Retrospective perceived child-rearing practices reported by three culturally different groups of college students—Latin Americans (n = 164), CubanAmericans (n = 127), and Anglo-Americans (n = 154)—on sixteen parent practices variables were compared using a 2 (sex) × 3 (cultural group) multivariate analysis of covariance with social class as the covariate. Cuban-American mothers were perceived as more similar to Anglo than to Latin mothers, specifically in their use of disciplinary techniques. Cuban-American mothers and fathers were perceived as applying the greatest amount of achievement pressure. Anglo fathers were perceived as using physical punishment significantly more than Cuban and Latin American fathers. Overall the results provide some support for previous findings in the literature but indicate that the results in the literature on child-rearing practices comparing Anglos to Mexicans and Mexican-Americans are not easily generalizable to other Hispanic or Latin American groups. 相似文献
When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?” 相似文献
It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective
for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes
the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios
in two different early childhood education programs. The goals of the model, the six steps followed and the participants'
responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing
teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs.
Also early childhood teacher education students can benefit from the design and implementation of ECPAP. 相似文献
We investigated the effects of a self‐regulatory intervention strategy designed to improve middle‐school students’ calibration accuracy, self‐regulatory skills, and math achievement. Focusing on self‐monitoring and self‐reflection as the two key processes of this intervention in relation to improving students’ math achievement and overall self‐regulation, we randomly assigned 30 sixth‐and seventh‐grade students to either a treatment or a delayed‐treatment control group. At the conclusion of the intervention, we conducted interviews to unearth students’ sources of calibration judgments. Results showed that participants who received the intervention had significantly higher math performance and predictive/postdictive calibration accuracy than did the control group. We provided educational implications of our findings for psychologists and educators. 相似文献
Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches accessible to linguistically and culturally diverse (LCD) students. In this paper, we promote a conceptual framework, based on an ethos of intentionality, that supports culturally responsive teaching (CRT). We provide specific questions to guide teachers’ implementation of an ethos of intentionality, through critical reflection and meaningful action, and discuss a framework for culturally relevant practice that operationalizes key central tenets (e.g., high expectations, cultural competence, and critical consciousness). Finally, we include strategies that can help teachers and designers translate the principles of the CRT framework into action with a specific focus on complex problem solving in classrooms.
ABSTRACT We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence. 相似文献
ABSTRACTIn 1864, the same year the University of Denver was founded by John Evans, then the territorial governor of Colorado and the superintendent of Indian affairs, a group of U.S. militia attacked and killed vulnerable members of the Cheyenne and Arapaho nations at Sand Creek. Using critical race theory and the feminist “ethic of care,” we critique our collections in terms of the massacre and absent Native American voices in order to develop a collecting philosophy and direction to acknowledge and address the gaps and to formulate strategies for teaching students to interrogate a predominately white institutional archive to give voice to the absent or silenced. 相似文献
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology,
increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low.
This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers
have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little
research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for
the importance of such research and present a conceptual overview of teacher pedagogial beliefs as a vital first step. After
defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice
I describe important implications for teacher professional development and offer suggestions for future research. 相似文献