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Julie Herron 《Journal of Early Childhood Teacher Education》2013,34(4):360-372
This case study involved examination of the evolution of mathematical beliefs of three prekindergarten teachers. The researcher followed three teachers at one school in west Alabama over the course of 6 months as they implemented a new mathematics curriculum in their pre-K classrooms. Interviews were conducted prior to implementation and at the end of the school year. Classroom observations were done throughout the implementation process. Three themes emerged from the data (a) math resources for the pre-K classroom, (b) pushing beyond—thinking mathematically, and (c) instructional strategies used the pre-K classroom. These themes revealed how all of the teachers' perceptions of early childhood mathematics curriculum and instruction evolved during the course of the study. These findings have implications for early childhood teacher education programs and professional development. 相似文献
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Donald Herron 《Irish Educational Studies》2013,32(1):247-262
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Undergraduates commonly harbor alternate conceptions about evolutionary biology; these alternate conceptions often persist, even after intensive instruction, and may influence acceptance of evolution. We interviewed undergraduates to explore their alternate conceptions about macroevolutionary patterns and designed a 2-h lesson plan to present evidence that life has evolved. We identified three alternate conceptions during our interviews: that newly derived traits would be more widespread in extant species than would be ancestral traits, that evolution proceeds solely by anagenesis, and that lineages must become more complex over time. We also attempted to measure changes in the alternate conceptions and levels of acceptance of evolutionary theory in biology majors and nonmajors after exposure to the lesson plan. The instrument used to assess understanding had flaws, but our results are suggestive of mixed effects: we found a reduction in the first alternate conception, no change in the second, and reinforcement of the third. We found a small, but significant, increase in undergraduate acceptance of evolutionary theory in two trials of the lesson plan (Cohen's d effect sizes of 0.51 and 0.19). These mixed results offer guidance on how to improve the lesson and show the potential of instructional approaches for influencing acceptance of evolution. 相似文献
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Joseph K. Torgesen Richard K. Wagner Carol A. Rashotte Jeannine Herron Patricia Lindamood 《Annals of dyslexia》2010,60(1):40-56
The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in
foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h
of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction
was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by
the computer programs. At the end of first grade, there were no differences in student reading performance between students
assigned to the different intervention conditions, but the combined-intervention students performed significantly better than
control students who had been exposed to their school’s normal reading program. Significant differences were obtained for
phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test
at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic
decoding, and rapid naming remained statistically reliable. 相似文献
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