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231.
Karen Littleton Corresponding author Neil Mercer Lyn Dawes Rupert Wegerif Denise Rowe Claire Sams 《Early Years: An International Journal of Research and Development》2005,25(2):167-182
In this paper, we describe an innovative approach to promoting effective classroom‐based groupwork and the development of children's speaking and listening at Key Stage 1. This approach, known as Thinking Together, was initially developed for use with Key Stage 2 children. The work reported here explains how this approach has now been applied to the teaching of speaking and listening at Key Stage 1. The approach is founded on contemporary sociocultural theory and research. At the heart of the Thinking Together approach is a concern to help children build and develop their knowledge and understanding together, through enabling them to practise and develop ways of reasoning with language. 相似文献
232.
Bradley T. Erford Donna L. Bagley James A. Hopper Ramona M. Lee Kathleen A. Panagopulos Denise B. Preller 《Psychology in the schools》1998,35(2):127-135
The Math Essential Skill Screener–Elementary Version (MESS-E) is a screener devised to identify primary grade students at risk for math difficulties. Item analysis, interitem consistency, test–retest reliability, decision efficiency, and construct validity of the MESS-E were studied using four independent samples of boys and girls grades 1–3 (aged 6–8). Item analysis revealed median item difficulty of .64 and median item discrimination of .75. Interitem consistency was .92 (n = 171) and .94 (n = 711), while 30-day test–retest reliability was .86 (n = 125). Exploratory factor analysis indicated a one-factor solution accounting for 37% of observed variance. LISREL 7 confirmatory factor analysis procedures determined that the one-factor model fit the standardization sample data poorly (goodness-of-fit index = .729, χ2 to df ratio = 9.91). The MESS-E yielded concurrent validity coefficients (n = 171) of .74 with the Woodcock–Johnson: Tests of Achievement–Revised (WJ-R) Math Cluster, .80 with the Wide-Range Achievement Test–Revised (WRAT-R) Arithmetic subtest and .73 with the KeyMath-R Operations Area standard scores. A diagnostic efficiency study yielded a total predictive value (TPV) of .93, sensitivity = .98, specificity = .88, positive predictive power (PPP) = .89, negative predictive power (NPP) = .98, and incremental validity = 39%. The MESS-E displayed a slight tendency to overidentify children potentially at risk for math difficulties. © 1998 John Wiley & Sons, Inc. 相似文献
233.
One of Jensen's internal criteria for the detection of bias was applied to the standardization data for the Boehm Test of Basic Concepts (BTBC). Despite sizable social class differences in mean scores, differences in the rank orders of item difficulties were negligible. Thus, by this one criterion, there was little evidence of test bias. Instead, the findings suggest that children of different socioeconomic levels master basic concepts in about the same temporal order, differing only in the rate at which they do so. 相似文献
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Teacher- and student-generated sketches can spawn meaningful note-taking and instructional processes for enhancing learning and knowledge retention. 相似文献
237.
Children's Literature in Education - 相似文献
238.
Katherine E. Batchelor Denise N. Morgan Melanie K. Kidder-Brown Belinda S. Zimmerman 《Journal of Early Childhood Teacher Education》2013,34(3):276-289
The purpose of this study was to better understand the learning opportunities within a university writing methods course centering on a unit of study experience. Specifically, we wanted to investigate what early childhood education preservice teachers (PSTs) learn about poetry and the writing process when engaged in a poetry unit of study. Our findings revealed that a unit of study format: (a) served as a vehicle to deconstruct and develop new genre awareness; (b) helped PSTs live process aspects of writing instruction; and (c) supported PSTs in developing genre-specific knowledge through the use of mentor texts. 相似文献
239.
Research findings on optimum use of the first day of class are mixed. Past data gathered from students from various disciplines support a first day designed to distribute the course syllabus and explain class expectations, rules, and policies. Additional literature supports a different approach to the first day; one designed to immediately engage students in the course through activities designed intentionally to accomplish more than introducing students to the scholarly objectives of the class. The purpose of this paper is threefold – to identify feasible goals for the first day of class, to present an overview of the limited research related to first-day goals and expectations, and to provide an example of a Recreation and Leisure Studies discipline-related activity to address first-day goals. 相似文献
240.
Abstract A total involvement project in a mainstream upper school KEYW ORDS was initiated by a local education authority (LEA) as part of their behaviour restructuring of support for pupils with behavioural and emotional management; difficulties. The project was intended to meet the needs of a particular exclusion; LEA school which had a history of excluding difficult pupils. Initial evalu-behaviour ation of the project indicated that exclusion numbers have been support reduced, the school’s behavioural management structure has been improved, and a higher quality of support for pupils is offered at earlier stages. The project has highlighted a number of factors which are exemplars of good practice and has recently attracted research funding for a more structured evaluation via the DfES Best Practice Research Scholarship scheme. This account traces the early stages of the project, up to the first-phase evaluation, and is illustrated with examples of pupil case studies. 相似文献