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111.
Liz McKenzie 《Journal of Further & Higher Education》2015,39(5):645-664
This article reports an investigation of trainee teachers’ experience of reflection whilst undertaking a teaching qualification for the post-compulsory sector. The study used a sequential, mixed-methods design, employing a structured questionnaire and a semi-structured interview; 127 individuals completed the questionnaire about their experience of reflection and keeping a reflective journal. The questionnaire responses were used to select a sample of 15 individuals for interview. The findings indicate that, whilst the majority value reflection and believe keeping a journal is useful, finding time to reflect can be problematic. Two potential areas of difficulty are identified, namely, individual preferences for engagement with reflection and the use of reflective journals. Where course requirements are at variance with an individual’s preferred approach, difficulties with reflection may be experienced. Therefore this article recommends that course requirements need to allow flexibility to enable individuals to try different techniques and adopt whichever they are most comfortable with. 相似文献
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Education matters: Sixty years of the British Journal of Educational Studies James Arthur,Jon Davison & Richard Pring (Eds), 2012 London and New York Routledge of the Taylor and Francis group 283 pp. ISBN 978‐0‐415‐50552‐9 下载免费PDF全文
Liz McKenzie 《British Educational Research Journal》2014,40(5):912-913
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Robert G. McKenzie 《Learning disabilities research & practice》2010,25(3):161-168
Many states are implementing response‐to‐intervention (RTI)–based assessment as the sole means of identifying students with specific learning disabilities (SLDs). Although RTI is often hailed as an improved model of identification, concern for the possibility of this model elevating false positives has been examined. The risk of RTI producing a second form of diagnostic error, however, has received relatively little attention, namely, false negatives. The widespread implementation of RTI necessitates an analysis of its ability to identify students who are most vulnerable to be inaccurately judged as responsive to instruction, namely, students with coexisting intellectual talent and SLDs. 相似文献
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Maya L. Rosen McKenzie P. Hagen Lucy A. Lurie Zoe E. Miles Margaret A. Sheridan Andrew N. Meltzoff Katie A. McLaughlin 《Child development》2020,91(4):e762-e779
Executive functions (EF), including working memory, inhibition, and cognitive flexibility, vary as a function of socioeconomic status (SES), with children from economically disadvantaged backgrounds having poorer performance than their higher SES peers. Using observational methods, we investigated cognitive stimulation in the home as a mechanism linking SES with EF. In a sample of 101 children aged 60–75 months, cognitive stimulation fully mediated SES-related differences in EF. Critically, cognitive stimulation was positively associated with the development of inhibition and cognitive flexibility across an 18-month follow-up period. Furthermore, EF at T1 explained SES-related differences in academic achievement at T2. Early cognitive stimulation—a modifiable factor—may be a desirable target for interventions designed to ameliorate SES-related differences in cognitive development and academic achievement. 相似文献
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The interviewing process provides a unique method for determining what children know, and it is an innovative addition to
a science methods course. Evidence for the effectiveness of the model is found in the comments of teachers. Their comments
indicate that through the experience they have learned to value the process and recognize the importance of many of the topics
included in the science methods course. Finally, most of the teachers reported their intentions to use the interviewing process
in their classrooms. It appears,therefore, that interviewing can be a valuable part of a science methods course. It is likely
that the interviewing process would also be useful if incorporated into other professional growth opportunities such as inservice
programs and professional conferences. 相似文献