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11.
Patrick McGuire Mable B. Kinzie Daniel B. Berch 《Early Childhood Education Journal》2012,40(4):213-222
Teachers in early childhood and elementary classrooms (grades K-5) have been using ten-frames as an instructional tool to support students’ mathematics skill development for many years. Use of the similar five-frame has been limited, however, despite its apparent potential as an instructional scaffold in the early elementary grades. Due to scant evidence of teacher use and a lack of systematic research we know little to nothing about both the developmental and pedagogical implications of using five frames and related instructional manipulatives in early childhood mathematics classrooms. In this paper, we provide an overview of five-frames and specifically demonstrate ways that five-frames, if used in conjunction with concrete manipulatives, can support pre-kindergarten (pre-K) children’s development of Gelman and Gallistel’s (1978) three basic counting principles: the stable-order principle, one-to-one correspondence, and cardinality. We conclude by discussing the developmental and instructional implications of using five-frames, as well as offer a set of teaching tips designed to help teachers maximize the potential advantages of integrating five-frames in the pre-K classroom. 相似文献
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In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked mostly closed-ended questions, but used more open-ended questions when experiments were being conducted. During experiments, teachers?? questions were aimed at prediction and reasoning. In contrast, teachers used primarily closed-ended questions when science skills were being practiced and during science book readings, when their questions were oriented toward recognition and recall of factual information. The effects of the teachers?? questions can be seen in the students?? responses. When questions were open-ended, students employed a more varied vocabulary and more complex sentence structures. When teachers?? questions were oriented toward prediction and reasoning, students practiced these higher level cognitive skills in responding. Based on these findings, we provide recommendations for teaching practice in early childhood science education. 相似文献
13.
Feng Wang Mable B. Kinzie Patrick McGuire Edward Pan 《Early Childhood Education Journal》2010,37(5):381-389
Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible
vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and
educational software packages have been implemented in early childhood education and addressed a variety of subjects, including
mathematics, science, reading, language, and social studies. However, most software packages have yet to integrate technology
into inquiry-based learning for early childhood contexts. Based on existing theoretical frameworks, we suggest that instructional
technologies should be used in early childhood inquiry education to (a) enrich and provide structure for problem contexts,
(b) facilitate resource utilization, and (c) support cognitive and metacognitive processes. Examples of existing and hypothetical
early childhood applications are provided as we elaborate on each role. Challenges and future research directions are also
identified and discussed. 相似文献
14.
Development of two-digit place value understanding in the elementary grades has been the subject of some study; however, research at the pre-kindergarten (Pre-K) level is limited. This two-part paper begins by providing an overview of two-digit place value instruction in Pre-K and describes the component parts of a research-based math curriculum, MyTeachingPartner Math (MTP Math). Part two presents the results of a video analysis of classroom interactions across four MTP Math place value activities facilitated by two high quality teachers. Particular attention is given to the primary conceptual hurdles faced by students, as well as the scaffolding strategies employed by teachers. Results indicate that students possess a conceptual understanding of the ones place prior to the tens place and initially struggle the concept of unitizing groups of ten. Considerations are discussed for improving the quality of teacher-child interactions in pre-kindergarten that can best support children’s thinking and learning. 相似文献
15.
Mable B. Kinzie Jessica Vick Whittaker Amanda P. Williford Jamie DeCoster Patrick McGuire Youngju Lee Carolyn R. Kilday 《Early childhood research quarterly》2014
MyTeachingPartner-Math/Science (MTP-MS) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (Basic: MTP-M/S mathematics and science curricula, and Plus: MTP-M/S mathematics and science curricula plus related teacher support system) and a Business-As-Usual control condition (BaU). There were intervention effects for children's knowledge and skills in geometry and measurement as well as number sense and place value: Children in Plus classrooms made greater gains in geometry and measurement, compared with those in BaU classrooms. Children in Plus classrooms also performed better on the number sense and place value assessment than did those in Basic or BaU classrooms. We describe the implications of these results for supporting the development of children's knowledge and skills in early childhood and for developing and providing teachers with professional development to support these outcomes. 相似文献
16.
The evaluation of teaching quality in mathematics has become increasingly important following research reports indicating
that preschoolers are developmentally able to engage in mathematic thought and that child performance in mathematics at this
level is a strong predictor of later school achievement. As attention turns to early mathematics education, so too does the
focus on teaching quality. This paper reviews nine instruments designed to measure mathematics teaching quality—their theoretical
bases, foci, and psychometrics—and examines their appropriateness for administration in early childhood settings. Three of
the nine measures are identified as having highly desirable characteristics, with one of them specifically designed for early
childhood administration. The measures, our review process, and our recommendations for practice are presented. As school
divisions and teacher educators examine teaching quality, they will be better able to support their teachers’ practice, and
better able to reap the benefits in improved child outcomes. 相似文献
17.
Mable B. Kinzie Howard J. Sullivan 《Educational technology research and development : ETR & D》1989,37(2):5-14
This study investigated the effects of learner control and program control on the achievement and continuing motivation of high school students. The influence of the availability of computer-delivered instruction on student motivation was also examined. Continuing motivation was measured by student choice of learner control or program control as the mode for a second instructional program after subjects completed an initial program under their randomly assigned mode. Results revealed a highly significant difference in continuing motivation favoring learner over program control. The differences in posttest performance and performance during instruction between learner and program control were not significant. The data also revealed significant preferences to study both science and an alternative subject when they are presented by computer over when they are not.The research reported herein was conducted while she was a doctoral student at Arizona State University. 相似文献
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Mable B. Kinzie M. Elizabeth Hrabe Valerie A. Larsen 《Educational technology research and development : ETR & D》1998,46(1):53-71
Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use of ID cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.A previous version of this paper was presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Albuquerque, NM, February 1997.The authors may be contacted at the Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia, Charlottesville, VA 22903-2495. Phone (804) 924-7471; fax (804) 924-0747; e-mail: Kinzie@Virginia.edu. 相似文献
20.
Mable B. Kinzie Marcia A. B. Delcourt Susan M. Powers 《Research in higher education》1994,35(6):745-768
Computer technologies are important tools for learning, communicating, and retrieving information. For individuals to effectively
employ these tools, they must feel self-efficacious in using them. For this reason it is important to examine attitudes and
perceptions of competence that are encouraged by undergraduate educational programs. This paper reports on the factor validation
of two affective measures related to computer technologies, ATTITUDES TOWARD COMPUTER TECHNOLOGIES (ACT) and SELF-EFFICACY
FOR COMPUTER TECHNOLOGIES (SCT). ACT assesses perceived usefulness of and comfort/anxiety with computer technologies. Perceived
self efficacy for computer technologies (word processing, electronic mail, spreadsheets, database programs, statistical packages,
and CD-ROM databases) is measured by the SCT. In addition to data on construct validity, the results of exploratory analyses
examining predictors of self-efficacy for undergraduate students in business, education, and nursing are presented, and implications
and future research directions are discussed. 相似文献