To promote the use of scientific inquiry methods in K-12 classrooms, departments of teacher education must provide science
teachers with experiences using such methods. To comply with state and national mandates, an apprenticeship course was designed
to afford preservice secondary science teachers opportunities to engage in an authentic, extended, open-ended inquiry. This
study describes three teachers’ apprenticeship experiences with a research scientist. Our model included placing preservice
teachers with scientists in expert/novice roles where each teacher would be actively engaged in constructing knowledge. From
triangulating interview, laboratory notebook, and reflective summary data resources, we identified common themes from re-occurring
statements. Findings indicated that participants acquired scientific skills and content knowledge; however, they expressed
limited use of these in their classrooms. 相似文献
This study investigated the impact of different aspects of the circle of friends (CoF) intervention. A naturalistic sample of 14 primary‐aged children with a range of special educational needs were involved, seven of whom were followed‐up a term later, to assess medium‐term impact. The whole‐class meeting was found to be effective in increasing the social inclusion of the focus children. However, with the exception of one child with an autistic spectrum disorder (ASD), the weekly CoF meetings produced no measurable further improvements. Possible explanations for the pattern of findings and implications for educational psychology practice are discussed. 相似文献
Ainley and Patrick describe an assessment process designed to “identify self- regulation in action.” In the spirit of this goal, the author offers three suggestions for providing a more holistic and contextual view of self-regulation. These suggestions include (a) expanding the definition of self-regulation used in their studies; (b) measuring self-regulation as a dynamic process rather than as a linear one; and (c) including measures of the context, such as task, interpersonal contacts, and community norms. 相似文献
This study examined the ability of children in French immersion and English programs to analyze the internal structure of spoken words in relation to their early reading and spelling abilities in English. Thirty-two children in the first grade were given a modified version of the Auditory Analysis Test, and reading and spelling tasks that included both real words and non-words. Results indicated that French immersion children were more proficient than their English program peers at explicitly analyzing spoken words and that the groups did not differ when reading and spelling orthographically regular real words and non-words. The English program children performed better than their French program peers only when reading orthographically irregular English words. These results demonstrate that second language learning enhances metalinguistic awareness and help to explain why children in immersion programs do not experience long-term difficulty in acquiring English written language skills. 相似文献
A cascade model of professional development presents a particular risk that ‘knowledge’ promoted in a programme will be diluted or distorted as it passes from originators of the programme to local trainers and then to the target teachers. Careful monitoring of trainers’ and teachers’ knowledge as it is transferred through the system is therefore imperative. This paper focuses on the transfer of content knowledge through an in-service teacher professional development programme and offers an innovative methodology for investigating knowledge transfer, i.e. through insights gained during a mentoring process. The findings suggest that this methodology facilitated assessment of knowledge transfer because it involved the identification of knowledge in practice. The focus on knowledge in practice appeared to avoid a deficit model of trainers’/teachers’ knowledge and revealed that content knowledge was generally being successfully transferred throughout the system. A detailed analysis of different aspects of content knowledge transfer suggested various foci for additional training. 相似文献
This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings.相似文献
ABSTRACTResearch Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher characteristics included education, years of experience, beliefs about child rearing, depressive symptoms, and the temperamental characteristics of positivity and frustration. Teacher–child interactions were measured using the Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field of degree was directly associated with the majority of dimensions of teacher–child interactions. Examination of teachers’ years of experience and intrapersonal characteristics revealed a number of significant interactions, indicating that teacher experience and appropriate beliefs may serve as protective factors in the presence of psychosocial risk factors. Practice or Policy: Overall, our findings suggest that both early childhood education degrees and years of experience are directly or indirectly associated with multiple dimensions of teacher–child interactions, confirming that these patterns established for preschool teachers hold for teachers of infants and toddlers. These results also suggest that years of experience and progressive beliefs about children may be especially important for teachers who are depressed or who have low levels of positivity and high levels of frustration. Implications for future research, as well as preservice and in-service professional development, are discussed. 相似文献
The present study explored the development of locus of control in rural Appalachian Follow Through participants and in lower and middle-class comparison groups. The IAR was administered to 249 first-, third-, and sixth-grade children along with standardized achievement tests. Contrary to previous research, participation in Follow Through did not enhance internality; no social class differences were revealed. A significant social class by sex interaction was found. Strong support was not found for a developmental trend. The patterns of correlations between locus of control and achievement indicated a stronger relationship for the lower-class samples rather than for the middle-class as has been previously reported. Implications concerning different developmental antecedents in Appalachian homes as a function of sex-role socialization as well as the nature of future intervention research are discussed. 相似文献
Purpose: To identify and understand factors influencing farmers’ decisions to engage with extension activities. To understand farmer segments and how these factors vary in order to develop recommendations for future extension delivery.
Methodology: Qualitative data was obtained through semi-structured interviews with 30 Tasmanian dairy farmers. The Theory of Planned Behaviour (TPB) framework was used to identify and explore factors influencing farmer engagement intentions and behaviour.
Findings: There was a negative effect of social influence on experienced farmers’ intention to re-engage with extension, due to the belief extension activities were targeted to less experienced, younger farmers. Perceived control factors limiting engagement included lack of confidence about existing knowledge, resulting in farmers perceiving extension activities as confronting.
Practical implications: Key factors influencing intention to engage and continued engagement with extension were identified. These findings will inform future design and targeting of extension activities to improve initial and continued engagement. Subsequent recommendations are presented.
Theoretical implications: Previous TPB studies on adoption as an outcome of extension have typically focused on quantifying adoption predictions, rather than exploring how social factors interact and influence intentions and behaviours. This paper demonstrates how the TPB can be qualitatively applied to better understand farmer decision making, in this instance with respect to their initial and continued engagement with extension.
Originality/value: This paper demonstrates how the TPB can provide an evidence-based framework to qualitatively explore farmer intentions and behaviour. This approach has led to new insights into farmer decision making that will inform improvements in future extension development. 相似文献