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81.
Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening–PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development. 相似文献
82.
The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Twenty-five Australian tertiary institutions with primary programmes participated, providing information on 102 of the 118 units with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. Unit coordinators included a mean of 8.3 approaches/models per unit. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half (57.9%) of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests. Units coordinated by an academic with CBM research interests contained more hours/model and included research-based models more often than those without CBM research interests, although they still included non-research-based models. 相似文献
83.
Abstract Traditional vocational degrees have not always recognised the nature of contemporary post‐graduation student employment which indicates that the majority of students no longer go on to practice in a profession related to their original degree. There is a need, therefore, for such vocational degree programmes to provide a wider curriculum in commercial and industrial skills rather than just the traditional knowledge‐based teaching which is still evident in many institutions. This paper presents the basis, content, delivery and an appraisal, following 4 years of operation, of a third year compulsory module on degree programmes in geology at the University of Plymouth which aims to provide students with an introduction to the skills and practices of industry. Although the module uses geology as a focus, it could be readily adapted to a wide range of science and technology programmes. 相似文献
84.
Sue Samson 《College & Undergraduate Libraries》2017,24(1):80-89
Enrollment increases in the number of veterans returning from service in the Afghanistan and Iraq wars offer an opportunity for academic librarians to craft outreach programs that address their unique needs as they transition from military to academic life. Library information and research services can be highlighted and integrated into the support services for student veterans already in place at most academic institutions. This article provides a case study of the design and development of services and facilities to support student veterans, and it describes the evolution of library outreach to student veterans through direct campus collaborations. 相似文献
85.
Previous research has shown that training teaching assistants to deliver early phonic reading interventions can have measurable effects at immediate post‐test. This study explored whether the effects of interventions delivered by classroom assistants (CAs) were still evident at the end of the first phase of schooling, 16 months after the early intervention finished. Children were divided into ‘treatment responder’ and ‘treatment non‐responder’ groups based upon post‐test decoding skills. The treatment responder group was significantly more likely to achieve average results in nationally administered tests (end of Key Stage 1 tests) and teacher ratings of attainment than the treatment non‐responders. Treatment responders were indistinguishable from national averages on the mathematics test, writing test and reading task performance, but differed on reading comprehension test and on teacher‐assessed attainment. Gains in reading delivered following early phonic reading interventions delivered by CAs are maintained for many children. Non‐responders and treatment responders with only modest decoding skill may require additional support to achieve national targets in literacy. 相似文献
86.
Sue Brown Scott Harrell Sandra Browning 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):566-588
In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation. 相似文献
87.
88.
Pamela A. Moss Jamie Sue Beck Catherine Ebbs Barbara Matson James Muchmore Dorothy Steele Caroline Taylor Roberta Herter 《Educational Measurement》1992,11(3):12-21
How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments? 相似文献
89.
Joy Jarvis Sue Lamb 《Early Years: An International Journal of Research and Development》2001,21(2):129-138
This article considers the role of adult-child interaction in the communication development of children under two. It specifically investigates the situation of a family with twins, where it may be more difficult to undertake sustained, supportive interactions with two children at the same time. The study identifies strategies used by the family to support the children's language development and suggests that these could be used in care settings where early years practitioners may be working with under twos in small group contexts. 相似文献
90.
Tensions can occur in the mentor–mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with preservice teachers during professional experience programmes. Three themes emerged around the causes of tensions (low- to high-level conflicts) within the mentor–mentee relationship, namely: (1) personal issues (i.e. incompatibility, personality differences, language); (2) pedagogical issues (i.e. lack of pedagogical and content knowledge, differences in teaching styles); and (3) professional issues. Strategies to resolve these tensions include: maintaining a positive professional relationship, regular feedback as a way to address issues, sharing responsibility and empowerment, and using empathy for specific situations. As a theoretical contribution, this study provides a model around low- and high-level conflict associated with personal, pedagogical and professional (3Ps) issues. The study focused on mentors only and further research is required about the tensions preservice teachers experience with their mentors and ways in which these tensions can be resolved. 相似文献