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241.
Summary None of the SEPAL teachers had undergraduate degrees in science, and most were afraid of science before they became involved
with the project. Although gains in content knowledge were modest, progress toward other instructional goals were made, indicating
that improved pedagogical content knowledge is not entirely dependent on content knowledge.
Currently, funding is being sought for future programs which incorporate the belief in the role of peer interaction, nonthreatening
environments for learning, and the importance of ascertaining teachers’ pedagogical beliefs if inservice work is to be transferred
to the classroom. Additionally, we will continue to model the Circle of Inquiry which encourages conceptual change and provides
teachers with an approach for use in their own classrooms.
This material is based upon work supported in part by a grant from the Dwight D. Eisenhower Mathematics and Science Education
funds (Grant No. AC-RGT-UMS-93460). Any opinions, findings, conclusions, and/or recommendations expressed in this article
are those of the authors and do not necessarily reflect those of the granting organization. 相似文献
242.
243.
Recently, educators and psychologists have begun to discuss the messages conveyed by different classroom designs. Although the arguments presented are persuasive, the basic contention—that classroom design influences impression formation—has not been empirically tested. The purpose of this article is to bring to the attention of educational psychologists the possibilities for research in this area. The paper summarizes the findings of some initial investigations and suggests directions for future study. 相似文献
244.
Anita Iaquinta 《Early Childhood Education Journal》2006,33(6):413-418
The purpose of this article was to illuminate for early childhood teacher practitioners how guided reading, as a research-based approach to reading instruction, could address the challenges of early reading instruction. The early years are the focus for the prevention of reading difficulties and research conducted over the past two decades has produced extensive results demonstrating that children who get off to a poor start in reading rarely catch up (Lentz, 1988; Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Torgesen, 1998; Whitehurst & Lonigan, 2001). One particular research-based strategy, guided reading, is an important “best practice” associated with today’s balanced literacy instruction. The National Reading Panel (2000) argued that balanced approaches are preferable when teaching children to read, based on their review of scientific research-based reading instructional practices used by teachers in classrooms across the country. Additionally, guided reading practices as part of a balanced literacy program conforms to the recommendations on literacy as suggested in position statements by the International Reading Association/The National Association for the Education of Young Children (1998), and the National Council of Teachers of English (2002). 相似文献
245.
A 4-wave longitudinal design was used to examine protective links from child competence to behavioral problems in first- (M=10.97 years) and second- (M=8.27 years) born rural African American children. At 1-year intervals, teachers assessed child behavioral problems, mothers reported their psychological functioning, and both mothers and children reported parenting practices. Structural equation modeling indicated that child competence was linked with residualized positive changes in mothers' psychological functioning from Wave 1 to Wave 2. Mothers' psychological functioning and child competence at Wave 2 forecast involved-supportive parenting at Wave 3, which was associated negatively with externalizing and internalizing problems at Wave 4. The importance of replicating processes leading to outcomes among children in the same study is discussed. 相似文献
246.
Student involvement in learning: Collaboration in science for PreService elementary teachers 总被引:1,自引:0,他引:1
Conclusion The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding
the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing
very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide
insightful experience for students when conducted in a group setting that demanded interactive participation from all its
members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here,
students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated
their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations;
students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted
by the group members motivated to work toward understanding rather than simply generating answers for task completion.
The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary
education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative
learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects
of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased
anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually
among their own students. 相似文献
247.
248.
Brandon Burr Ladonna Atkins Anita Glee Bertram Kaye Sears Andreae N. McGinnis 《Educational gerontology》2019,45(5):353-364
Research shows various benefits of play in terms of children’s development. However, very little investigation has explored play from a lifespan perspective, linking early play experiences to older adulthood. Although some prior research has explored play memories, very little information is available on play memories of older adults, specifically, and perceptions of the importance of play in older adults. Using a lifespan perspective, this study explored the phenomenon of play through stories and memories from interviews with 15 older adults. Major study themes highlight changes between past and present play activity. Implications for practitioners and researchers are presented. 相似文献
249.
The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of academic optimism. With a diverse sample of American elementary teachers, a second-order principal components analysis supported the hypothesis that academic optimism was a general construct composed of efficacy, trust, and academic emphasis. In addition, dispositional optimism, humanistic classroom management, student-centred beliefs and practices, and organizational citizenship behaviour were individually and collectively related to the explanation of a teacher's sense of academic optimism, controlling for SES. 相似文献
250.
Anita Y.K. Poon Yiu-Chung Wong 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,6(3):33-55
Although Hong Kong’s education system has long been criticized as lacking in creativity and over-emphasising rote learning,
on the whole it has served Hong Kong well in the past years, breeding outstanding business, academic and political leaders
who continue to maintain Hong Kong’s competitive edge. The traditional elite schools have played a crucial role in the process.
The education reform, which is still on-going, aims to overhaul the entire system by introducing the “through-road” model.
To accomplish this, some mechanisms need to be changed. J.P. Farrell’s concepts of equality and equity, C.W. Mills’ concept
of elitism, and P. Bourdieu and J. Coleman’s concepts of cultural and social capital will be applied to analyse the consequences
of the reform. The paper argues that the education reform may be well-intentioned in eliminating some elements of inequality
and inequity in education, but that this comes at the expense of Hong Kong’s cultural and social capital and leads to the
development of new forms of inequality. 相似文献