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201.
One goal of the teacher's professional portfolio is to describe the full range of abilities and document effective teaching over an extended period of time. In this article we discuss the procedure that teachers can use in developing their own portfolio assessment to help generate data for making decisions about teaching performance. The development of a teacher portfolio requires planning, time, organization and cooperation from students, colleagues, parents and supervisors. The format of the portfolio may vary from individual to individual and be based upon personal preference. Organizations and contents of the teacher portfolio are suggested. Questions and associated lists of teaching artifacts are discussed based on the authors' experiences as early childhood classroom teachers and university professors. The answers to these questions will guide the selection of activity-generated products to best represent the essence of the teacher performance. 相似文献
202.
Jo Tondeur Johan van Braak Peggy A. Ertmer Anne Ottenbreit-Leftwich 《Educational technology research and development : ETR & D》2017,65(3):555-575
This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training. 相似文献
203.
As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry‐based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry‐based science. The research involved 53 third‐ and fourth‐grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3‐year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021–1043, 2004 相似文献
204.
Kathy Y. S. Lee Pamela J. Crooke Aster L. Y. Lui Peggy P. K. Kan Yuen-mai Mark Charles Andrew van Hasselt 《International Journal of Disability, Development & Education》2016,63(2):201-223
The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking®, a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students’ pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students. 相似文献
205.
Children's sleep and cognitive functioning: race and socioeconomic status as moderators of effects 总被引:1,自引:0,他引:1
Race and socioeconomic status (SES) moderated the link between children's sleep and cognitive functioning. One hundred and sixty-six 8- to 9-year-old African and European American children varying in SES participated. Sleep measures were actigraphy, sleep diaries, and self-report; cognitive measures were from the Woodcock-Johnson III and reaction time tasks. Children had similar performance when sleep was more optimal, but after controlling for SES, African American children had lower performance with sleep disruptions. Children from lower and higher SES had similar performance with better sleep quality and less variability in sleep schedules, but when sleep was more disrupted, higher SES children had better performance. Examination of environmental variables associated with race and SES that may underlie these effects may lead to directions for interventions to improve cognitive performance. 相似文献
206.
Amid growing controversy about the oft-cited “30-million-word gap,” this investigation uses language data from five American communities across the socioeconomic spectrum to test, for the first time, Hart and Risley's (1995) claim that poor children hear 30 million fewer words than their middle-class counterparts during the early years of life. The five studies combined ethnographic fieldwork with longitudinal home observations of 42 children (18–48 months) interacting with family members in everyday life contexts. Results do not support Hart and Risley's claim, reveal substantial variation in vocabulary environments within each socioeconomic stratum, and suggest that definitions of verbal environments that exclude multiple caregivers and bystander talk disproportionately underestimate the number of words to which low-income children are exposed. 相似文献
207.
Peggy A. Ertmer Timothy J. Newby Wei Liu Annette Tomory Ji Hyun Yu Young Mi Lee 《Educational technology research and development : ETR & D》2011,59(2):213-228
An international wiki-based collaboration was integrated into a large introductory educational technology course enrolling
346 students, divided into 43 teams. Student teams participated in a 5-week project in which they created wiki chapters about
the educational uses of specific Web 2.0 tools. Two to four international students, located in their home countries, participated
on each team, collaborating via the evolving wiki, as well as other Web 2.0 tools. Using expectancy-value as our motivational
framework, we gathered pre- and post-survey data, triangulated with focus group interview data, to examine changes in students’
confidence and perceived value for using these tools to facilitate international collaborations. Survey results showed significant
changes in confidence and perceived value, while qualitative results provided insights into students’ perceptions of critical
project components. We discuss students’ perceptions of project barriers as well as the strategies they implemented to achieve
success. 相似文献
208.
Mary A. Lundeberg Hosun Kang Bj?rn Wolter Robert delMas Norris Armstrong Bruno Borsari Nancy Boury Peggy Brickman Kristi Hannam Cheryl Heinz Thomas Horvath Maureen Knabb Terry Platt Nancy Rice Bill Rogers Joan Sharp Eric Ribbens Kimberly S. Maier Mike Deschryver Rodney Hagley Tamar Goulet Clyde F. Herreid 《Educational technology research and development : ETR & D》2011,59(5):645-671
Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students?? performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education. 相似文献
209.
Cindy S. York Peggy A. Ertmer 《Educational technology research and development : ETR & D》2011,59(6):841-863
Evidence suggests that experienced instructional designers often use heuristics and adapted models when engaged in the instructional
design problem-solving process. This study used the Delphi technique to identify a core set of heuristics designers reported
as being important to the success of the design process. The overarching purpose of the study was: (1) to examine and describe
the heuristics that guided instructional designers’ practice and (2) to identify the relationship between these heuristics
and key competencies of the discipline, as outlined by the International Board of Standards for Training, Performance, and
Instruction. Sixty-one heuristics were ultimately identified (reached consensus). All 61 aligned with at least one of the
four categories of IBSTPI, with some aligning with more than one. More specifically, 17 heuristics aligned with Professional
Foundations competencies, 17 aligned with Planning and Analysis competencies, 18 aligned with Design and Development competencies
and 10 aligned with Implementation and Management competencies. By examining instructional design heuristics, we hope to better
understand the potential genesis and/or future application of each heuristic. Results provide insights into the specific heuristics
experienced designers perceive as being effective during the ID process. 相似文献
210.