This study investigated how 46 pre-service teachers (PSTs) planned for differentiation of instruction in mathematics. Content analysis was utilized to explore the differentiation strategies included and student characteristics considered in PST plans and how PSTs used differentiation strategies and student characteristics to differentiate lesson content, process, product, and environment. In addition, a rubric was designed and utilized to analyze the level of detail PSTs provided in their plans. Results indicated that overall, PSTs were developing in their planning for differentiation of instruction, using general terms to describe the modifications they would make to meet student needs. Moreover, results revealed that PSTs included strategies to differentiate lesson content and environment most often in their plans and frequently considered student readiness levels when planning for differentiation. Findings also revealed that PSTs need support in learning how to plan for differentiation based on student cultural backgrounds. Implications for mathematics teacher preparation are discussed.
Educational technology research and development - Understanding theory is essential to instructional design (ID) research and practice; however, novice designers struggle to make sense of... 相似文献
Limited evidence supports the external validity of the distinction between developmental phonological and surface dyslexia. We previously identified children ages 8 to 13 meeting criteria for these subtypes (Peterson, Pennington, & Olson, 2013) and now report on their reading and related skills approximately 5 years later. Longitudinal stability of subtype membership was fair and appeared stronger for phonological than surface dyslexia. Phonological dyslexia was associated with a pronounced phonological awareness deficit, but subgroups otherwise had similar cognitive profiles. Subtype did not inform prognosis. Results provide modest evidence for the validity of the distinction, although not for its clinical utility. 相似文献
This study explored young children’s understandings of targeted lunar concepts, including when the moon can be observed, observable
lunar phase shapes, predictable lunar patterns, and the cause of lunar phases. Twenty-one children (ages 7–9 years) from a
multi-aged, self-contained classroom participated in this study. The instructional intervention included lunar data gathering,
recording, and sharing, which integrated Starry Night planetarium software and an inquiry-based instruction on moon phases. Data were gathered using semi-structured interviews,
student drawings, and a card sorting activity before and after instruction. Students’ lunar calendars and written responses,
participant observer field notes, and videotaped class sessions also provided data throughout the study. Data were analyzed
using constant comparative analysis. Nonparametric statistical analyses were also performed to support the qualitative findings.
Results reflected a positive change in children’s conceptual understanding of all targeted concepts including the cause of
moon phases, which is remarkable considering the complexity and abstractness of this spatial task. Results provided evidence
that computer simulations may reduce the burden on children’s cognitive capacity and facilitate their learning of complex
scientific concepts that would not be possible to learn on their own. 相似文献
This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (Mage = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children. 相似文献
Men can play a significant role in teaching their children about sexuality but fathers’ practices and perceptions in this domain remain under explored. This study presents an Interpretative Phenomenological Analysis of eight fathers’ perceptions and practices in educating their ten-year-old children about physical maturation, reproduction and relationships. A Foucauldian analysis with a focus on governmentality and biopower revealed tensions and contradictions between the fathers’ aspirations and their realities, which appeared to be underpinned by the dynamic, contradictory, shifting, plural nature of fatherhood identities. Whilst fathers wished to adhere to the cultural imperative for father–child emotional closeness, a disparity between their ambitions and their conduct emerged. Care appeared to be a deeply gendered concept for the fathers and despite their aspirations for an intimate relationship with their children, gendered norms for motherhood and fatherhood prevailed resulting in passivity in their role as sexuality educators. The study concludes by arguing that challenges to structures and subcultural contexts, which may deter fathers from fully engaging with their sons and daughters in this aspect of communication are required. 相似文献
Educational Assessment, Evaluation and Accountability - This paper presents new evidence that explores the strengths, weaknesses and overall quality of school inspection practice in China. In one... 相似文献