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131.
James Joseph Scheurich Douglas E. Foley 《International journal of qualitative studies in education》2013,26(2):101-102
Second‐career individuals are entering the teaching profession in greater numbers. These older, mature individuals bring diffent experiences to teaching than do younger, traditional preservice and beginning teachers. Lyle, a second‐career teacher, began his first year of teaching in a junior high school, a setting that did not allow him to teach in ways that he believed he should. This paper presents a record of Lyle's struggles as he negotiates the role of teaching and his relationships with students. The conclusions examine some factors that mitigated against Lyles’ smooth transition into the teaching profession and suggest that second‐career teachers such as Lyle may be disadvantaged by traditional teacher education programs, the pressures under which they accept teaching positions, and their sometimes distant perspective of teachers, teacher's work, and students. 相似文献
132.
The Senior Pen Pal Program offered in the first grade classroom at Mulready Elementary School in Hudson, MAis an example of a successful intergenerational program. The program has evolved from a letter exchange to include the assignment of books about senior citizens, regular correspondence, and structured group visits between participants. Some of the seniors visit the classroom and lead activities. The senior center is visited by the students and an intergenerational concert is held during the holidays. 相似文献
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Foley Griff 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(1):117-118
International Review of Education - 相似文献
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Roxanne F. Hudson Joseph K. Torgesen Holly B. Lane Stephen J. Turner 《Reading and writing》2012,25(2):483-507
Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy
in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with
young readers. Using Structural Equation Modeling, this study examined the measurement and structural relations of the rate
and accuracy of variables important in early reading: phonemic blending, letter sounds, phonograms, decoding, single-word
reading, reading comprehension, and text reading as well as reading comprehension among second grade readers. The effects
from phonemic blending fluency and letter sound fluency to decoding were completely mediated by phonogram fluency, decoding
fluency, single-word reading fluency, and reading comprehension had direct effects on the text reading fluency of the second
grade students. Understanding the relationship among the many component skills of readers early in their reading development
is important because a deficiency in any of the component skills has the potential to affect the development of other skills
and, ultimately, the development of the child as a proficient reader. 相似文献