influence on achievement.     

Preparing early childhood educators for global education: the implications of prior learning

This paper outlines the increasing cultural diversity of Australia’s education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre‐service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre‐service teachers, most early childhood education pre‐service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre‐service early childhood educators’ knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum.     

对导学群服务下理论型课程教学的探讨

语言是人类创造的符号系统,它具有主观与客观、抽象与形象相统一的本质特征。导学群服务要求在网络条件下实施语言教学必须抓住语言的特征,进行语言学课程的教学设计,并突出语言学抽象理论的形象讲解。     

论信息技术环境下的教学交往

师生之间建立良好的教学交往不仅能切实地提升学生的主体地位还能有效地实现教育的目的。因此探讨信息技术环境下的教学交往是很有必要的。本文在理论分析的基础上，以《心理卫生》课程为案例来探讨信息技术环境下的教学交往如何实施。     

远程学习者学习效能、学习动机调查与分析——以江苏地区为例

远程教育学习可以帮助师生之间隔空对话,解决了在相对分离状态下学习者的学习需求和教师希望得到的学生反馈,是一举两得的好事。这是我国对继续教育发展的一种探索和实践,也是在为终身教育体系的构建创造基础。但是远程学习毕竟是一种新生社会产物,遇到各种问题和障碍也是正常的,尤其是远程学习者对学习效能的感知与学习动机的培养调动,本文就将通过实际来调查研究学习效能与学习动机之间的关系。     

遗传学教学中问题教学的应用

阐述了遗传学教学中问题式教学法的应用、创设问题的原则以及实施问题式教学法的启示．