Adivinanzas and Dichos: Preparing Prospective Educators to Teach Science by Incorporating Culturally Responsive Tools

Culturally relevant science pedagogy is seldom discussed in terms of infusion of literary resources, such as adivinanzas and dichos in the design of instruction. In this study, the authors narrate how a science methods course was infused with the use of culturally responsive tools to purposefully connect to the elementary science curriculum. Results indicate that prospective Latino teachers found multiple opportunities to address specific science objectives with adivinanzas and expressed the advantages of using these culturally responsive tools to introduce and summarize science concepts as they implemented lessons during field experience.     

媒介素养教学方法和教师培训

由于全球文化急剧变化以及素养在提高个人、社会和文化发展中的作用,如今的素养概念已经扩展为包括数字、视觉和电子媒介以及流行文化在内的一种内涵;这也就提升了媒介素养教育对个人和社会发展的重要意义。开展媒介素养教育可以在正规和非正规教育环境下进行,它将对学生学习动机的激发、师生关系的改善、公民技能的提高产生作用。     

Literacy Policy in Ireland

Over the past 15 years or so, individual governments worldwide have put an unprecedented focus on educational policy in an effort to ensure the acquisition of literacy skills for all children, recognising underachievement in literacy as a universal social justice issue preventing many individuals from reaching their promise. In Ireland, literacy has recently moved to centre stage with the publication of the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020 (DES, 2011a) and the Policy on the Continuum of Teacher Education (Teaching Council, 2011). How policies are conceived, constructed, interpreted and translated into action on the ground are key determinants of their success to effect change and achieve intended outcomes. This article examines the process of policy development in Ireland. It begins with a brief outline of primary education and then traces the influences that gave rise to the new policies. Next, the key dimensions of the policies and their expected outcomes are outlined. The article concludes with some reflections on the possibilities, challenges and implications for schools and schooling.     

教师测评素养国外研究述评

教师测评素养是教师教育和教师发展的重要组成部分。通过对国外有关教师测评素养研究文献的梳理和分析,其研究内容主要包括教师测评素养的构成、现状及培训需求、测量工具的开发和验证、测评素养发展途径和影响因素等。这些研究对我国开展教师测评素养相关研究有一定的参考价值,同时也启示我们可以在研究对象、研究方法和研究内容上进一步拓展,要基于我国国情,开展教师测评素养及其测量测量工具的本土化研究。     

Jumping Into the Deep End: Developing Culturally Responsive Urban Teachers Through Community-Immersive Partnerships

Abstract

Preparing special educators for the highest-need schools remains an ongoing challenge in urban districts across the United States. One university’s collaborative community-based immersive partnership model, with emphasis on service learning, has demonstrated promising levels of impact on candidates’ preparation as preservice teachers learning how to celebrate the rich cultural histories of the communities where they are immersed. Both quantitative and qualitative results on the impact of one specific example of this work are provided.     

The Uses of Literacy in Teacher Education

Alasdair MacIntyre identifies two interconnected problems for present day thinking about the nature of educational provision. The first concerns the very possibility of general educatedness in the social and cultural circumstances of modernity; the second concerns the narrow and specialist route down which professional training has proceeded in contemporary post-industrial societies. This paper explores the implications of MacIntyre's views and argues for a radical reappraisal of current conceptions of teacher education and training.     

Literacy 8–12 months: what are babies learning?

Shared book reading in families is strongly linked with successful school literacy and thus with identity, belonging and participation in literate societies. From an ‘emergent’ perspective, literacy is recognised as beginning from birth. However, despite exceptions such as research into the UK program, ‘Bookstart’, most research into shared book reading does not focus on babies. In this paper, I report on interactions during shared book reading between 10 babies aged 8–12 months, and their mothers. A detailed examination of linguistic and paralinguistic features of the interactions in the ten mother–baby dyads showed varying individual patterns of language use, discourse structure and paralinguistic interaction. There were also differences in children's dispositions to engage in the activity. The findings from this study have important implications for parent support, prevention/intervention programs, and early childhood settings that include infants and toddlers.     

小学数学教师基础素养培养研究

数学素养体现了一个人应用数学知识解决问题的能力,对于一个小学数学教师来说,这一能力尤为重要。数学素养不仅仅包含了一个人的数学能力,更体现了一个人的知识水平。在新课改的背景下,素质教育逐渐普及,因此小学数学教师的基础素养培训变得十分重要。笔者在本文中结合具体情况对这一问题进行了详细的阐述。     

Critical Literacy through Initial Teacher Education in English

In this paper, I seek to ascertain whether critical literacy may have an important and realisable place in current English pedagogy, having first tried to establish what is meant by critical literacy, and what its contexts are for my purposes here, including the nature of initial teacher education (ITE). The paper then reports and reflects on some experiences of a Postgraduate Certificate in Education (PGCE) English group in exploring elements of critical literacy, and focuses especially on two lessons taught by two members of the PGCE group. Whilst acknowledging that any conclusions must be tentative, I go on to propose that a synthesis may be possible between different traditions of English pedagogy to enable critical literacy more easily to flourish.     

教师支持对中学生阅读素养的影响:阅读投入、阅读兴趣的中介作用

为探讨阅读投入、阅读兴趣在教师支持与中学生阅读素养中的中介作用,研究采用阅读素养测验、阅读调查问卷与教师支持问卷对559名初中生进行调研,并运用结构方程模型进行数据建模分析.结果 发现:教师支持通过阅读投入和阅读兴趣的链式中介影响学生阅读素养.建议教师在阅读教学实践中要改革教学方法,从情感关怀、学习指导、能力指导等多方...     

关于社区科普教育与公民科学素质培养的思考

文章通过对我国公民科学素质水平和对社区科普教育活动的分析,探究社区科普教育对培养公民科学素质的意义和作用,并在此基础上提出促进社医科普教育发展的建议和策略,希望能对广大社区科普教育工作者有些许帮助.     

Impact of a Brief Literacy Intervention on Urban Preschoolers

A pre-post study was conducted at an urban child-care center to study the hypothesis that a brief literacy intervention would result in improved receptive vocabulary for preschoolers. Parents attended a series of 4 workshops about reading to children. The children had a significant 7-point increase in their Peabody Picture Vocabulary Test scores at 7-month follow-up. Children of college-educated parents had a higher increase in scores than did children whose parents were not college educated.     

Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders

This article reports on a pilot study of the Integrated Literacy Study Group, a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence.     

White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference

Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al., 2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice teachers developing professional identities. This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA An erratum to this article can be found at     

The Jumpstart Model: The Contours of a New Force in Early Literacy

Jumpstart is a growing literacy program that is now active in 17 states in addition to the District of Columbia. The Jumpstart Model pairs children of low-income families with college mentors in the child's typical learning environment. Despite the prevalence and importance of Jumpstart, little has been written about either the general model of Jumpstart or the positive impacts the program has on both the children and the AmeriCorps members.     

Preparing Teacher Candidates to be “Effective” in the Classroom: Lessons Learned from National Teachers of the Year

Defining what it means to be an “effective teacher” is a difficult, but necessary, undertaking, as research reveals a correlation between teacher qualities and student success (Buchel and Edwards 2005 Buchel, T., and F. Edwards. 2005. Characteristics of effective clinical teachers. Resid Educ. 37 (1):30–5. [Google Scholar]; Darling-Hammond 2000 Darling-Hammond, L. 2000. Teacher quality and student achievement: A review of state policy evidence. Center for the Study of Teaching and Policy. Seattle: University of Washington Press. doi: 10.1086/ahr/106.2.595-a.[Crossref] , [Google Scholar]; Lupascu, Pânisoa, and Pânisoar 2014; Stronge 2007 Stronge, J. H. 2007. Qualities of effective teachers. 2nd ed. Alexandria, VA: Association of Supervision and Curriculum Development. [Google Scholar]). The literature on this topic clearly demonstrates that there is no consensus on exactly what traits and characteristics truly define an effective teacher. Given this lack of agreement, the question for teacher educators becomes how do we prepare teacher candidates to be effective in the classroom when researchers, policymakers, and administrators can’t agree on the traits that encompass what the system has come to deem an “effective” teacher?

Throughout this article, we share our findings from an exploratory case study of National Teachers of the Year. Through an analysis of personal teacher of the year narratives and nomination letters, we learned that even in the ever-changing world of education, specific characteristics and philosophies which support and exemplify outstanding teaching have remained constant over the years. Award winning educators agree that teacher effectiveness is realized only through the intersection of curriculum, relationships, collaboration, engagement, and a commitment to further one’s learning. In this article, we offer insight into each of these ideological constants and discuss the implications they have for today’s teacher education programs.     

STEAM教育视角下教师素养及提升路径研究

STEAM教育在国内正风起云涌,各类STEAM课程正在如火如荼地进行中,但是国内各学校保证STEAM教育有效实施的教师相对缺乏,师资力量供不应求。为推进STEAM教育的持续与系统化建设,需要建设专业教师队伍,这要求教师具备相应的能力素养。通过文献研究法归纳出STEAM教育视角下的教师素养,包括迁移与整合知识技能、组织与协调科研、弘扬与贯彻立德树人、过程化的教育评价等素养,进而提出规范指导规划、组织岗前培训、开展校企合作等路径,以提高教师能力素养,为STEAM师资建设提供理论依据。     

Financial literacy and classroom practices among early childhood and elementary teachers in India and the US

This study compared the financial literacy and teaching practices of 82 early and elementary teachers in India and US using a 43-item survey. Analysis showed that financial literacy of Indian teachers was lower than their American counterparts. Teachers in India enjoyed teaching financial literacy more than teachers in the US. Indian teachers received more professional development training than American teachers. Indian teachers reported using the school store, children’s literature and pictorial worksheets while American teachers reported using learning centres, play money, fake credit cards, technology and games to teach financial literacy.     

中小学科学教师专业化素养分析

公众科学素养水平低下已成为严重制约中国经济发展和社会进步的瓶颈之一。国务院发布了《全民科学素质行动计划纲要》,旨在提高公众素养,而未成年人是实施《纲要》的重中之重。要提高未成年人的科学素养,建设一支专业化素养高的中小学科学教师队伍尤为关键。中小学科学教师队伍存在种种问题,分析论证科学教师应具备科学素养、教育素养和人文素...