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131.
This study focuses on an issue of recent policy significance—the need to aid teachers in successfully identifying why children struggle to acquire literacy. This study (a) asked K–1 teachers to nominate students that they believed to be at risk for literacy difficulties and to provide reasons for their concern, (b) examined how these reasons relate to teachers' broader conceptions of literacy, and (c) investigated whether teachers' initial reasons and checklist-guided ratings align with concurrently administered standardized assessments. Results revealed that teachers have a wide array of initial concerns for students. There was some discordance between teachers's specific reasons for concern and their broader conceptions of early literacy. Comparison of student performance on standardized measures with teacher rationale also revealed discordance. Specific guidelines to teachers on use of a literacy checklist increased concordance between subsequent teacher ratings and standardized measures in some reading-related skills but not others. Implications for the use of multiple sources of evidence for student performance, as well as professional development, are discussed. 相似文献
132.
Amos Hatch Tiffany Greer Karyn Bailey 《Journal of Early Childhood Teacher Education》2013,34(2):205-212
This article describes how preservice teachers accomplish and write up action research projects as part of their teacher preparation at one university in the United States. The paper is divided into four major sections. In the first section, the instructor describes how teacher research is introduced to teacher education students and how they are guided through the processes of conceptualizing, doing, and writing up their projects. The next two sections are the stories of two 1st-year teachers who describe and reflect on what they learned from completing action research projects under the direction of the instructor. The concluding section offers generalizations that synthesize lessons learned by the authors. 相似文献
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Leilani A. Arthurs Bailey Zo Kreager 《International Journal of Science Education》2013,35(15):2073-2091
ABSTRACTEngaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about ‘active learning’ in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept ‘active learning’ and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses. 相似文献
135.
Suzanne Rosenblith Bea Bailey 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):93-111
This article aims to enlarge the conversation about religion and public education by inviting readers to think about the benefits to be gained in society by providing a comprehensive religious studies curriculum in our public schools. In such a program, students will develop knowledge and understanding about various religious traditions, forge greater respect for the religious (and nonreligious) other, and think through existential concerns that have interested human beings for thousands of years. While recognizing that such a program is deeply contentious, we nevertheless reason that students, as participants in a democracy as well as members of a global community, must have the skills, tools, and knowledge to function in a religiously diverse world. 相似文献
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Donald Bailey 《Quest (Human Kinetics)》2013,65(4):344-350
It is aprimary premise of pediatrics that a healthy childhood lifestyle provides a strong base for adult health. A child raised in a healthy environment who follows a healthy lifestyle is more likely to become a healthy adult. Thus, if the factors that predispose a child to marginal health can be modified, then both the child and the resultant grown adult will benefit. This review seeks to provide answers to the question of whether the physical activity patterns of many children in the western world today predispose them to a greater risk of skeletal fragility and osteoporosis later in life. 相似文献
138.
Jenna Mittelmeier Dianne Long Firdevs Melis Cin Katharine Reedy Ashley Gunter Parvati Raghuram 《Open Learning》2013,28(3):250-266
Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward. 相似文献
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Ursula L. Bailey Elizabeth P. Lorch Richard Milich Richard Charnigo 《Child development》2009,80(6):1842-1855
Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time. Deficits in comprehension among children with ADHD, however, increased over time. Whereas comparison children’s recall of factual and causal information increased over time in both viewing conditions, children with ADHD showed no developmental improvement in recall of factual information in the toys‐present condition and no improvement in recall of causal relations in either viewing condition. 相似文献