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91.
Sandra Lennox 《Early Childhood Education Journal》2013,41(5):381-389
Enhancing young children’s early literacy achievement is a top priority in many countries. There is a considerable body of research demonstrating young children’s language development as a critical factor in reading and later academic success. Implementation of high quality literacy instruction has the potential to improve literacy outcomes for all children, especially those “at risk”. However, a significant challenge has been to implement instruction that will support children’s language for thinking and understanding, rather than narrowly focused instruction on easily quantified code-related skills. This article reviews some of the recent research on the value of interactive read-alouds as an avenue for enhancing early literacy learning for preschoolers. Although there is abundant evidence supporting the practice, there are a number of aspects that interact in dynamic ways to affect the efficacy of read-alouds. They include pedagogical knowledge, book selection, the quality of interactions around books, and developing vocabulary and inferential language skills. The way books are shared may open or close learning opportunities and possibilities to use language for an increasingly wider range of purposes. Skillful teachers can play a significant role in building, refining and extending literacy knowledge, skills and dispositions. 相似文献
92.
Stella SiWan Zimmerman Michael C. Rodriguez Kirsten L. Rewey Sandra L. Heidemann 《Journal of Education for Students Placed at Risk》2013,18(4):452-481
The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their performance on standardized tests was followed from 1st grade through 5th grade. WW students significantly outscored HS, WL, and NHS students of similar backgrounds in reading and outscored WL and NHS students in mathematics on 2nd-grade standardized assessments. In addition, WW students were able to maintain their lead through 5th grade in both reading and mathematics. Based on these results, WW is an effective HS enhancement for minimizing the achievement gap often observed between students who may be at risk for academic difficulty and students who are at low risk. 相似文献
93.
The purpose of this study was to explore the extent to which distance learning (distance learning vs. traditional) may influence undergraduate education majors’ emerging constructivist perspective. Elementary education majors at 2 universities (N = 102) volunteered to complete questionnaires. The 3 independent variables were traditional vs. distance learning, whether or not ever enrolled in distance learning, and instructor difference. The 3 dependent variables were concerned with what the instructor provided; what the instructor demonstrated; and what students believed they learned. A Multiple Analysis of Variance (Manova) compared the 3 independent variables across the 3 dependent variables and indicated that students in traditional classrooms rated what the instructor provided, what the instructor demonstrated, and what students believed they learned significantly greater than students in distance learning classrooms. An interpretation suggests that distance learning technology may hold potential for facilitating undergraduate education majors’ emerging constructivist perspective. 相似文献
94.
Carollee Howes Allison Sidle Fuligni Sandra Soliday Hong Yiching D. Huang Sandraluz Lara-Cinisomo 《Early education and development》2013,24(3):273-291
Research Findings: The purpose of this article is to examine how dimensions of the preschool instructional context predict child–teacher relationship quality. A total of 118 low-income, predominantly Latino/a children and their teachers participated in this study. Children were observed in their 1st preschool classroom. Measures of instructional context included the classroom instructional climate and teacher instructional strategies with individual children. Measures of child–teacher relationships included both observed and teacher-perceived child–teacher relationship quality. Our findings suggest that aspects of classroom instructional context do influence child–teacher relationships. Children are more likely to have secure, positive relationships with teachers who are more skilled at setting up appropriate classroom environments and giving children high-quality feedback to stretch their emerging knowledge and skills. Practice or Policy: These data provide preliminary support for the notion that high-quality early education can and should develop children's academic skills in a context that is deeply rooted in positive and supportive social interactions. 相似文献
95.
Research Findings: Although storybook reading has received considerable research attention, listening to children read has been the source of much less inquiry. In this study, 40 mother–child dyads were videotaped during adult-to-child and child-to-adult reading. Relations between book-related themes (e.g., types of talk), maternal evaluative feedback (e.g., praise, criticism), maternal miscue feedback (e.g., graphophonemic clues, terminal feedback), and child engagement (e.g., laughter, questions) were analyzed. The results suggest that the development of literacy appreciation and literacy skill can occur during the same storybook-reading session. Specifically, when mothers read to their children, communication about the illustrations was associated with increased child engagement, yet a positive correlation was also observed between text-related productions and child engagement. When children read to their mothers, text-related productions were featured more prominently. After children made reading errors (miscues), graphophonemic and terminal feedback were the 2 most frequent responses by mothers. In addition, graphophonemic cues were positively associated with child engagement. Practice or Policy: In sum, the results demonstrate that adult-to-child and child-to-adult reading serve the goals of both literacy acquisition training and literacy appreciation; furthermore, orienting children toward the text during either session did not hamper child engagement. 相似文献
96.
97.
Sandra Chang-Kredl 《Teachers and Teaching》2013,19(2):203-220
This article offers a unique perspective on teacher thinking by connecting the study of early childhood teachers’ beliefs with the field of childhood studies, and with film and literature studies. The purpose of the research is to examine (a) how films can be used to evoke responses in teachers about their implicit beliefs in childhood and (b) the processes through which the teachers generate conceptualizations of childhood. Focus group discussions following viewings of short film clips were conducted with five experienced teachers. Thematic analysis suggests that the selection of film narratives influences the patterns of beliefs expressed by the teachers. Conversation analysis reveals that the teachers tended to use both their own memories of childhood and their identification with children to cross boundary spaces in time (past, present, and future), and between adulthood and childhood. The teachers tended to shape their beliefs in dichotomous renderings as oppositions to others, but also to display a playful willingness to surrender themselves to interior spaces of boundary crossings, and to share and dialog their discoveries with others. In terms of implications of the study for teacher education, the use of books and films seemed to provide teachers with tools to discuss and situate their understandings of childhood in ways that involved processes of memory, identification, lived experience, and teacher practice. 相似文献
98.
99.
Social network analysis was used to examine the role of having a mutual biracial friend on cross-race friendship nominations among monoracial sixth-grade students (Mage = 10.56 years) in two racially diverse middle schools (n = 385; n = 351). Monoracial youth were most likely to choose same-race peers as friends but more likely to choose biracial than different-race peers as friends, suggesting that racial homophily may operate in an incremental way to influence friendships. Monoracial different-race youth were also more likely to be friends if they had a mutual biracial friend. The findings shed light on the unique role that biracial youth play in diverse friendship networks. Implications for including biracial youth in studies of cross-race friendship are discussed. 相似文献
100.
Wyoma vanDuinkerken Jane Smith Jeanne Harrell Leslie J. Reynolds Sandra Tucker Esther Carrigan 《Library Collections, Acquisitions, and Technical Services》2008,32(3-4):142-149
This paper describes the Texas A&M University (TAMU) Libraries' new and innovative approach to monograph collection development using a re-engineered internal funding structure and a process that reflects the needs and goals of the library and its users. The paper discusses the goals of the new fund structure, the experience of implementing it, and the results after one year in use. 相似文献