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171.
172.
Social Competence of Grade School Children 总被引:1,自引:0,他引:1
Katherine P. Bradway 《Journal of Experimental Education》2013,81(3):326-331
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This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a collaborative teaching style required of the students in their curricular work. Utilizing the interpretivist discourse of phenomenology, the authors dialog about the meaning each makes of the coursework, the pedagogy, the students, and the teacher effectiveness through a co-teaching model. The dialog and reflection on the phenomenon of co-teaching contributes to more productive co-teaching instruction for pre-service teacher instructors. 相似文献
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Joseph M. Currin Randolph D. Hubach André R. Durham Katherine E. Kavanaugh Zachary Vineyard Julie M. Croff 《Sex education》2017,17(6):667-681
The information shared in schools on sex education in the USA is highly variable depending on the state and sometimes city in which a student lives. Gay and bisexual students living in a socially conservative, primarily rural state such as Oklahoma often receive little information about sexual health information that pertains to their behaviours unless it is discussing the dangers of sex. Using a qualitative approach, 20 gay and bisexual men currently residing in Oklahoma completed semi-structured interviews about their experiences with sex education and alternate ways to compensate for lack of information provided. Participants noted an awareness of the lack of meaningful sex education or if it was offered, a primary focus on abstinence-only until marriage heteronormative curricula. Participants described various ways they compensated for lack of sex education including accessing pornography and information from the internet. With the current socio-political environment of Oklahoma, it is unlikely wholesale changes to the sex education curricula can be made. The importance of public health professionals using the internet and peer educators to deliver inclusive and informative sexual health information remains salient and viable for men who reside in socio-politically conservative areas like Oklahoma. 相似文献
177.
O'Doherty K Troseth GL Shimpi PM Goldenberg E Akhtar N Saylor MM 《Child development》2011,82(3):902-915
In previous studies, very young children have learned words while "overhearing" a conversation, yet they have had trouble learning words from a person on video. In Study 1, 64 toddlers (mean age=29.8 months) viewed an object-labeling demonstration in 1 of 4 conditions. In 2, the speaker (present or on video) directly addressed the child, and in 2, the speaker addressed another adult who was present or was with her on video. Study 2 involved 2 follow-up conditions with 32 toddlers (mean age=30.4 months). Across the 2 studies, the results indicated that toddlers learned words best when participating in or observing a reciprocal social interaction with a speaker who was present or on video. 相似文献
178.
Matthew K. Burns Heather Kwoka Becky Lim Melissa Crone Katherine Haegele David C. Parker Shawna Petersen Sarah E. Scholin 《Psychology in the schools》2011,48(2):124-132
The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc. 相似文献
179.
Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry‐oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self‐efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre‐ and post‐tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry‐oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011 相似文献
180.
Proctor LJ Van Dusen Randazzo K Litrownik AJ Newton RR Davis IP Villodas M 《Child abuse & neglect》2011,35(6):425-436