Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States   总被引：1，自引：0，他引：1  

Xuezhao Lan  Claire Cameron Ponitz  Kevin F. Miller  Su Li  Kai Cortina  Michelle Perry  Ge Fang 《Early childhood research quarterly》2009,24(2):198-211

This study investigated variation in students’ behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed.  相似文献   

Effects of Exposure to Part-time Faculty on Community College Transfer   总被引：1，自引：0，他引：1  

M. Kevin Eagan  Audrey J. Jaeger 《Research in higher education》2009,50(2):168-188

Over the past several decades, one of the most significant changes in the delivery of postsecondary education involves the dramatic increase in the use of contingent or part-time faculty. Although the increased use of part-time faculty within higher education makes sense from an administrative point of view, its use does not come without criticism. With community colleges representing a more convenient, affordable, and flexible educational option for a number of students, particularly those from disadvantaged backgrounds, examining how exposure to part-time faculty relates to students’ academic goals represents an important area of inquiry. This study draws from social and human capital frameworks and uses hierarchical generalized linear modeling (HGLM) to examine how exposure to part-time faculty relates to community college students’ likelihood of transferring to a four-year college or university. Findings suggest that students tend to be significantly less likely to transfer as their exposure to part-time faculty increases.  相似文献   

SYMBIOSIS: Development,Implementation, and Assessment of a Model Curriculum across Biology and Mathematics at the Introductory Level     

Audrey M. Depelteau  Karl H. Joplin  Aimee Govett  Hugh A. Miller  III  Edith Seier 《CBE life sciences education》2010,9(3):342-347

“It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen''s books and programs, see (www.alancohen.com.)

With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU''s approach to implementing the SYMBIOSIS curriculum.  相似文献   

Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons     

Ksenia S. Zhbanova  Audrey C. Rule  Sarah E. Montgomery  Lynn E. Nielsen 《Early Childhood Education Journal》2010,38(4):251-258

Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions, and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior; students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this approach.  相似文献   

Physical Education Preservice Teachers’ Perceptions About Preparation for Comprehensive School Physical Activity Programs     

Ja Youn Kwon  Pamela Hodges Kulinna  Hans van der Mars  Mirka Koro-Ljungberg  Audrey Amrein-Beardsley  Jason Norris 《Research quarterly for exercise and sport》2018,89(2):221-234

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Jordanian and Malaysian science teachers' prominent perceived professional needs: A comparison     

Jkamariah H. Abu Bakar  Peter A. Rubba  Audrey N. Tomera  Abdel Rahman Zurub 《科学教学研究杂志》1988,25(7):573-587

The prominent perceived professional needs of 365 Jordanian and 1,162 Malaysian secondary-level science teachers were examined using the Science Teacher Inventory of Need. These were compared across subgroups of the respective samples and across the two samples. The Jordanian science teachers' needs were in the areas of delivering science instruction, managing science instruction, administering science instructional facilities and equipment, and improving one's competence as a science teacher. The Malaysian science teachers' needs came from those four areas plus the area specifying objectives for science instruction. Needs from the first four areas were shared across the two samples. These needs were similar to ones observed in U.S. samples. The reason for the similarities is questioned.  相似文献   

Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills          下载免费PDF全文

Helyn Kim  Chelsea A. K. Duran  Claire E. Cameron  David Grissmer 《Child development》2018,89(2):476-494

This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty‐five 5‐year‐olds (kindergarteners) and one hundred nineteen 6‐year‐olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.  相似文献   

Teachers' biographies and educational development: a Kenyan case study     

Audrey Osler 《International Journal of Educational Development》1997,17(4):361-371

Over the last decade there has been a growing interest among academics in the lives and work of teachers in industrialised countries. Many of these studies have sought to understand how teachers perceive their work and how they develop their particular professional identities. There is a growing recognition of the impact of teachers' own biographies on their training and on curriculum development and implementation. This paper examines the perspectives of a group of Kenyan educators, advisors and inspectors, from different regions, who have taken part in a national project designed to strengthen primary education through the in-service training of teachers. The aim is to examine the potential of biographical research to provide new insights into the processes of educational development. The participants in the research reflect on their own career development and life histories; on their identities, both professional and personal; and on the impact of these on their work. Drawing on an issue which divided the group, that of gender equality, the paper considers some of the biographical and cultural factors which permit and restrict development.  相似文献   

Peer observations among faculty in a college of education: investigating the summative and formative uses of the Reformed Teaching Observation Protocol (RTOP)     

Audrey Amrein-Beardsley  Sharon E. Osborn Popp 《Educational Assessment, Evaluation and Accountability》2012,24(1):5-24

Teacher educators piloted the use of the Reformed Teaching Observation Protocol (RTOP), a peer observation instrument associated with increases in learning in science and mathematics teacher education courses. Faculty participants received a series of trainings in RTOP use and rated each other’s teaching during multiple peer observations. The purpose of this study was to investigate whether the RTOP would prove useful for formative and summative purposes across teacher education courses in general. While participants saw value in the peer observation process and the RTOP instrument, findings suggest that the perceived formative functions of the RTOP outweighed the instrument’s summative value.  相似文献   

Reading comprehension interventions for middle school students with learning disabilities: a synthesis of 30 years of research     

Solis M  Ciullo S  Vaughn S  Pyle N  Hassaram B  Leroux A 《Journal of learning disabilities》2012,45(4):327-340

The authors conducted a synthesis of studies of reading comprehension interventions for middle school students (Grades 6-8) identified with a learning disability. They identified 12 studies between 1979 and 2009 with treatment and comparison designs and 2 single-participant studies. Findings from the studies indicate large effect sizes for researcher-developed comprehension measures. Few studies (n = 4) reported standardized measures of reading comprehension, which indicated medium effect sizes. The majority of study treatments (n = 13) utilized strategy instruction related to main idea or summarization.  相似文献