Collaborative Interaction among Young Children in Primary School Classes in the Republic of Ireland     

Marie English  Ann Lewis 《International Journal of Early Years Education》1997,5(1):21-36

This paper reports analyses of collaborative interaction among pairs of young children (ages 4.0‐8.0) in a city school in the Republic of Ireland. The sample comprised 36 children; 12 at each of the three age groups: 4, 6 and 8 years. In each of these age groups six pairs of children were observed during paired work of a type routinely found in primary school classrooms. Children used familiar materials which were age appropriate. Analyses of interaction focused on three tasks: a jigsaw (previously unseen), construction of a robot model using LEGO and free choice of LEGO modelling. Analyses of interaction focused on the use of specific collaborative strategies. The results show that collaborative pairs, contrasted with non‐collaborative pairs, were characterised by more direct partner involvement, longer term views of the task, mutual support, provision of feedback and devices to move the action forward. The nature of collaborative interaction differed in same‐sex and cross‐sex pairs, by task and across the age range studied. The results indicate that qualitatively different types of collaborative processes occur in same‐sex and in cross‐sex pairings of young children. It is concluded that a variety of forms of collaborative grouping have a valuable place in early years classes.  相似文献   

Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum     

John Schacter  Jeff Shih  Charles M. Allen  Lina DeVaul  Amy B. Adkins  Taro Ito 《Early education and development》2016,27(1):74-88

Research Findings: Effective preschool mathematics instruction is especially important for low-income children. Previous research demonstrates that low-income children enter kindergarten behind their middle-income peers. They receive less mathematics support at home and from public preschools. The aim of this study was to test Math Shelf, a tablet intervention designed to improve at-risk preschoolers’ mathematics performance. A total of 100 children participated in a randomized controlled trial in a large urban Head Start center. Intervention students played Math Shelf on tablet computers for 6 weeks, whereas comparison students played the most downloaded and best reviewed preschool math apps on tablets for an equal amount of time. During game play, graduate student researchers supervised intervention and comparison students in separate rooms. Intervention and comparison groups did not differ on pretest assessments. Math Shelf students performed statistically significantly better (Cohen’s d = 0.57) than comparison students at posttest. Practice or Policy: Math Shelf results suggest that teachers can enhance low-income preschoolers’ mathematics knowledge in a relatively short amount of time by incorporating developmentally appropriate tablet interventions.  相似文献   

An evaluation of the SOAR-High Project: a Web-based science program for deaf students     

Barman CR  Stockton JD 《American annals of the deaf》2002,147(3):5-10

The investigators evaluated the SOAR-High (Science, Observing, and Reporting-High School) Project, a web-based earth systems science course involving collaborating teachers and deaf students at high schools in California, Washington, DC, and Indiana. In SOAR-High, students use Internet- and computer-based technologies to gather and report information. The investigators and stakeholders identified 4 key questions: (a) Are the SOAR-High students becoming proficient in using the science process skills? (b) Do the SOAR-High curriculum materials explicitly stress the use of science process skills? (c) Do the SOAR-High students develop skills to work independently? (d) Does the SOAR-High Project aid in student motivation? Quantitative and qualitative evaluative tools to address each question included student and teacher interviews, classroom observations, performance-based tasks, and reviews of student website work. Findings showed convincing evidence for affirmative answers to all 4 questions. However, some students described difficulties with the reading levels of the SOAR-High materials; some teachers expressed concern about SOAR-High's effectiveness because of its use with students at different grade levels.  相似文献   

Faculty attitudes toward student protest     

John Bruce Francis  Steven A. Lewis  Ira S. Rubin 《Research in higher education》1973,1(4):347-366

As part of a large-scale university survey, a random sample of faculty (75% of whom had had firsthand experience with serious student revolt) were asked for their reaction to a series of questions dealing with student protest — with the reasons for it, the kinds of student protest tactics employed, and the type of actions an administration might take to control it. Statistical comparisons were made between faculty, students, and administrators; and among faculty across disciplines to try to account for different attitudes. Findings suggest that faculty differ less among themselves than from other university constituent groups as to attitude about protest. They tend to distinguish sharply between dissent (which they support) and disruption (which they do not), and to favor responses to protest which keep the university open and functioning. Finally, the view is advanced that violent unrest is the unfortunate result of reciprocal escalation which can be avoided by attention to the causes of dissent rather than its dramatic manifestations.Revised and adapted from a paper delivered at the National Convention of the American Educational Studies Association, Washington, D.C., November 1972  相似文献   

Writing instruction in first grade: an observational study     

David L. CokerJr.  Elizabeth Farley-Ripple  Allison F. Jackson  Huijing Wen  Charles A. MacArthur  Austin S. Jennings 《Reading and writing》2016,29(5):793-832

As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). However, there is little research on the current state of instruction. This study was designed to provide a comprehensive analysis of first-grade writing instruction across 13 schools in one state in the US. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher instructional activity, and student writing activity. Results revealed that writing was taught for less than 30 min a day on average, and instruction in skills or process writing was common. Most instruction was organized in whole-class settings with teachers either presenting information or asking students questions. Variability in the amount and focus of writing instruction and in student writing activity was examined at the classroom and school levels. A small number of classrooms and schools were identified with distinctive patterns in their approach to instruction and writing activity. Several moderate relationships were found between the writing instructional focus and the nature of student writing. These findings suggest that first-grade writing instruction is inconsistent across classrooms and schools and point to instructional implications for teachers and schools in the US.  相似文献   

Investigating the sets of values that community members hold toward local nature centers     

Matthew H. E. M. Browning  Marc J. Stern  Nicole M. Ardoin  Joe E. Heimlich  Robert Petty  Cheryl Charles 《Environmental Education Research》2017,23(9):1291-1306

While nature center’s missions often point to connecting people to nature in various ways, their potential to provide a broader array of services to their communities remains largely unexplored. To better understand the values local community members hold for nature centers, we conducted survey research around 16 centers in the United States. Exploratory factor analysis identified four underlying values: environmental connection, leisure provision, community resilience, and civic engagement. Our limited sample of community respondents felt these values to be important and well-provided by local centers, suggesting centers may play broader roles in communities than inferred from their mission statements. The identification of these distinct value sets provides centers with food for thought regarding not only the services they provide, but also how they might communicate their roles to various constituencies in their communities. The values also provide clear conceptual categories for future research on the values of diverse community institutions.  相似文献   

Book reviews     

Robert Heinich  John B. Nance  Desmond L. Cook  Donald P. Ely  Donald J. Cunningham  Charles M. Woodliff 《Educational technology research and development : ETR & D》1970,18(3):327-349

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Promoting student progressions in science classrooms: A video study          下载免费PDF全文

Hui Jin  Michele E. Johnson  Hyo Jeong Shin  Charles W. Anderson 《科学教学研究杂志》2017,54(7):852-883

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International teachers negotiating 21st century science classrooms: a question of hybridized identities and pedagogical imaginaries     

Deborah J. Tippins  Lorie Hammond  Charles B. Hutchison 《Cultural Studies of Science Education》2006,1(4):681-692

International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers. Deborah J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes to play tennis, travel and take her dog for long walks. Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers on community-based multicultural science education. For the past 10 years she has been leading action research projects centered in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing models of teaching and learning in immigrant communities. Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and provides professional development in science education, cross-cultural and urban education, and instructional strategies for diverse learners.  相似文献   

Design‐based science and student learning     

David Fortus  R. Charles Dershimer  Joseph Krajcik  Ronald W. Marx  Rachel Mamlok‐Naaman 《科学教学研究杂志》2004,41(10):1081-1110

Design‐Based Science (DBS) is a pedagogy in which the goal of designing an artifact contextualizes all curricular activities. Design is viewed as a vehicle through which scientific knowledge and real‐world problem‐solving skills can be constructed. Following Anderson and Hogan's (1999) call to document the design of new science pedagogies, this goal of this article is twofold: (a) to describe DBS, and (b) to evaluate whether significant science knowledge was constructed during consecutive enactments of three DBS units. In this study, 92 students participated in the consecutive enactments of three different DBS units. The development of their scientific knowledge was assessed through posters and models constructed during the curricular enactments and by identical pre‐ and post‐instruction written tests. The posttests showed considerable gains compared with the pretests, while the models and posters show application of this newly constructed knowledge in solving a design problem. These positive results support efforts being made to restructure school science around inquiry‐based curricula in general and design‐based curricula in particular. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1081–1110, 2004  相似文献