Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world. 相似文献
The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation. 相似文献
Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed. 相似文献
PROSPECTS - This article focuses on the possibilities through which curriculum on the other side of the Covid-19 pandemic might contribute more proactively to future social and political crises... 相似文献
The current study examined how individual differences in children's temperament and motivation relate to attention skills in children from economically disadvantaged families. A total of 73 mother-child dyads participated in this study. Children were between the ages of 3 and 5, and all attended a Head Start program. Using multiple hierarchical regression analyses, the hypotheses that effortful control (an aspect of temperament) and motivation would individually and collectively relate to attention skills were supported. The current study supports the importance of understanding attention as a multifaceted concept (Posner & Petersen, 1990) that relates to cognitive, socioemotional, and motivational systems. The utility of applying a systems approach to school readiness issues in children of poverty is discussed. 相似文献
Effects of prenatal cocaine exposure and parental versus nonparental care on outcome at 2 years of age were examined. The sample included 83 cocaine-exposed and 63 nonexposed children and their caregivers; 49 and 34 of the cocaine-exposed children experienced parental and nonparental care, respectively. Prenatal drug exposure was not related directly to children's outcome at 2 years of age. However, compared with cocaine-exposed children in parental care, those in nonparental care experienced a more optimal environment and performed better in several developmental domains at 2 years of age in spite of being at greater neonatal risk. Further analyses suggested that this protective effect of nonparental care was in part due to nonkin rather than kin care. 相似文献
SOME significant problems in the design of research with subjects having an intellectual disability are identified. A lack of agreement on the nature of intellectual disability in relation to brain impairment, and discrepancies in the interpretation of deficits in relation to information processing concepts create problems in the definition of subject groups and interpretation of results. Much of the research uses normal subject groups for comparison, matched with disabled groups for either mental age, chronological age, or both, and this has led to further problems in the criteria and procedures used for matching, particularly for mental age. Further difficulties are encountered in variability both within and between subject groups, affecting reliability of results and making replication of studies difficult. In addition, task demands, particularly in relation to variables other than those under immediate investigation, are not always equivalent for all subject groups. Some suggestions are made for reducing or eliminating the effects of some of these problems in experimental research, and the use of alternative designs which take subject variability into account is recommended. 相似文献