A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships

High quality early childhood teachers have a wealth of knowledge and use a range of skills in their daily classroom practices, and research has consistently demonstrated the positive influence effective early childhood teachers have on children’s development and long-term outcomes. Given the importance of practicum experiences in the development of effective teachers, exploration and understanding of these experiences for early childhood teacher candidates is warranted. The relationship between the cooperating teacher and teacher candidate can be viewed as a central element in the experience; this relationship influences and is influenced by additional elements within the practicum experience, including: communication, beliefs, fit, knowledge and learning. In this article, each of these elements is explored, and the interrelatedness of the elements within the practicum experience is discussed. A systems perspective is used to describe the multiple elements of the practicum experiences in early childhood teacher preparation programs, not only to explore the practicum experience, but also to develop recommendations and a research agenda.     

Commentary: Student Cognition, the Situated Learning Context, and Test Score Interpretation

Although it is assumed that student cognition contributes to student performance on achievement tests, it may be that current testing models lack the degree of specification necessary to warrant such inferences. With test score interpretations as the referent, the authors in this special issue address the role of student cognition in learning and educational measurement. The practicality of their recommendations is viewed through the filter of No Child Left Behind Act (NCLB) testing requirements. Commentary on the broader learning context is also shared. Although a focus on student cognition is an important one, the situational context within which learning occurs and tests are administered warrants consideration of a variety of social factors in order to fully specify the measurement construct and to interpret test scores meaningfully.     

从“悲远嫁”中唱出“赞和亲”的壮歌——谈《咏怀古迹》（其三）中有“诗教”主旋律的乐音

怎样讲出杜甫《咏怀古迹》（其三）中蕴涵有爱国主义的情愫,是＂诗教＂中的难点之一。本文提出可行的解法。     

Do touch: Sponges

Excerpted from Do Touch: Easy, Hands-On Learning Experiences for Young Children, by La Britta Gilbert. © 1989 Gryphon House, PO Box 275, Mt. Rainier, MD 20712.     

学生会管理之主席团九“要”

高校学生会是一个培养学生＂自我教育、自我管理、自我服务＂的场所,是大学里学生动手实践、自由发展的一片沃土。要想真正达到组织目的,除了老师给予正确的引导外,学生会的管理层主席团在具体工作中的言传身教是最重要的,那么,学生会主席团就应该具备多方面的知识和能力。     

中美特殊教育教师政策比较研究

当前我国还没有建立起完善的特殊教育教师政策体系,教师政策作为特殊教育政策核心部分的地位并未体现出来.比照美国的特殊教育教师政策,可为反思与完善我国的特殊教育教师政策提供重要的借鉴与启示.目前我国的特殊教育教师政策要着重解决两个方面的问题.一是由解决特殊教育教师短缺问题向提高教师整体素质转化,二是实现提高特殊教育教师待遇与严格教师标准的统一.而从教师教育长远的发展趋势来看,我们需要建立特殊教育教师质量建设中各个环节的标准.