SIGNIFICANCE AND DIALOGUE IN LEARNING AND TEACHING     

Andrew Metcalfe  Ann Game 《Educational theory》2008,58(3):343-356

A bstract .  In this essay Andrew Metcalfe and Ann Game argue that although the term "dialogue" is commonly used in educational theory, its full significance is diluted if it is seen as a matter of exchange or negotiation of prior positions and identities. As a meeting point, they argue, dialogue suspends the senses of time, space, and ontology on which identities are based. It is therefore not simply metaphorical to say that dialogue changes lives and opens minds. Using empirical material from interviews with Australian students and teachers, Metcalfe and Game draw out the relational qualities of genuine dialogue and the significance they have for how we understand everyday classroom life.  相似文献   

Identifying and evaluating teachers’ knowledge in relation to child abuse and neglect: A qualitative study with Australian early childhood teachers     

Kerryann Walsh  Ann Farrell 《Teaching and Teacher Education》2008

Child abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers’ knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20–24). Tarrytown, NY: Pergamon] typology of teachers’ knowledge is used as an analytic framework on which to map the teachers’ interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers’ professional reputation for dealing capably with cases of child abuse and neglect.  相似文献   

Moving on: The challenges for foreign language learning on transition from primary to secondary school     

Marilyn Hunt  Ann Barnes  Bob Powell  Cynthia Martin 《Teaching and Teacher Education》2008

Europe's commitment to language learning has resulted in higher percentages of pupils studying foreign languages during primary education. In England, recent policy decisions to expand foreign language learning at primary level by 2010 create major implications for transition to secondary. This paper presents findings on transition issues from case studies of a DfES-funded project evaluating 19 local authority Pathfinders piloting the introduction of foreign language learning at primary level. Research on transition in other countries sets these findings in context. Finally, it investigates the challenges England faces for transition in the light of this expansion and discusses future implications.  相似文献   

Bring on the 21st Century! The Salem school district is ready!     

Marie Crompton 《TechTrends》1992,37(6):22-24

Conclusion Salem’s commitment to technology has not been without hard work, dedication, financial support, administrative leadership, and many hours of teacher staff development. Our commitment is beginning to reap rewards and results. This past February, the entire district staged a Technology Day, a day of multiple workshops in all the above technologies. Most of the workshop sessions were taught by our own teaching staff—teachers sharing their technical expertise with their colleagues. The district’s commitment to the importance of ongoing staff development is reflected in our strategic plan, which mandates the establishment of a Teacher Technology Training Team, whose title is self-explanatory. In fact, one of the mandates of the district’s strategic plan is to “infuse technology into every aspect of the learning process.” Salem is taking this mandate seriously.  相似文献   

Verbal and spatial encoding of text     

Lou Ann S. Dickson  Philipp S. Schrankel  Raymond W. Kulhavy 《Instructional Science》1988,17(2):145-157

Two experiments were conducted which examined conjoint retention of spatial and verbal information in memory. The first experiment examined processing of text with simultaneous active dual coding. With spatial and verbal information from experiment one, the second experiment examined the effects of introducing dual coding prior to text processing and keyed recall to what was encoded prior to reading. Recall of both concrete features and events referring to these features was keyed to constructive encoding processes. Even minimal cueing produced better recall than no cues. Spatial primers produced not only better recall of features, but subjects who encoded spatial primers demonstrated increased ability to recall those primers. Results were interpretet in terms of dual coding theory for encoding and retrieval.  相似文献   

Verbal Intelligence: a key to basic skills?     

Ann‐Charlotte Smedler  Bertil Törestad 《Educational studies》1996,22(3):343-356

Intra‐individual variability of cognitive measures, such as verbal and spatial ability tests, has frequently been reported to typify learning disabled children. To test the generality of such findings, longitudinal data from a large representative and non‐clinical sample of Swedish children (n = 812) were analysed. At age 10, the children were tested with a Swedish intelligence scale. At age 13, basic academic skills were measured by standardised achievement tests. Typical cognitive profile types, based on the verbal and spatial intelligence subtests, were identified through cluster analyses (CLUSTAN) of the girl and boy samples separately. The satisfactory solution arrived at was a five‐cluster representation for the girls (n = 497) and an eight‐cluster representation for the boys (n = 497). For both sexes, verbally as well as spatially oriented profiles emerged. However, the verbal orientation was more pronounced for girls, whereas the boys displayed greater variability and stronger spatial orientation. General intelligence at age 10 was a strong predictor for basic skills at age 13 (r > 0.70). Verbally strong children tended to achieve better than predicted by their overall level of intelligence, whereas spatially oriented children showed a less favourable development in basic academic skills. The results are discussed in relation to neuropsychologically‐based models of reading disability and theories of language and development.  相似文献   

The impact of English language learner status on screening for emotional and behavioral disorders: A differential item functioning (DIF) study          下载免费PDF全文

Matthew C. Lambert  Allen G. Garcia  Stacy‐Ann A. January  Michael H. Epstein 《Psychology in the schools》2018,55(3):229-239

There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public‐school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993–1994, 5.1% of public‐school students in the United States were ELLs, or an estimated 2.1 million students. As of 2014–2015, 9.4% of students were ELLs, or an estimated 4.6 million students. It is estimated that by 2030, upward of 40% of school children will speak English as a second language. Meeting the needs of students who are not proficient in English is challenging for school professionals and even more so if they are identified for special services. Researchers have found that ELL students live in situations with numerous high‐risk factors, including poverty, inadequate schools, poor and violent neighborhoods, and limited access to adequate health care, mental health services, and schools. As a group, these students are more likely to underperform academically, have a lower grade point average, and drop out of school compared to non‐ELL Latino students.  相似文献   

British and Commonwealth Counselors: An Investigation of Counselor Characteristics and Theoretical Views     

Robert H. Woody  Mary Ann P. Dubner 《Counselor Education & Supervision》1971,10(3):233-241

This study investigated personal characteristics, espoused theoretical orientation, counseling response style, and tendency toward variety as related to general guidance, and counseling competence, and to home or overseas origin of 32 (16 males and 16 females) students enrolled in the Guidance Unit at the University of Reading, England. Subjects were drawn from the United Kingdom (Home students) and from 11 overseas countries (Overseas students). Instruments administered were the Edwards Personal Preference Schedule (EPPS), the Porter Counseling Inventory (PCI), and the Similies Preference Inventory (SPI). The subjects' theoretical orientation was determined by the ratings of six theories of counseling. These ratings were given weighted scores for Insight and Action orientation, i.e., London's Insight-Action dichotomy. Guidance and counseling competency was based upon ratings by three professors using a 5-point scale. Results showed large differences between the groups on the EPPS and PCI, but EPPS and PCI scores were unrelated to the subjects' theoretical orientations. Competency ratings were related to theoretical preference, with Home students espousing Action approaches receiving lower ratings and Overseas students espousing Insight approaches receiving lower ratings. Results were discussed in terms of different cultural demands on counselors and with relevance to the use of the Insight-Action dichotomy in research with American counselor samples.  相似文献   

Blurring Boundaries between Technical Communication and Engineering: Challenges of a Multidisciplinary, Client-Based Pedagogy     

Patricia Wojahn  Julie Dyke  Linda Ann Riley  Edward Hensel  Stuart C. Brown 《Technical Communication Quarterly》2001,10(2):129-148

Educational settings tend to provide highly specialized contexts for learning. In contrast, workplaces are increasingly multidisciplinary, presenting challenges often not considered in the technical communication curriculum. Our technical communication program is addressing this issue by building partnerships with programs in mechanical engineering and industrial engineering. In this article, we discuss a study of our initial semester matching technical communication students with teams of engineers in a capstone, client-based design course. We focus on challenges the students faced in the multidisciplinary, client-based experience. Based on our initial results, we suggest that academic and professional settings could do more to address the types of challenges identified. We call for a more inclusive pedagogy, one that expands the boundaries of technical communication and welcomes multidisciplinary experience in shared contexts.  相似文献   

Genital examinations for alleged sexual abuse of prepubertal girls: findings by pediatric emergency medicine physicians compared with child abuse trained physicians     

Makoroff KL  Brauley JL  Brandner AM  Myers PA  Shapiro RA 《Child abuse & neglect》2002,26(12):1235-1242

OBJECTIVE: This study compares abnormal genital examination findings made by pediatric emergency medicine (PEM) physicians to examinations by physicians with training in child sexual abuse in the evaluation of prepubertal girls for suspected sexual abuse. METHOD: A prospective study was performed following the genital examination by a PEM physician of prepubertal girls suspected of being sexually abused. A physician with training in child sexual abuse re-examined those girls whose examinations were interpreted as abnormal by the PEM physicians. The findings and interpretations of the PEM physician were then compared to those by the physicians with training in child abuse. RESULTS: Between October 1994 and October 1998, 46 patients diagnosed by PEM physicians with nonacute genital findings indicative of sexual abuse were re-examined by a physician with training in child abuse. The follow-up examinations were done 2 days-16 weeks (mean 2.1 weeks) after the emergency department visit. The physicians with training in child abuse concluded that only eight of these children (17%) showed clear evidence of abuse. Normal findings were noted in 32 children (70%), nonspecific changes were noted in 4 children (9%), and 2 children (4%) had findings that are more commonly seen in abused children than nonabused children but are not diagnostic for abuse (concerning for abuse). CONCLUSIONS: There was poor agreement between the pediatric emergency medicine physicians and the physicians with training in child sexual abuse. This study suggests that emergency medicine physicians should consider additional training in this area. In addition, all children with abnormal ED examinations should have follow-up examinations by a child abuse trained physician.  相似文献