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31.
Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better
understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom
cooperating teachers and a university supervisor) working with mathematics student teachers. Analysis of conference communications
revealed differences in the types and content of communications in conferences led by the cooperating teachers and by the
university supervisor. Cooperating teachers tended toward evaluative supervision that lacked a focus on the mathematics of
the lessons while the university supervisor tended toward educative supervision, guiding student teachers to reflect on and
learn from their own classroom experiences including the mathematics of their lessons. Differences are discussed, and suggestions
concerning the supervision of student teachers are made along with recommendations for further research. 相似文献
32.
Rebecca J. Bulotsky‐Shearer Johayra Bouza Krystal Bichay Veronica A. Fernandez Patricia Gaona Hernandez 《Psychology in the schools》2016,53(9):911-925
The construct validity of the Family Involvement Questionnaire–Short Form (FIQ‐SF) was examined in an independent sample of ethnically and linguistically diverse low‐income families (N = 498) enrolled in an urban Head Start program in the Southeast. A series of exploratory and confirmatory factor analyses replicated the three‐factor structure identified in initial validation studies with Northeast samples: home‐school conferencing, home‐based involvement, and school‐based involvement. Findings from multiple group confirmatory factor analyses provided evidence that the three‐factor structure was invariant across family ethnicity. multivariate analyses of variance also confirmed hypothesized mean differences on FIQ‐SF dimension scores across family demographic variables such as caregiver ethnicity, primary home language, caregiver education, employment, and marital status. Findings replicate and extend prior construct validity evidence to support the use of the FIQ‐SF by early childhood education programs such as Head Start serving diverse families from low‐income backgrounds. Implications for future research, practice, and policy applications in early childhood are discussed. 相似文献
33.
Maria Fernandez Mellizo-Soto 《教育政策杂志》2013,28(1):11-17
This article analyses the design of French Socialist egalitarian education policy, defined in terms of a number of indicators: organizational aspects of the education system, financial aspects of education policy and the size of the education system. It considers the extent to which the Socialists altered the institutional structure of the education system in order to create opportunities for lower class pupils or students to study. The performance of the Socialist government suggests that the institutional structures of education tend toward a high degree of continuity and are difficult to change in a short period of time. Nevertheless, despite this pattern of continuity, the Socialists did reform the education system in a way that seems slightly more egalitarian. The article does not attempt to provide a comprehensive explanation of this continuity, but points out some of the factors that account for continuities in certain elements of education policy related to the aim of equality. 相似文献
34.
35.
Tara Kelso Dr Davina French Miguel Fernandez 《Journal of Research in Special Educational Needs》2005,5(1):3-10
Twenty-six primary caregivers of children with a disability took part in focus groups or interviews to discuss their perceptions of stress and the coping process. Research was framed within the Process Model of Stress and Coping ( Lazarus & Folkman, 1984 ). Findings provided a snapshot of the common stresses encountered by caregivers and indicate the need to consider individual experiences when determining the impact of stressful events. Eight common stressors were identified, as well as novel constructions of stressful experiences. Results suggested that a range of coping resources and strategies were employed. The study also indicated that the majority of participants adapted well to the requirements of raising a child with a disability. The current study indicates the value of using qualitative methods, particularly with unique populations, to inform policy and service provision. 相似文献
36.
Nancy Page Fernandez 《About Campus》2006,11(2):23-26
For the past twenty‐three years, students at California State Polytechnic University at Pomona have benefited from a sequential, interdisciplinary general education program that culminates in a capstone course. A departmental culture focused on assessment enabled faculty members to examine this capstone experience and make changes that have substantially improved student learning. 相似文献
37.
Rebecca L. P. Jordan Edmund P. Fernandez Lara-Jeane C. Costa Stephen R. Hooper 《Learning disabilities research & practice》2020,35(2):72-81
Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically developing writers (TDW) from first through fourth grade (N = 138). We found that students who are AR-WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial. 相似文献
38.
Spatial ability has been found to be a good predictor of success in learning anatomy. However, little research has explored whether spatial ability can be improved through anatomy education and experience. This study had two aims: (1) to determine if spatial ability is a learned or inherent facet in learning anatomy and (2) to ascertain if there is any difference in spatial ability between experts and novices in anatomy. Fifty participants were identified: 10 controls, 10 novices, 10 intermediates, and 20 experts. Participants completed four computerized spatial ability tasks, a visual mental rotation task, categorical spatial judgment task, metric spatial task, and an image-scanning task. The findings revealed that experts (P = 0.007) and intermediates (P = 0.016) were better in the metric spatial task than novices in terms of making more correct spatial judgments. Experts (P = 0.033), intermediates (P = 0.003), and novices (P = 0.004) were better in the categorical spatial task than controls in terms of speed of responses. These results suggest that certain spatial cognitive abilities are especially important and characteristic of work needed in clinical anatomy, and that education and experience contribute to further development of these abilities. 相似文献
39.
Introduction: Despite government support of culturally appropriate sex and relationships education (SRE), young people's access to information is limited and sexual health needs are not being met, particularly among youth from black and minority ethnic groups. Joint‐working between health, education, voluntary sectors and parents has been heralded as key in redressing inequalities in sexual health outcomes and access to information. Our study focuses on SRE provision for young Muslim Bangladeshis, highlighting the complexities involved in streamlining SRE messages. Objective: To explore stakeholder views about SRE and ways to improve SRE delivery. Design: Sixteen semi‐structured interviews were conducted in 2005 with stakeholders from schools, National Health Service, and parent and voluntary sector bodies in a London borough. Results: Two key factors enhancing Bangladeshi youth's risk of infection and unwanted pregnancy were identified: inadequate parental understanding about sexual health and limited parent‐delivered SRE; and patchy provision of culturally appropriate, school‐based SRE. Factors affecting SRE provision included culturally rooted perceptions of sex/sexuality and limited participation of stakeholders, (religious leaders, parents), in developing and delivering SRE. Conclusions: This study highlights the importance of widespread community engagement, underlining that joint‐working, and the development and delivery of culturally appropriate and consistent SRE, necessitates communication and collaboration among stakeholders in young people's health and well‐being. 相似文献
40.
Susan Elwood Karen McCaleb Mary Fernandez Jared Keengwe 《Education and Information Technologies》2014,19(1):239-249
Educators are seeing rapid developments in online instruction with regard to not only available technologies, but also in design and teaching practices. Developing and maintaining social presence in an online environment is paramount to the success of a learning environment. This article touches upon some historical perspectives of social presence and proposes a theoretical framework and design guide towards media-rich social presence practices for future research. The design guide in this article adds to the historically text-based social presence applications by posing media-rich, higher-level thinking questions based upon a grounded theoretical framework. 相似文献