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111.
This article reports on a national survey of higher education institutions in the United States to answer the question, “Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors’ academic and teaching backgrounds?” We surveyed 1,926 institutions, and a faculty member from each of 825 institutions (42.8?%) participated in the survey. The survey results demonstrate that the majority of institutions are not meeting the recommendations of the Conference Board of the Mathematical Sciences (The mathematical education of teachers. American Mathematical Society, Providence, RI, 2001), the National Council of Teachers of Mathematics (Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston, VA, 2005), and the National Council on Teacher Quality (Greenberg and Walsh 2008) for prospective elementary teachers to take at least nine credits of mathematics content designed specifically for them. Additionally, most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics, and most institutions do not provide training and/or support for these instructors.  相似文献   
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Guppy  Neil  Boud  David  Heap  Tania  Verpoorten  Dominique  Matzat  Uwe  Tai  Joanna  Lutze-Mann  Louise  Roth  Mary  Polly  Patsie  Burgess  Jamie-Lee  Agapito  Jenilyn  Bartolic  Silvia 《Higher Education》2022,84(3):487-504
Higher Education - Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’...  相似文献   
113.
Reading disability in children with dyslexia has been proposed to reflect impairment in auditory timing perception. We investigated one aspect of timing perception—temporal grouping—as present in prosodic phrase boundaries of natural speech, in age-matched groups of children, ages 6–8 years, with and without dyslexia. Prosodic phrase boundaries are characterized by temporal grouping of functionally related speech elements and can facilitate syntactic processing of speech. For example, temporary syntactic ambiguities, such as early-closure structures, are processed faster when prosodic phrase boundaries are present. We examined children’s prosodic facilitation by measuring their efficiency of sentence processing for temporary syntactic ambiguities spoken with (facilitating) versus without (neutral) prosodic phrase boundaries. Both groups of children benefited similarly from prosodic facilitation, displaying faster reaction times in facilitating compared to neutral prosody. These findings indicate that the use of prosodic phrase boundaries for speech processing is not impaired in children with dyslexia.  相似文献   
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While child care quality has been examined in numerous studies, the definition of quality and specifically, the concepts of structural and process quality, have not been adequately explored. In this qualitative analysis of the constructs of process and structural quality, a content analysis of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a commonly used measure of process quality, was conducted to investigate its use as a measure of process quality. Through constant comparative analysis of the ECERS-R at the indicator level, definitions of structure and process were formulated. Results show that over half of the indicators of the ECERS-R are measuring structural quality rather than process quality. Further examination of quality as a dynamic exchange between individuals and context is needed to advance research in the area of early childhood program quality.  相似文献   
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This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The particular characteristics of these three elements seemed to support some parents in developing the parenting skills which were required to consolidate the benefits experienced by their children. These benefits included parents being supported to replicate some of the practices at home and becoming more involved in their children’s learning. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints.  相似文献   
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Asia Pacific Education Review - Critical pedagogy is an approach to teaching and learning which aims to impact social change through education. In this study, the possibility of engaging with...  相似文献   
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Responses to an unfamiliar adult were examined in infants of mothers with social phobia ( N = 79) and infants of nonanxious comparison mothers ( N = 77) at 10 and 14 months in a social referencing paradigm. On each occasion, a female stranger first interacted with the mother and then approached and interacted with the infant. Over time, infants of mothers with social phobia showed increasing avoidance of the stranger, particularly when they were behaviorally inhibited. In boys, maternal social phobia was associated with increasing fearful responses. Infant avoidance was predicted by expressed maternal anxiety and low levels of encouragement to interact with the stranger. The findings are discussed in relation to theories concerning the intergenerational transmission of social anxiety.  相似文献   
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