AbstractSchools need to do a better job of recognizing the contributions and gifts students bring with them. Such a community-spirit approach could help everyone, from teachers and parents to district leaders and the Secretary of Education, dissuade the public from individualistic school structures and instead focus on equitable solutions that include the norms and histories of the people schools serve. 相似文献
A number of studies have shown that childrenwith reading difficulties perform poorly ontests of verbal memory span. The extent towhich differences in memory span for good andpoor readers can be explained by differences ina long-term memory component to span as well asby differences in short-term memory processeswas investigated in this study. Memory spanand rehearsal rate were measured for high andlow frequency words and nonwords. Althoughmemory span performance for high frequencywords was comparable for all reading abilitygroups, good readers had better memory spanperformance for low frequency words. This wasattributable to differences in both short-termand long-term memory contributions to spanperformance. Differences between readingability groups also emerged when memory spanfor nonwords was measured. In this case,differences between groups also appeared to bethe result of difficulties which poor readersencountered in learning newphonologically-based materials (i.e. nonwords). The nature of the inter-relationships betweenmemory span, reading and measures ofphonological awareness are discussed in thelight of these findings. 相似文献
ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%). 相似文献
This project tries to deal with all the difficulties adults of a low educational level are liable to cope with when they reed perspective drawings of an object, the real object being there or not. The subjects have to compare perspective drawings with a “model drawing” or a “model object”. The results show the difficulties of both exercices are related to people’s space conceptualisation: reading spatial depth relationships in drawings, coordination view-points, mental rotation. These observations gives us the possibility to give some didactic suggestions. 相似文献
Cooperative learning is an important methodological strategy to develop students’ general competencies. In this paper, we show an educational innovation experience of cooperative learning developed as part of the ‘Educational contexts and processes’ subject of the Speciality in Technology and Industrial Processes of the Master’s Degree in Secondary Education Teaching at the University of Valencia, during the 2011–12 academic year. The innovation experience becomes ‘meta-experience’ since it allows students to reflect on their own knowledge in building the learning process. The overall objective of this experience is to develop attitudes and skills for cooperative learning in future secondary education teachers. To this end, we designed the activity ‘Short Film’ that employs cooperative learning as a methodological strategy to foster learning and media literacy. The experience gave students the opportunity to reflect, discuss and be involved in their learning process. Furthermore, the academic results were excellent and students valued the educational innovation in a positive way. 相似文献
Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher’s understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee’s (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher’s identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.