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111.
112.
Counteracting Summer Slide: Social Capital Resources Within Socioeconomically Disadvantaged Families
Stephanie L. Slates Doris R. Entwisle Linda S. Olson 《Journal of Education for Students Placed at Risk》2013,18(3):165-185
Research on summer learning has shown that children from a higher socioeconomic status (SES) continue to learn during the summer months of elementary school, but lower-SES students tend to stagnate or lose ground. However, not all low-SES students experience summer learning loss. Drawing on the Beginning School Study (BSS), a longitudinal study of a random sample of Baltimore public school students who began first grade in 1982, this article identifies a small sample of low-SES students who gained as much as their higher-SES peers in reading or math during at least three of the four summers of elementary school. Drawing on Coleman and Hoffer's (1987) theory of within-family social capital, we identify parental characteristics and practices that set these low-SES exceptional summer learners (ESLs) apart from their low-SES peers, who evidence the more typical pattern of summer slide. 相似文献
113.
Alan I. Sugawara Linda M. Burt Thanitthar P. Ruder 《Journal of Early Childhood Teacher Education》2013,34(1):107-117
The interactions of 67 early childhood preservice teachers with International and U.S. preschool children in structured story time and unstructured table activities were videotaped and analyzed. Overall, preservice teachers displayed significantly more facilitative (e.g., ego boosting, teaching, questioning, and attending) than nonfacilitative (e.g., commanding, negatively responding, ignoring, and physical restraint) behaviors toward children. However, analyses of data relative to different ethnicity, gender, and activity type groups also revealed preservice teachers were relating to children in differential ways. Preservice teachers displayed significantly less facilitative and more nonfacilitative behaviors toward International children than U.S. children. In addition, preservice teacher‐child interactions with International children were rated as less positive and more negative than their interactions with U.S. children. Still also, preservice teachers displayed significantly less facilitative and less nonfacilitative behaviors toward girls than toward boys. Furthermore, preservice teacher‐child interactions with girls were rated as significantly less positive and less negative than with boys. Finally, preservice teachers displayed significantly more nonfacilitative behaviors toward children in structured story time activities than in unstructured table activities. 相似文献
114.
The eight early childhood educators who participated in this study were admitted into a 60-credit statewide distance-delivered Associate of Applied Science (AAS) degree program at the University of Alaska. All eight educators were women of Alaska Native ancestry who lived and worked in remote and rural Native communities. Seven of these teachers were employed by Head Start programs and one taught preschool for a rural school district. A major goal of the statewide distance-delivered AAS program is that participants will become skilled observers of children and learn to use observation to make decisions that foster developmentally appropriate and culturally responsive services. All the course work in our AAS degree program involves actively doing and using observations of children. This study is based on a principle that intrinsic changes can occur in program management, curriculum development, and teacher practice when teachers learn how to use observation of children rather than external evaluation to make decisions about their programs. 相似文献
115.
Howard S. Adelman Linda Taylor 《Journal of educational and psychological consultation》2013,23(1):55-77
Despite the nationwide emphasis on school improvement, the complexities of accomplishing desired systemic changes have been given short shrift in policy, research, training, and practice. This article focuses on the problem of expanding school improvement planning to better address how schools and districts intendto accomplish designated changes. Specifically, weframe and outline some basic considerations related to systemic change, and, to encourage a greater policy discussion of the complexities of implementing major school improvements on a large scale, we propose a set of policy actions. 相似文献
116.
Quality in Inclusive Preschool Classrooms 总被引:1,自引:1,他引:0
Linda L. Hestenes Deborah J. Cassidy Jonghee Shim Archana V. Hegde 《Early education and development》2013,24(4):519-540
Research Findings: Quality of care for preschool children in inclusive and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that inclusive classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality (Activities/Materials and Language/Interactions). In Study 2, a more diverse sample of 44 classrooms (20 inclusive and 24 noninclusive) did not reveal differences on the global measures of quality but did show a difference on a measure of teacher–child interactions. Teachers in inclusive classrooms had higher quality and more appropriate interactions with all children than did teachers from noninclusive classrooms. Ratings of perceived severity of children's disabilities were not related to any of the measures of classroom quality in either study. Practice or Policy: Both studies suggest that including children with disabilities in regular preschool classrooms does not result in lower quality programs or in less adequate teacher–child interactions, particularly for children with mild to moderate disabilities. Results illustrate the importance of continued education for early childhood professionals on high-quality teacher–child interactions. Faculty in personnel preparation programs as well as policymakers need to continue to promote high-quality interactions between teachers and children. 相似文献
117.
Linda Webster Steven E. Knotek Leslie M. Babinski Dwight L. Rogers Mary M. Barnett 《Journal of educational and psychological consultation》2013,23(3-4):281-301
This qualitative study applied methods used in discourse analysis to investigate how a consultant's questioning supported the goal of group consultation to empower beginning teachers to become effective problem solvers in their work environment. The focus of the study was on the process of questioning and communicative coherency as the group evolved over the course of the school year. The participants in this study were 7 White elementary school teachers in their first year of teaching. There were 12 sessions held over an 8-month period. The investigators found evidence of a parallel process between the coordinate consultation process and coherency in consultative discourse, such that as the coordinate process developed and improved, so did the coherency of group discourse. Implications for practice, training, and future research are discussed. 相似文献
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119.
The present paper explores what, and how, student teachers may learn about theory and practice from writing cases, and examines some pedagogical features that may contribute to these results. Drawing on data collected from our course "Principles of Learning for Teaching", including student cases from outline to final drafts and students' course reflections, we found that students' successive case drafts demonstrated a development from naïve generalizations to sophisticated, theory-based explanations of the issues at play in their cases. In particular, we suggest that students' cases demonstrated some of the moves that Berliner (1986, 1991) identified as characteristic of more "expert" thinking about teaching. We propose that reading theory in context with writing cases, that sharing cases with peer readers, that specific, theoretically grounded, and concrete feedback from instructors, and that providing multiple opportunities for revision may have been most useful in helping student teachers learn to think like a teacher. 相似文献
120.
This paper questions current policy discourses that equate student success with hard outcomes like retention, completion and employment. It offers another view, one that uses ‘soft’ outcomes and student engagement literature to widen our understanding of student success. In the paper, we first draw on literature to explore student engagement, usually understood as a means to achieve success, and ‘soft’ outcomes as acceptable student outcomes, as success. We present possible indicators for these forms of success and a matrix of factors which influence such success. We then examine these ideas using data gathered from a project that investigated success as experienced by post-school foundation learners in Institutes of Technology and Polytechnics in Aotearoa/New Zealand. The findings suggest that the ideas have value. Finally, we identify some implications for teachers, arguing that, contrary to some current views, all four quadrants in the matrix are the business of teachers. 相似文献