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111.
112.
Abstract Most professional development schools emphasize the benefits to preservice teacher preparation but rarely focus on the professional development opportunities for the practicing, experienced teachers at the site (Clark, 1999). Professional development schools are not only changing the way preservice teachers are prepared, but are drastically changing the roles of the experienced teachers who participate in the process. By telling their stories of involvement in a growing and changing professional development school, experienced teachers can reflect on their experiences and learn new and different lessons from them each time. Recorded stories of participants in professional development schools can be used to help teachers gain renewed insights into their potential as leaders in school reform. Storytelling, as a strategy for connecting theory to practice in real school settings, allows and encourages teachers to be active participants in creating progress. It acts as a catalyst for generating and clarifying personal and common visions. 相似文献
113.
Donna R. Hale 《广播与电子媒介杂志》2013,57(1)
ADVERTISING: ITS ROLE IN MODERN MARKETING. Ry S. Watson Dunn. New York: Holt, Rinehart and Winston, 1961. 621 + xvi pp. $8.95. 相似文献
114.
Stephen R. Hooper Lara-Jeane Costa Matthew McBee Kathleen L. Anderson Donna C. Yerby Sean B. Knuth Amy Childress 《Reading and writing》2011,24(2):221-252
The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early
written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components
that have been deemed as important to the development of written language? Second, once derived, will the neuropsychological
components of this model remain stable over first and second grades or will the model change in its composition? Third, will
the strength of the relationships between neuropsychological components and writing outcomes be constant over time, or will
the strength of the relationships change over time? Finally, will the derived empirical model show significant concurrent
and predictive relationships with written expression? The sample included 205 first grade students recruited from a single
school district who were followed into the second grade via two cohorts: Measures were aligned with major neuropsychological
components as extracted from theoretical models of written expression and available empirical findings examining the neuropsychological
contributors to writing in children. These domains included fine-motor speed, language, short-term memory, long-term memory,
and various attention/executive functions including working memory. Confirmatory factor analyses (CFAs) and longitudinal structural
equation modeling (SEM) methods documented that three core latent traits were present and stable at both grades 1 and 2: Fine-Motor,
Language, and Attention/Executive Functions. The overall model was highly related to written expression and spelling at both
grades 1 and 2, with the first grade latent traits accounting for 52 and 55% of the variance in second grade written expression
and spelling, respectively. At both grades, the Language and Attention/Executive Functions latent traits were more highly
associated with written expression and spelling than the Fine-Motor latent trait. 相似文献
115.
Kelley Regan Anya S. Evmenova Donna Sacco Jessica Schwartzer David S. Chirinos Melissa D. Hughes 《Technology, Pedagogy and Education》2019,28(1):1-19
With increasing emphasis by policymakers, there has been an increase in access to technology within schools across the globe. However, recent survey findings suggest that teachers may not be integrating technology into their writing instruction in meaningful and effective ways. Variability in technology integration can be attributed to teacher attitudes about technology. This study seeks to understand teacher attitudes and perceptions regarding writing instruction and use of technology. Interviews of 47 middle school teachers revealed that most teachers considered themselves to be technology users who perceived their students’ writing skills to be deficient, yet spent little time on writing instruction in content areas. Teachers indicated that barriers to using technology included that it was too time-consuming; they had limited access; and they perceived access to be a competition. However, teachers revealed that technology was positive for students with disabilities, differentiating instruction, and providing twenty-first-century learning opportunities. These findings suggest that teacher attitudes and perceptions play an important role in technology integration. In addition to increased access to technology, school divisions should provide pre-service and in-service training and time for reflection so that teacher attitudes that impede technology integration can be positively manipulated to improve technology integration in the classroom. 相似文献
116.
N400 Event‐Related Potential and Standardized Measures of Reading in Late Elementary School Children: Correlated or Independent?
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We investigated whether and how standardized behavioral measures of reading and electrophysiological measures of reading were related in 72 typically developing, late elementary school children. Behavioral measures included standardized tests of spelling, phonological processing, vocabulary, comprehension, naming speed, and memory. Electrophysiological measures were composed of the amplitude of the N400 component of the event‐related potential waveform elicited by real words, pseudowords, nonpronounceable letter strings, and strings of letter‐like symbols (false fonts). The only significant brain–behavior correlations were between standard scores on the vocabulary test and N400 mean amplitude to real words (r = ?.272) and pseudowords (r = ?.235). We conclude that, while these specific sets of standardized behavioral and electrophysiological measures both provide an index of reading, for the most part they are independent and draw upon different underlying processing resources. 相似文献
117.
Donna F. Berlin Arthur L. White 《International Journal of Science and Mathematics Education》2010,8(1):97-115
The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7–12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in the first 3 years of the program. Eighty-one preservice teachers responded to a semantic differential to measure attitudes and perceptions related to “mathematics, science, and technology education integration.” Principal components and internal consistency reliability analyses were computed to provide validity and reliability evidence. Preservice teachers also responded to one open-ended, free-response written question, “What does the integration of mathematics, science, and technology education mean to you?” Multivariate and univariate analyses of variance with repeated measures and Pearson cross-tabulation chi-square analyses were computed to identify pretest–posttest differences for the value and difficulty scales, identified by the principal components analysis. Analytic inductive methods were used to identify emergent themes in student written responses to the open-ended question. Results indicated no change in preservice teacher attitudes and perceptions related to the value of integration—they clearly valued integration at the onset and completion of the program, often citing student benefits. However, a significant change in preservice teacher attitudes and perceptions related to difficulty was noted. Upon completion of the program, preservice teachers perceived integration to be more difficult and identified barriers and challenges—demonstrating a more realistic, practical, and cautious approach to the integration of mathematics, science, and technology education. 相似文献
118.
Donna Sayers Adomat 《Children‘s Literature in Education》2010,41(3):207-221
In this qualitative study, the author explores how young readers build literary understanding through performative responses
in picturebook read-alouds. Performative responses allow children to create and express meaning in ways that go beyond talk
and that engage their creativity and imagination. They include a variety of modalities, such as gesture, mime, vocal intonation,
characterization, and dramatization. Certain children show a propensity for responding in individual or characteristic ways.
By focusing on the performative responses of one second-grade reader, the author defines the characteristics of performative
responses and how children build literary understanding through them. Performative responses helped this young, struggling
reader to immerse herself in the story world, create the mood of the story, show an understanding of the unfolding narrative,
deepen her understanding of characters, and involve her classmates in a rich, and sometimes raucous, exploration of stories
through spontaneous dramatizations. The author argues that performative responses open up an imaginative world to children,
allow children to contribute actively to the construction of meaning, give children agency in creating their own curriculum,
and allow for a collaborative environment that builds on the strengths of the students in the group. 相似文献
119.
How do pre-kindergarteners spend their time? Gender,ethnicity, and income as predictors of experiences in pre-kindergarten classrooms 总被引:2,自引:0,他引:2
Diane M. Early Iheoma U. Iruka Sharon Ritchie Oscar A. Barbarin Donna-Marie C. Winn Gisele M. Crawford Pamela M. Frome Richard M. Clifford Margaret Burchinal Carollee Howes Donna M. Bryant Robert C. Pianta 《Early childhood research quarterly》2010
The current paper considers how children spend their time in state-funded pre-kindergarten programs and how time use relates to ethnicity, gender, and family income, based on the assumption that how time is spent in pre-kindergarten is relevant for the programs’ success in narrowing achievement gaps. Classroom observations of 2061 children in 652 pre-k programs in 11 states were analyzed. Findings indicated that the pre-kindergarten day was roughly equally divided among free choice, teacher-assigned activities, and meals/routines. Children spent much of their time in language/literacy, social studies, and art, and less time in math and gross motor activities. Much of the pre-k day was spent in ‘no coded learning activity.’ Children in classes with lower proportions of Latino and African American children and higher average income-to-need ratios were generally engaged in richer and more stimulating experiences. The child-level variables of ethnicity and income were generally unrelated to how children spent their time, above and beyond the effects of classroom-level ethnicity and income. There were generally small, but significant gender differences – always in the gender-stereotyped direction – in how time was spent, especially during free choice time. 相似文献
120.