(NB. In the interests of brevity, the British-born children of parents of West Indian origin are referred to as the WI group and the children of parents of English origin are referred to as the E group.) It has been suggested that, partly because of dialect interferences, WI children experience greater difficulty than E group children in various aspects of reading. The present study compares the attainments of a sample of 20 WI and E boys and girls of equivalent intellectual ability attending a multi-cultural inner-city comprehensive school in a social priority area. Reading accuracy, reading comprehension and listening comprehension attainments of the children were tested by the individual administration of the Neale Analysis of Reading Ability, Forms A, B and C. In terms of both reading accuracy and comprehension, although the group mean scores were all below the norms for their chronological ages, there were no significant mean differences between the WI and E pupils or between boys and girls. Silent reading led to significantly lower scores than did reading aloud. 相似文献
This article provides an introduction for the special issue of the Journal of Science Education and Technology focused on computational thinking (CT) from a disciplinary perspective. The special issue connects earlier research on what K-12 students can learn and be able to do using CT with the CT skills and habits of mind needed to productively participate in professional CT-integrated STEM fields. In this context, the phrase “disciplinary perspective” simultaneously holds two meanings: it refers to and aims to make connections between established K-12 STEM subject areas (science, technology, engineering, and mathematics) and newer CT-integrated disciplines such as computational sciences. The special issue presents a framework for CT integration and includes articles that illuminate what CT looks like from a disciplinary perspective, the challenges inherent in integrating CT into K-12 STEM education, and new ways of measuring CT aligned more closely with disciplinary practices. The aim of this special issue is to offer research-based and practitioner-grounded insights into recent work in CT integration and provoke new ways of thinking about CT integration from researchers, practitioners, and research-practitioner partnerships.
Concept mapping with Learning Tool, a computerized mapping program, was used to assess changes in the content and organization of 17 preservice teachers' concept maps for the topic of effective teaching. Preservice teachers in their senior year of an early childhood teacher education program constructed and revised concept maps with a partner. They entered reflections on each mapping experience into their reflective journals, developing implications for teaching. Analysis of the concept maps revealed that these students had a primary concern with classroom management throughout the year, linking diverse information to that concept. They evidenced detailed and diverse understandings under the labels of knowledge and organization. Professionalism was a common item, though it was less well developed. Their reflective journals indicated that these students moved from describing emotional reactions to using the computer program as a basis for reflection on the teaching/learning process. This study illustrates how concept mapping can be useful in describing students' evolving constructions of knowledge in a particular subject area, and in promoting reflection. 相似文献
This study applied Messick's unified, multifaceted concept of construct validity to an electronic portfolio system used in a teacher education program. The subjects included 128 preservice teachers who recently completed their final portfolio reviews and student teaching experiences. Four of Messick's six facets of validity were investigated for the portfolio in this study, along with a discussion of the remaining facets examined in two previous studies. The evidence provided support for the substantive and generalizability aspects of validity, and limited support for the content, structural, external, and consequential aspects of validity. It was suggested that the electronic portfolio may be used as one requirement for certification purposes, but may not be valid for the purpose of assessing teacher competencies . 相似文献
A major challenge facing institutions today is determining the role of multiculturalism in the curriculum. Institutions that decide to incorporate multicultural perspectives into the general education curriculum will face a long and complex process. In 1991, policy makers at Florida State University made the decision to require all students to take multicultural courses to fulfill general education requirements. This article provides insight into the challenges that institutional policy makers face as they seek to change the curriculum to include the voices of those previously underrepresented. 相似文献
Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in
K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have
examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced
with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum
standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding.
Analysis of the classroom discourse showed that PBL and the teacher’s facilitation strategies provided opportunities for students
to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten
classrooms. 相似文献
The aims of this study were (i) to determine whether significant three-dimensional (3D) trunk kinematic differences existed between a driver and a five-iron during a golf swing; and (ii) to determine the anthropometric, physiological, and trunk kinematic variables associated with clubhead speed. Trunk range of motion and golf swing kinematic data were collected from 15 low-handicap male golfers (handicap = 2.5 ± 1.9). Data were collected using a 10-camera motion capture system operating at 250 Hz. Data on clubhead speed and ball velocity were collected using a real-time launch monitor. Paired t-tests revealed nine significant (p ≤ 0.0019) between-club differences for golf swing kinematics, namely trunk and lower trunk flexion/extension and lower trunk axial rotation. Multiple regression analyses explained 33.7–66.7% of the variance in clubhead speed for the driver and five-iron, respectively, with both trunk and lower trunk variables showing associations with clubhead speed. Future studies should consider the role of the upper limbs and modifiable features of the golf club in developing clubhead speed for the driver in particular. 相似文献