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151.
The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research explored teachers’ responses to teaching grammar to a statutory test format, and how teachers implemented rapid curriculum change in their classrooms. The research sought to learn the perspectives of teachers as they adjusted to new English assessments and new expectations for children’s language in the primary school. This paper draws on teacher interviews (n = 16) and an online survey of teaching staff (n = 170). Teachers discuss their knowledge, understanding and enjoyment of grammar at their own level, and their skills for teaching pupils; they also discuss their observations of how pupils have responded to explicit grammar teaching and the grammar test. The data give some insights into the processes for teachers of applying new requirements for teaching and testing grammar, and how teachers strive to make grammar accessible to children. The findings discussed in this paper are: (1) since the introduction of the statutory SPaG test in primary schools, time spent teaching decontextualised and contextualised grammar has increased significantly; (2) grammar is now taught explicitly and formally as a classroom literacy routine; (3) the test format influences grammar teaching content and approaches; (4) teachers observe that pupils enjoy learning grammar and taking the test; (5) teachers disagree about the extent to which explicit grammar teaching and testing have a positive impact on pupils’ language and literacy skills; (6) teachers feel more confident about teaching grammar. 相似文献
152.
153.
Kimberly Lenease King Irene S. Houston & Renée A. Middleton 《British Journal of Educational Studies》2001,49(4):428-445
Numerous authors identify a white supremacist ideology that shapes the educational opportunities for racially diverse students. We contend that this ideology informs educational policy and hampers the likelihood that racially diverse populations can achieve success at levels similar to students of European descent. In this paper we define the white supremacist ideology as it informs education policy and practices. Three examples from the United States are then used to illustrate the influence of such an ideology. These examples include the creation and protection of racially segregated schooling; desegregation policies; and the current uses of school report cards. We conclude with the relevance of this discussion to educational debates in Great Britain and South Africa, and recommendations to minimise the influence of this ideology on education policy and school reform efforts. 相似文献
154.
Sasha A. Barab Bruce E. Bowdish Kimberly A. Lawless 《Educational technology research and development : ETR & D》1997,45(3):23-41
In this study we explored the use of log files as a window into the process of hypermedia navigation. Although there is a
growing body of research addressing theoretical and design issues related to open-ended, non-directive technologies such as
hypermedia, relatively few studies have attempted to explain navigational performance. Sixty-six undergraduate students used
a multidimensional, computer-based kiosk that could be explored in a nonlinear fashion to find information in response to
one of two information-retrieval tasks (simple or complex). Cluster analysis was used to generate performance profiles derived
from navigational data captured in log files. Analyses of within-cluster performance profiles, combined with external validation
criteria, led to the classification of four different types of navigational performance (models users, disenchanted volunteers,
feature explorers, and cyber cartographers). These characterizations were consistent with information-retrieval scores and
the external criteria (self-efficacy, perceived utility, and interest). For example, individuals who appeared to take the
time to learn the layout of the kiosk also had the highest self-efficacy, while those who used the help screen and watched
the most movies had the lowest self-efficacy. Results also demonstrated an interaction between various individual navigational
profiles and type of information-retrieval task. 相似文献
155.
Integrating technology in a field-based teacher training program: The PT3@ASU project 总被引:4,自引:0,他引:4
Thomas Brush Krista Glazewski Kathy Rutowski Kimberly Berg Charlotte Stromfors Maria Hernandez Van-Nest Laura Stock Jean Sutton 《Educational technology research and development : ETR & D》2003,51(1):57-72
The Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications? 相似文献
156.
Dawna Wilson Kimberly M. Lowry 《Community College Journal of Research & Practice》2017,41(4-5):267-272
ABSTRACTRecent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations. 相似文献
157.
Preschool emotional competence: pathway to social competence? 总被引:11,自引:0,他引:11
Denham SA Blair KA DeMulder E Levitas J Sawyer K Auerbach-Major S Queenan P 《Child development》2003,74(1):238-256
Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications. 相似文献
158.
159.
Kathryn Matthew Elizabeth Stephens Rebecca Callaway Catherine Letendre Kimberly Kimbell-Lopez 《Technology, Pedagogy and Education》2013,22(1):45-62
Abstract Research evidence suggests teacher educators who role model the use of information communication technology (ICT) in their practice help their students build confidence and competence as ICT users. This research finding is also supported by feedback from Louisiana Tech University students in teacher education. Research also indicates that a number of factors impact the adoption of ICT in the practice of teacher educators. This research has examined one of these factors, namely the benefits of one-on-one coaching for teacher educators by technology coaches as they worked together to learn to use technology. Participants included 33 teacher educators from Louisiana Tech University and 14 pre-service teachers. The pre-service teachers served as technology coaches and worked with the teacher educators in their offices and classrooms as they learned to use technology for their personal benefit and to integrate technology into their teaching. Interviews and observations indicated that coaches as well as teacher educators benefited from the relationship and both groups increased their technology competency. 相似文献
160.
Jaehee Cho Dina Inman Ramgolam Kimberly Mary Schaefer Anu Nadina Sandlin 《Journal of Applied Communication Research》2013,41(1):38-54
This study investigates the relationship between communication overload and uses of diverse communication channels in terms of their level of synchronicity. Emphasis on the synchronicity of any given channel reveals how temporal elements (i.e., rate and processing time) play an important role in perceptions of communication load. Additionally, this study examines the association between communication overload, organizational identification and job satisfaction. Findings reveal: (a) both high and low synchronous channels are associated with increased reports of communication overload; (b) a mediating effect of organizational identification on the relationship between communication overload and job satisfaction; and (c) a moderating effect of communication overload on the relationship between low synchronous channels and organizational identification. 相似文献