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Hooper Stephen R. Costa Lara-Jeane C. Green Melissa B. Catlett Stephanie R. Barker Alexandra Fernandez Edmund Faldowski Richard A. 《Reading and writing》2020,33(4):963-989
Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy... 相似文献
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Many nursery schools and kindergartens manage to accumulate hundreds of books without ever having a library. While the same worn titles grow old on classroom shelves, treasures often lie buried in random corners or in supply closets. More often, all the books are crammed together haphazardly on shelves in a teachers' room where no child ever sees them and no teacher can find what he or she is looking for.
Dian G. Smith is a freelance writer and author of My New Baby and Me: A First-Year Record Book for Big Brothers and Sisters (Scribner, 1986). Alexandra Azar is an Associate Instructor for the University of Utah, Continuing Education, in Library Science. 相似文献
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The importance of being a ‘lady’: hyper‐femininity and heterosexuality in the private,single‐sex primary school 总被引:1,自引:0,他引:1
Alexandra Jane Allan 《Gender and education》2009,21(2):145-158
Drawing on recent ethnographic research in one single‐sex, private primary school, this paper will explore what it meant for the girls in this setting to embody the discourse of the ‘lady’. The paper will propose that classed and gendered discourses of respectability featured strongly in the girls’ lives, as they were expected to behave like ‘proper’ upper‐middle‐class ladies. However, the paper will also suggest that these discourses were being reworked through post‐feminist, neo‐liberal notions of modern girlhood, meaning that the girls also felt compelled to make themselves as heterofeminine ‘girly’ girls; as sassy, sexy and successful, as well as respectable and upper‐middle‐class(y) enough. By exploring the clash between these two sets of discourse, the paper will specifically seek to examine the lived embodiment of intersections of class, gender and sexuality and to explore the relevance of Judith Butler’s heterosexual matrix for these upper‐middle‐class girls. 相似文献
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Previous research has demonstrated close relationships between working memory and children's scholastic attainment. The aim of the present study was to explore a method of improving working memory, using memory strategy training. Two hundred and fifty‐four children aged five to eight years were tested on measures of the phonological loop, visuo‐spatial sketchpad and central executive components of the multiple component model of working memory. Subgroups of children also completed tasks of following instructions and mental arithmetic in the classroom, and standardised tests of reading, arithmetic and mathematics. Half of the children then used Memory Booster, a computer game that teaches memory strategies, over a period of six to eight weeks. All the children were then retested on the memory and ability measures. The standardised tests were also administered five months later. The results revealed that working memory strategy training resulted in significant improvements in tasks assessing the phonological loop and central executive components of working memory, and tasks assessing following instructions and mental arithmetic in the classroom. However, no improvements were observed on standardised tests of reading, arithmetic or mathematics, either immediately following training or five months later. The results are discussed in terms of implications for educational practice. 相似文献
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Kerstin Duemmler Alexandra Felder Isabelle Caprani 《Journal of Vocational Education & Training》2018,70(2):278-296
This article investigates how Swiss retail apprentices construct their occupational identities under modern workplace affordances. The Swiss retail sector has become more competitive in recent decades; as a consequence, retail businesses look for skilled and responsible employees who are flexible in regard to work tasks and schedules. The article focuses on apprentices’ experiences and sense-making, and specifically examines how retail work conditions not only generate pressure and insecurity, but also offer possibilities for personal identification. Results are based on a qualitative study with retail apprentices involving interviews, focus groups, and observations in vocational education and training schools. Retail apprentices strongly identify with the skilled nature of retail work and even the demand for continuous skill development to ensure that they remain employable. However, they are more critical of the flexible way in which their work is organised and develop divided sense-makings around the demands for responsible autonomy. In short, retail work is perceived in ambivalent ways, oscillating between valorising some of the realities of retail work and suffering from others. The discussion points to the kinds of working and learning conditions within companies that hinder apprentices’ ability to cope with the demands of the modern retail workplace. 相似文献
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Craig S. Galbraith Alex F. DeNoble Sanford B. Ehrlich Alexandra Nadya Horowitz 《The Journal of High Technology Management Research》2013,24(1):53-63
We investigate two fundamental research questions related to the funding of early-stage technology enterprises. First, does presentation design, and the presenting entrepreneur's passion and preparedness, influence experts' assessment of the merit and commercialization potential of an emerging firm's technology? Second, are the entrepreneur's passion and preparedness during a formal presentation associated with future technology success? We analyze twenty-two video-taped presentations to a U.S. Department of Defense technology transfer and granting consortium, and track subsequent technology success. From the data it appears that both entrepreneurial passion and presentation design does influence expert assessment of a technology, and future commercialization success can be predicted to some extent by the level of entrepreneurial passion exhibited during the presentation. 相似文献
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Katherine A. Curry Mwarumba Mwavita Alexandra Holter Ed Harris 《Educational Assessment, Evaluation and Accountability》2016,28(1):89-104
Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to “inform” instruction rather than “evaluate” instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness. 相似文献