Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse     

Brook Sawyer  Sally Atkins-Burnett  Lia Sandilos  Carol Scheffner Hammer  Lisa Lopez  Clancy Blair 《Early education and development》2018,29(3):398-416

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The professional practice of educational psychology     

Houtz  John C.  Lewis  Carol D. 《Educational Psychology Review》1994,6(1):1-23

This paper discusses the potential for the field of educational psychology to move beyond psychology-applied-to-education to develop a unique professional practice component. We argue that many of the things educational psychologists are trained to do and have been doing for years fall within the service provider domain. Educational psychology is the only subfield of psychology to focus on the design of instructional systems, and many valuable psychological services derived from the knowledge base of instruction are worthy of professional recognition. We also discuss components of professional training for educational psychologists.  相似文献   

Changes in science teachers' conceptions and connections of STEM concepts and earthquake engineering     

Baki Cavlazoglu  Carol Stuessy 《The Journal of educational research》2017,110(3):239-254

ABSTRACT

The authors find justification for integrating science, technology, engineering, and mathematics (STEM) in the complex problems that today's students will face as tomorrow's STEM professionals. Teachers with individual subject-area specialties in the STEM content areas have limited experience in integrating STEM. In this study, the authors investigated the conceptual changes of secondary school teachers teaching domain-specific STEM courses after a week-long professional development experience integrating earthquake engineering and domain-specific concepts. They documented and then triangulated outcomes of the experience using participating teachers' concept maps and teacher-generated written materials, respectively. Statistical comparisons of participants' concept maps revealed significant increases in their overall understanding of earthquake engineering and more accurate linkages with and among science domain-specific concepts. Content analyses of teachers' learning products confirmed the concept map analysis and also provided evidence of transfer of workshop learning experiences into teacher-designed curriculum products accurately linking earthquake engineering and domain-specific STEM content knowledge.  相似文献   

Part-time Employment and Performance at A-level     

Carol Nixon 《Teaching Statistics》1992,14(2):2-6

How many sixth-formers have part-time paid employment, and does this affect their performance at A-level? This article describes how one teaching institution set up a project to collect and analyse data in an attempt to find answers to these questions.  相似文献   

Exploring the interplay of cultural capital,habitus, and field in the life histories of two West African teacher candidates     

Gloria Park  Carol Rinke  Lynnette Mawhinney 《Teacher Development》2016,20(5):648-666

This paper captures the life histories of two West African pre-service teachers pursuing their education in the United States. Based on a larger study examining the life histories of 45 undergraduate pre-service teachers, these narratives focus specifically on international student experiences in the US. Grounded in Bourdieu’s theory of habitus, capital, and field, the life histories of Bakar and Selma illustrate how their capital and habitus become contingent on the field(s) (i.e. sites, time, and agents within a specific context) in which they are situated. The narratives of Bakar and Selma captured their early educational experiences, teacher preparation practices, and future possibilities as they moved in and out of different fields where the exchange of capital occurred, which then led to restructuring and/or de-valuerization of certain habitus. The experiences of Bakar and Selma heighten our awareness of the capital and habitus deployed in a variety of contexts – fields – in the US and elsewhere. We conclude by incorporating discussion focused on working with international teacher candidates.  相似文献   

Editorial     

Viv Bird  Kate Pahl  Carol Taylor 《Literacy》2005,39(2):57-58

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Educational policy and notions of citizenship in four asia-pacific societies     

Mutch  Carol 《Asia Pacific Education Review》2004,5(2):178-187

The future schooling scenarios prepared by the OECD/CERI (OECD, 2001) are the focus of this article, first because they provide a useful tool for futures thinking in educational settings and, second, because they provide an analytic framework to investigate how notions of citizenship are embedded in educational policies and in the organisation of compulsory schooling. This article outlines the scenarios developed by the OECD/CERI, describes how these were used to conduct a survey of educational policy-makers in the Asia-Pacific region and then uses the scenarios as a framework to investigate the embedded nature of citizenship characteristics in educational policy positions. Examples will be drawn from four societies in the Asia-Pacific region - New Zealand, Australia, Hong Kong SAR and Taiwan.  相似文献   

Nonreaders and nonwriters in special education: Crossing new literacy thresholds     

Carol S. Englert  Mary S. Rozendal 《Reading and writing》1996,8(1):87-103

This paper reports on the way in which a teacher led the literacy development of two students who were nonreaders and nonwriters. The two students received instruction in a special education room for students with learning disabilities. The teacher implemented an integrated instructional program in reading and writing that was designed to: (a) embed literacy instruction in meaningful and purposive activities, (b) respond to the needs, capabilities and interests of learners, and reflect their zones of proximal development, (c) promote self-regulated learning, and (d) foster students' membership in a literacy community. This paper focuses on the strategies the teacher used to mediate reading and writing development and the effects of the strategies on the narrative and expository writing performance of her students.  相似文献   

Communicate with curriculum     

Carol Seefeldt 《Early Childhood Education Journal》1985,13(2):22-25

“What did you do in school today?” asks the eager, interested parent. “We played,” responds the child. Parents have a right to know what their children are doing when in a day care center, nursery school, or kindergarten, and teachers have the responsibility to communicate what happens during the day children spend in a center.  相似文献   

Preschool Contexts and Teacher Interactions: Relations with School Readiness     

Priscilla Goble  Laura D. Hanish  Carol Lynn Martin  Natalie D. Eggum-Wilkens  Stacie A. Foster  Richard A. Fabes 《Early education and development》2016,27(5):623-641

The majority of early education programs promote children’s learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children’s experiences with teachers in these contexts as they relate to children’s skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children’s time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children’s academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when teachers were directly involved with children. Overall, the findings suggest that teacher engagement is related to positive outcomes even during child-managed activities. Practice or Policy: Given these findings, preservice and professional development programs for early childhood educators should have a component that focuses on how to enhance the teacher’s role during child-managed activities.  相似文献