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In this study, 114 preschoolers (M age = 53 months) completed a battery of literacy assessments to explore the interplay between name writing and letter knowledge in early literacy learners. Name writing was significantly related to children's letter knowledge, and the relationships were moderate to high. However, many children exhibited an incongruity in name writing and name-specific letter-recognition skills (i.e., they could write their names but not recognize the letters in their names, or recognize the letters in their names but not write them). When these two groups were contrasted statistically, the children with superior name-specific letter recognition (but poorer name writing scores) had significantly higher letter knowledge scores than the children with superior name writing scores (but poor name-specific letter-recognition scores). Writing one's name, in itself, did not appear to correspond to a literacy advantage. Thus, with regard to the recommendation that name writing be used as a literacy assessment tool in preschool, the results from this study suggest that name writing should be used as a measure of mechanical skill only and should not be used as a means to assess children's conceptual knowledge (of letter names, letter sounds, or the alphabetic principle). 相似文献
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Roxanne C. Lawrence Rebecca J. Bulotsky-Shearer Krystal Bichay-Awadalla Jenna N. Futterer Jhonelle Bailey 《Psychology in the schools》2020,57(7):1132-1154
To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self-efficacy, job stress, and school support were examined across teachers' demographic characteristics and observed teacher–child interaction quality. Multilevel models examined associations between ECTES dimension scores and children's social-emotional and academic skills (N = 161 preschool teachers and N = 3,152 children). Findings support the reliability and validity of the three-factor structure of the ECTES in the diverse Head Start teacher sample. Higher teacher-reported self-efficacy and school support were associated with higher observed classroom emotional support, instructional support, and classroom organization. Higher teacher-reported self-efficacy was associated with fewer years of teaching experience. With respect to child outcomes, higher teacher self-efficacy and school support were associated with lower behavior problems and higher social-emotional skills but were not associated with academic skills. Implications of the findings, limitations, and future directions are discussed. 相似文献
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Jenna N. Hanchey 《传播与批判/文化研究》2018,15(2):144-160
Drawing from interviews and conversations with US American volunteers at an international aid organization in Tanzania, I argue that the subject constitution of US volunteers is dependent upon foreclosures that remove questions of their colonial and racial presence from conscious awareness. I explain how these foreclosures are covered by a white savior fantasy, and trace how volunteers at this particular organization use two primary tools to avoid facing their foreclosures and traversing their fantasies: denial and irony. In conclusion, I explore the implications of this study for reflexivity in critical rhetorical fieldwork, as well as aid practice. 相似文献
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ABSTRACTAlthough more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace. 相似文献
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Jenna Min Shim 《课程研究杂志》2013,45(1):116-137
Juxtaposing the concepts of screen memory, counter-transference and the holding environment within psychoanalytic theory, this essay explores the author’s emotional experience, who begins the exploration by asking several questions. What happens to a teacher’s emotional world and her consciousness in the process of trying to shift students’ consciousness in multicultural education? What is the psychical consequence for teachers of colour who must listen to racist discourse as a precondition to convincing those to do otherwise? How does a teacher’s emotional world influence student learning and development of critical consciousness? In working through her emotional response aroused by the students’ questions in her multicultural education classes, the author discusses the importance of a conversation between psychoanalysis and critical multicultural pedagogies and why the conversation matters. 相似文献
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Randomized controlled trials (RCTs) are considered the most methodologically sound methods of conducting empirical research, but a successful RCT is contingent on the recruitment of subjects into the intervention and study. Few research articles and evaluations in education discuss recruitment, and even fewer discuss challenges in recruitment. This is worrisome, given that recruitment can jeopardize internal and external validity – the most valuable aspects of RCTs. This paper initiates a conversation about planning and carrying out a successful recruitment campaign, specifically in postsecondary settings where students are more autonomous, programmes are likely to be voluntary, the flow of information is disparate, and incentives are often misaligned for external evaluation. We also share our challenges and lessons learned in recruiting students for a student support programme and its evaluation. We also advocate that more researchers devote attention to, and sufficiently plan for the recruitment of subjects into RCTs. 相似文献
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Michael W. Bahr James D. Leduc Melissa A. Hild Shannon E. Davis Jenna K. Summers Brittany Mcneal 《Psychology in the schools》2017,54(6):581-595
In 2010, the National Association of School Psychologists approved the Model for Comprehensive and Integrated School Psychological Services (or the NASP Practice Model), codifying what an expanded role encompasses in the delivery of school‐based psychological services. This study examined the role and function of school psychology practitioners from three Midwestern states with different legal statues and policy initiatives related to the practice of school psychology. A total of 175 practicing school psychologists from Missouri, Illinois, and Iowa reported their actual and preferred practices and completed a self‐assessment on their knowledge of the NASP Practice Model. Results showed participants not only identified problem‐solving consultation as their most knowledgeable domain of practice but also the activity on which they spent the greatest amount of their time. Analysis by state revealed differential levels of practice devoted to consultation and intervention. Study findings are discussed relative to the potential impact and importance of state law and policy initiatives. 相似文献
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Helen O. Pitchik Fahmida Tofail Fahmida Akter Jesmin Sultana AKM Shoab Tarique M. N. Huda Jenna E. Forsyth Natasha Kaushal Tania Jahir Farzana Yeasmin Rizwana Khan Jyoti B. Das Md. Khobair Hossain Md. Rezaul Hasan Mahbubur Rahman Peter J. Winch Stephen P. Luby Lia C. H. Fernald 《Child development》2021,92(5):e764-e780
Early child development has been influenced directly and indirectly by the COVID-19 pandemic, and these effects are exacerbated in contexts of poverty. This study estimates effects of the pandemic and subsequent population lockdowns on mental health, caregiving practices, and freedom of movement among female caregivers of children 6–27 months (50% female), in rural Bangladesh. A cohort (N = 517) was assessed before and during the pandemic (May–June, 2019 and July–September, 2020). Caregivers who experienced more food insecurity and financial loss during the pandemic reported larger increases in depressive symptoms (0.26 SD, 95% CI 0.08–0.44; 0.21 SD, 0.04–0.40) compared to less affected caregivers. Stimulating caregiving and freedom of movement results were inconsistent. Increases in depressive symptoms during the pandemic may have consequences for child development. 相似文献