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611.
Julie A. Jones-Branch Julia C. Torquati Helen Raikes Carolyn Pope Edwards 《Early education and development》2004,15(3):327-342
This study compared the quality of child care programs serving children receiving government subsidies to those not serving such children. Thirty-four classrooms in full day programs serving preschool aged children (19 subsidized, 15 unsubsidized) were observed using the Early Childhood Environment Rating Scales-Revised (ECERS-R). (1) Research Findings: One way ANOVA indicated that programs not serving children receiving subsidies were rated higher on overall quality, language and reasoning, learning activities, and social interactions. Teacher salary was significantly correlated with overall quality, and after controlling for teacher salary, subsidy density did not uniquely predict variance in overall quality. (2) Policy Implications: Overall low quality indicates a need for a quality improvement initiative using proven methods. Minimum guidelines for quality beyond state licensing standards should be used to ensure that children in subsidized programs are receiving adequate care and to oversee state and federal investments in early childhood education. 相似文献
612.
613.
Julia Becherer Olaf Köller Friederike Zimmermann 《Zeitschrift für Erziehungswissenschaft》2017,20(3):405-424
Prior research indicates that social behavior contributes to school achievement. The underlying mechanisms, however, have received little research attention to date. To investigate peer acceptance as mediating the influences of prosocial and antisocial behavior on school grades, this prospective study draws on 2387 ninth graders. All students in a class rated their peers in terms of prosocial and antisocial behavior, class teachers rated their students’ peer acceptance in class, and grades in German and mathematics were collected from students’ report cards. Prior report card grades, gender and socioeconomic status were controlled for. Structural equation modeling shows direct positive paths between prosocial behavior and both peer acceptance and grades; antisocial behavior negatively predicted both peer acceptance and grades. Prosocial behavior contributed to better grades via higher peer acceptance, whereas concerning antisocial behavior, the mediating effect was statistically not significant. Results are discussed with regard to their practical relevance and implications for future research. 相似文献
614.
Deficient publicity challenged participants when selecting community college for postsecondary education and identifying secondary mathematics teaching as a career. Secondary mathematics teaching career promotion by the community college out in the local community and on the community college campuses was found to be nonexistent but necessary to increase the teacher-of-color pool. The purpose of this case study was to understand the role community colleges played in preparing current Washington State secondary mathematics teachers of color. Teachers-of-color voices were evaluated through Critical Race Theory, and recommendations were developed to support and counter identified oppressive structures: A future secondary mathematics teacher community outreach club would engage the community by (a) developing partnerships with local K–12 schools to increase teaching career exploration, (b) exploring feasibility of Math in the Community, and (c) promoting the community college as A College FOR the Community with outreach mathematics application courses taught in nonschool-based community venues. 相似文献
615.
Julia Torquati Jennifer Leeper-Miller Erin Hamel Soo-Young Hong Susan Sarver Michelle Rupiper 《The New Educator》2017,13(3):207-233
ABSTRACTThis article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for Excellence, the Guidelines for the Preparation and Professional Development of Environmental Educators, and state-level early learning guidelines that focus on connecting young children with nature. Preservice teachers build knowledge, skills, and dispositions for effective environmental education beginning from an awareness level and progressing to application and refinement. The value of nature is communicated explicitly and implicitly throughout the program. Preliminary analysis of student outcomes indicated that, over the course of the program, students’ ratings of the importance of nature and science experiences and outcomes increased, along with their confidence implementing environmental-education activities. 相似文献
616.
Kollmer Julia Schleinschok Katrin Scheiter Katharina Eitel Alexander 《Instructional Science》2020,48(5):569-589
Instructional Science - In this study, we investigated whether drawing after learning supports metacognitive monitoring especially when students are supported in their drawing efforts. Therefore,... 相似文献
617.
618.
Julia Moore 《Communication monographs》2017,84(2):258-276
Power operates not only through ideological and institutional control, but also through everyday interpersonal communication practices that sediment what is and ought to be. However, critical theorizing about power remains scarce within the sub-fields of interpersonal and family communication. To answer questions about operations of power in interpersonal identity work, performative face theory is set forth, which places Erving Goffman’s theorization of face in conversation with Judith Butler’s theory of performativity. Performative face theory suggests that discursive acts cited or repeated in negotiations of face constitute and sometimes subvert naturalized identity categories. Four theoretical principles are provided and an empirical example of childbearing identity is presented. Finally, implications of this novel critical interpersonal and family communication theory are discussed. 相似文献
619.
Julia Evetts 《British Journal of Sociology of Education》1992,13(1):37-49
This paper considers the career concerns experienced by some comprehensive school headteachers when promotion ladders in teaching in schools apparently come to an end. Using career history data from 20 headteachers, 10 men and 10 women, the age and gender differences in the experience of career concern are illustrated. The concept of career in sociological analysis is examined and the linking of actions and structures in the formation of career patterns is demonstrated. It is then argued that, in a time of rapid educational change, new positions will be created and the rules defining who gets particular positions might be altered. In this way, the career expectations of, and new career structures for, headteachers could be developed. 相似文献
620.
Julia Gillen 《British Journal of Educational Studies》2000,48(2):183-198
The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the 'one of proximal development' The publication of his recent, albeit incomplete, Collected Works in English affords an opportunity to reassess Vygotsky' work. Potential areas for such rethinking include: a comparison between his work and influence with that of Piaget; Vygotsky' own epistemology and methodology; and the relevance of his approach to contemporary concerns. 相似文献