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21.
The ACEI Global Guidelines Assessment (GGA) was developed to provide an international assessment tool that can be used by early childhood educators to develop, assess, and improve program quality worldwide. This pilot study was conducted in four countries to investigate the psychometric properties of the GGA within and across different countries. A total of 168 programs and 336 early care and education professionals participated in this study from communities in the People’s Republic of China, Guatemala, Taiwan, and the United States. The results show strong internal consistency for each subscale and the total GGA as well as moderate interrater consistency for the five subscales. A comparison of item ratings and the qualitative evidence suggests moderately acceptable congruence between the ratings and evidence to support the ratings. Patterns of program practices were identified within and across the participating sties and countries that reflected both unique and common practices. These results suggest that the GGA has potential as a useful and effective tool both for understanding early childhood program quality within and across countries and as a means of helping practitioners to establish and/or improve the quality of their services. 相似文献
22.
Counteracting Summer Slide: Social Capital Resources Within Socioeconomically Disadvantaged Families
Stephanie L. Slates Doris R. Entwisle Linda S. Olson 《Journal of Education for Students Placed at Risk》2013,18(3):165-185
Research on summer learning has shown that children from a higher socioeconomic status (SES) continue to learn during the summer months of elementary school, but lower-SES students tend to stagnate or lose ground. However, not all low-SES students experience summer learning loss. Drawing on the Beginning School Study (BSS), a longitudinal study of a random sample of Baltimore public school students who began first grade in 1982, this article identifies a small sample of low-SES students who gained as much as their higher-SES peers in reading or math during at least three of the four summers of elementary school. Drawing on Coleman and Hoffer's (1987) theory of within-family social capital, we identify parental characteristics and practices that set these low-SES exceptional summer learners (ESLs) apart from their low-SES peers, who evidence the more typical pattern of summer slide. 相似文献
23.
Abstract This paper explores the Ecology of Human Development Model (Bronfenbrenner, 1979) as applied to the lives of students enrolled in the Early Childhood Education program at James Madison University (Virginia). This model provided insights into who our students are, their experiences, beliefs and values and how they define themselves; secondly, the process of reflection provided an opportunity for students to examine their lives as part of a larger social context; and thirdly, by valuing the process, it is hoped that students would recognize the importance of coming to know the children they teach. It is imperative that students are well prepared for teaching an increasingly diverse population (NCATE Standard I.E.2). Our belief is that in order for prospective teachers to appreciate diversity in classrooms, they need first to examine the context of their own lives. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
24.
Doris M. Martin 《Journal of Early Childhood Teacher Education》2013,34(3):321-330
This article examines issues surrounding the recruitment and employment of men in early childhood education, including special education, child care, and preschool through primary grade classrooms. Earlier research from the United States, Canada, and Australia concerning men in early education is reviewed. Issues discussed include the limitations of traditional gender roles, concerns of homosexuality, fear of sexual abuse accusations, salaries, and isolation. Initiating dialogue, identifying and remedying prejudices and practices that favor women, and activating support networks are among the activities suggested to increase the number of male teachers in early childhood classrooms. 相似文献
25.
Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program 总被引:1,自引:0,他引:1
In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled
disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating
what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive
literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from
low-income backgrounds who have often been excluded from such settings. We suggest that such out-of-school settings are particularly
important to youth who have few other opportunities to interact with and relate to science in positive ways. 相似文献
26.
27.
Schnitzler Katharina Holzberger Doris Seidel Tina 《European Journal of Psychology of Education - EJPE》2021,36(3):627-652
European Journal of Psychology of Education - Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by... 相似文献
28.
Research in Science Education - Justifications play a central role in argumentation, which is a core topic in school science education. This paper contributes to this field of research by... 相似文献
29.
Doris R. Corbett 《Quest (Human Kinetics)》2016,68(3):316-323
ABSTRACTThe loss of significant faculty members comes at a time when public and community expectations for institutions of higher learning have expanded. Public skepticism and the demands for accountability have resulted in greater attention being given to learning outcomes, subject matter, knowledge, proficiency, and capability. This article adds to our understanding of how graduate school operates as a socialization process for individuals who seek an academic career in higher education. Moreover, this article will focus specifically on the challenge of preparing and socializing doctoral students of color to the academy. New expectations require that substantive changes take place in the socialization process of graduate doctoral students in kinesiology if new faculty are to experience an academic environment that is rewarding. 相似文献
30.