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Current debates concerning effective professional development for teachers of early reading have focused on the potential benefits of a literacy coach in providing sustained support and guidance for teachers?? learning from a professional development program. In this study, we compare the response of first-grade teachers to a model of professional development that did or did not include a literacy coach (i.e., PD Coach or PD No Coach) by examining teachers?? attitudes toward professional development, their instruction, and student outcomes. We also take into account teachers?? views about their school climate, as these might influence their response to professional development activities. Results showed no differences in teachers?? attitudes toward the professional development, the support of their principal, or opportunities for collaboration with other teachers. The PD Coach teachers differed from the PD No Coach teachers in aspects of instruction relevant to the professional development program. Further, students in PD Coach teachers?? classrooms made greater improvements in word decoding from fall to spring. The support of the principal contributed to these outcomes. The results suggest benefits of a model of professional development in reading that included school-based coaching for first-grade teachers. 相似文献
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This paper responds to Wassell and LaVan’s paper on the transition from a preservice coteaching experience to independent
teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching.
In our response, we argue that coteaching can also be applied alongside independent teaching in preservice courses, as opposed to an alternative to independent teaching, which has been shown to
alleviate some of the transition issues described by Wassell and LaVan. We then present a critical discussion of different
models and vocabularies of coteaching which apply in different sociocultural settings to expand the concept of coteaching.
We attempt to extend Wassell and LaVan’s use of Guba and Lincoln’s (Fourth generation evaluation, 1989) authenticity criteria
from the research methodology towards considering the criteria also as a framework for coteaching as practice for preservice
and cooperating teachers. Finally, we reflect on the role of critical ethnography in Wassell and LaVan’s study in terms of
the researchers’ intervention and whether improvements in the transition can be effectively introduced which do not require
such intervention. We conclude our discussion with some suggestions to take forward this important work.
相似文献
| Colette MurphyEmail: |
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Joanne F. Carlisle 《Annals of dyslexia》1989,39(1):159-176
Assessment of students with reading comprehension difficulties should include measurement of both listening and reading comprehension
of extended discourse in order to begin to identify the reason or reasons for their deficits. The problems of developing an
effective comprehension test are discussed. An experimental screening test, Profiles in Listening and Reading (PILAR), is
presented as one approach to assessing comprehension. Its potential as a screening and diagnostic test is considered, using
students’ profiles from two studies.
The second research study reported was supported by a grant from Northwestern University Research Grants Committee. 相似文献
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Animals working for heat in a cold environment increase responding when reward duration is reduced, but in many instances the increase in responding is not sufficient to prevent a decrease in the amount of heat obtained. Eight experiments were conducted to investigate the reason why rats’ barpress responses for heat are less efficient at short reward durations. The results show that a ceiling effect is not involved and also that improper response-topography or differences in whole-body heat absorptivity or in response effort cannot explain the phenomenon. Evidence was found for the hypothesis that response rate does not increase sufficiently at short reward durations because many short rewards produce a greater afferent signal than do few long rewards. This inequality seems to be caused by characteristics of the stimuli that result in a greater relative change in skin temperature (ΔT) or in the rate of change of skin temperature (δT/δt) for short-duration rewards. 相似文献
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Carlisle JE Feezell JT Michaud KE Smith ER Smith L 《Public understanding of science (Bristol, England)》2010,19(5):514-527
Our study examines how individuals decide which scientific claims and experts to believe when faced with competing claims regarding a policy issue. Using an experiment in a public opinion survey, we test the source content and credibility hypotheses to assess how much confidence people have in reports about scientific studies of the safety of offshore oil drilling along the California coast. The results show that message content has a substantial impact. People tend to accept reports of scientific studies that support their values and prior beliefs, but not studies that contradict them. Previous studies have shown that core values influence message acceptance. We find that core values and prior beliefs have independent effects on message acceptance. We also find that the sources of the claims make little difference. Finally, the public leans toward believing reports that oil drilling is riskier than previously believed. 相似文献