DEVELOPMENTALLY APPROPRIATE PRACTICES IN TEACHER EDUCATION: LESSONS FROM ONE SEMESTER

Abstract

A major challenge for teacher preparation programs and future teachers is learning to work skillfully with the diversity of children in American classrooms. This paper describes a tool developed to address this challenge: the Learning and Teaching Assessment System (LTAS). The LTAS is a performance‐based, curriculum‐embedded assessment tool designed to uncover young children's strengths in different curricular areas as well as their approaches to learning. Developed for use with children 3–8 years of age, the LTAS helps teachers understand what children know in relation to key concepts in the different disciplines as well as how they learn in order to further their learning in subsequent days and weeks of teaching. The development of the LTAS is based primarily on two theoretical frameworks: Leont'ev's activity theory and Gardner's theory of multiple intelligences. To examine the efficacy of the LTAS in its proposed objectives, a pilot study was conducted; results point to the potential of the LTAS for helping student teachers uncover new information about children to guide future instruction.     

Against the Unchallenged Discourse of Homelessness: Examining the Views of Early Childhood Preservice Teachers

Abstract

Because of the link between teacher training and higher‐quality classroom practice, early childhood researchers and professional organizations have placed an increasing emphasis on all early childhood teachers—including those in early care and education (ECE) settings—obtaining a minimum of a Bachelor's degree as part of their professional development. Given the differing licensure requirements for ECE teachers, the variety of settings early childhood teachers work in, and the creativity needed to respond to the changing roles teachers play in those settings, however, this paper offers an additional perspective that is sometimes left out of the discussion regarding what teachers need: that of the early childhood practitioner. Using conversations with both a certified, public school teacher and a non‐certified teacher in a private ECE setting in New Jersey, this article reports on these teachers’ professional development experiences, as well as the implications of their experiences for future considerations of what teachers need in order to enhance their growth as educators.     

Multicultural visions in early reading classrooms: Implications for early childhood teacher educators

Abstract

Teachers and teacher educators are faced with an urgent responsibility to support the learning of an increasingly diverse population of young children. Based on the sociocultural perspective of reading, a literature‐based approach is outlined for early reading teachers. The implications of this approach to teacher education programs are further discussed from the author's own experiences of transmitting multicultural visions to preservice teachers in a multicultural course and a literacy method course she taught. The author maintains that teacher educators are in a unique position to help early childhood teacher candidates nurture multicultural visions in their teacher education programs today, and carry these visions to their future early reading classrooms tomorrow. © 2005 Elsevier Inc. All rights reserved.     

Learning literacy though play using interactive texts during storybook reading: A parent/child experience

Abstract

Based on first hand field notes, I undertook to research the reasons why children interacted or did not interact appropriately with a common emergent literacy experience, the readaloud. I explored the reasons why par‐ents/caregivers may not effectively participate in storybook reading, including reactions of parents/caregivers during four literacy events. I determined that the key to successful literacy experiences were first hand, personal involvement of the children in an active learning experience associated with interactive texts. Here, children were invited to create appropriate actions to accompany the story readings. Interactive texts appear to hold the key to successful early literacy experiences for preschoolers. © 2005 Published by Elsevier Inc.     

清末民初大埔陶瓷业产销状况初探

陶瓷作为大埔县的著名特产,在国内外享有盛誉。1860年汕头开埠通商之后,国内外市场对陶瓷产品的需求逐渐增多,刺激了大埔陶瓷业的快速发展,初步形成了以高陂为中心的陶瓷业生产中心,同时在生产形态和技术管理方面也发生了一定程度的变化,并且依靠便利的交通运输,以汕头港口为纽带销售至海内外各个地区。20世纪30年代之后,大埔陶瓷业被迫走向衰落的局面。尽管如此,陶瓷业仍然在大埔社会经济发展过程中占有不可忽视的地位。陶瓷业的兴盛不仅扩大了农民的收入来源,活跃了附近的农村市场,而且促进了专业化市镇的形成,进而影响到近代大埔的社会变迁。     

塔里木盆地塔中-巴楚地区早二叠世岩浆岩的LA-ICP-MS锆石U-Pb年龄

运用阴极发光和LA-ICP-MS U-Pb法对塔里木盆地塔中-巴楚地区岩浆岩中的锆石年龄进行了测试.结果显示,玄武岩年龄275±13Ma,凝灰岩年龄291±10Ma,辉长岩年龄274±15Ma,辉绿岩年龄272±6Ma,正长岩年龄282±3Ma,英安斑岩年龄286±4Ma,均属于早二叠世.     

固结对填土地基渗透系数影响的试验研究

为了研究土体固结对渗透系数的影响,以某粘土为研究对象,通过改进的渗透试验方法,量测固结发生过程中不同时间的渗透系数,并对单个试件分四段进行渗透试验。提出了前期渗透系数和后期渗透系数的概念。研究发现：前期渗透系数（30d之前）大于后期渗透系数（210d之后）,上段土渗透系数大于下段土的,并且上段土的渗透系数稳定的时间晚于下段土;固结时间长的试件比固结时间短的渗透系数小,后期渗透系数应在平均渗透系数之上进行修正后再应用于工程。     

对十七年小说英雄形象塑造的反思——以《在和平的日子里》为例

杜鹏程的小说《在和平的日子里》中,作者着力塑造了阎兴和梁建这两个生活在和平年代的＂革命英雄＂。这两个在革命年代是英雄,但是在和平年代却又存在着不同的问题,这与作者的意识形态和价值追求有关。十七年文学研究价值正是在于：一方面要避免二元对立的价值判断标准,不能让文学史评价总是＂翻烧饼＂;另一方面要警惕政治语境变化对于文学评价的影响。     

论唐前期皇帝的孝行观

谥号加孝,是对皇帝孝行统治的一种评价。唐前期皇帝在继承汉朝孝治天下的基础上,把皇帝孝行和孝行统治这种意识自觉发展到孝行观,通过对唐前期皇帝谥号的变化分析可知,谥号加孝、躬行孝道和孝治天下,是从名位制度到实践层面对皇帝孝行观进行阐释,代表了中国古代社会后期皇帝实行孝行统治的走向。     

Cognitive and linguistic precursors to numeracy in kindergarten: Evidence from first and second language learners

The present study investigated the role of cognitive and linguistic precursors to early numeracy skills to examine the interrelations between the development of linguistic and numeracy skills. General intelligence, working memory, phonological awareness, grammatical ability, and early numeracy skills were assessed in 75 first (mean age 6.1) and 55 second language learners (mean age 6.2). The second language learners scored lower than the first language learners on both linguistic and early numeracy tasks. However, the same precursors accounted for the variation in the early numeracy of both groups as no structural differences were found between the two groups. A more elaborate model of the acquisition of early numeracy is presented indicating that in the earlier years of childhood the acquisition of early numeracy skills is highly related to linguistic skills.