Student teacher challenges: using the cognitive load theory as an explanatory lens     

Daniel C. Moos  Debra Pitton 《Teaching Education》2014,25(2):127-141

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching.  相似文献   

Physical Activity Play and Preschool Children's Peer Acceptance: Distinctions Between Rough-and-Tumble and Exercise Play     

Eric W. Lindsey 《Early education and development》2014,25(3):277-294

Research Findings: Two forms of exercise play (toy mediated and non-mediated) and 2 forms of rough-and-tumble (R&T) play (chase and fighting) were examined in relation to preschoolers' peer competence. A total of 148 preschoolers (78 boys, 89 Euro-Americans) were observed during free play at their university-sponsored child care center. The gender makeup of children's play companions (same gender, other gender, or mixed gender) as well as the type of play that children engaged in was recorded. Sociometric interviews assessed how well liked children were by their classmates. Analyses revealed that toy-mediated exercise play with mixed-gender and same-gender peers was associated with boys' and girls' peer acceptance. Girls' non-mediated exercise play and boys' R&T chasing was associated with peer acceptance. Boys who engaged in R&T fighting with same-gender peers were better liked by peers, whereas boys who engaged in R&T chasing with other-gender peers were not liked by peers. Practice or Policy: The results suggest that child gender and the gender of one's playmate are important factors in associations between physical activity play and peer acceptance.  相似文献   

The “Hand-off” as a Flawed Approach to Disseminating Innovation: Lessons from Chemistry     

Debra L. Penberthy  Susan B. Millar 《Innovative Higher Education》2002,26(4):251-270

Drawing on studies of active learning methods in an undergraduate chemistry course at a research institution, we first present two case studies exploring the change processes and outcomes of the faculty member who designed the course and the one who adapted it. We then explore the nature of the problems experienced during the adaptation process. We conclude with recommendations for successfully diffusing innovations: adapting faculty members should choose innovations that genuinely interest them and are aligned with their goals, should experiment with innovations in a gradual way, and should receive support throughout the process.  相似文献   

Patient's Charter     

Lindsey Dyer 《Health information and libraries journal》1994,11(2):149-150

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Information and Communication Technology and the Teacher of the Future. Carolyn Dowling and Kwok-Wing Lai     

Debra Dawson 《Education and Information Technologies》2004,9(4):405-408

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Our Language: (Re)Imagining Communities in Ukrainian Language Classrooms     

Debra A. Friedman 《Journal of Language, Identity & Education》2016,15(3):165-179

Drawing upon video recordings from two fifth-grade Ukrainian classrooms and interviews with children four years later, this paper examines these classrooms as sites for socializing learners into an imagined community of Ukrainian speakers, the extent to which children took up identities as members of this community, and the potential effect of this identification on willingness to learn and use Ukrainian. Microanalysis of classroom interaction illustrates how teachers drew upon prevailing discourses of language and nation in ways that both presupposed and sought to create children’s membership in an imagined national community whose core practices included affiliation with Ukrainian as “our language.” However, interview data reveal that while children readily aligned with this imagined community and voiced its language ideologies, they positioned themselves as peripheral members or alternatively reimagined an alternative, multilingual Ukrainian community.  相似文献   

Book reviews     

J. K. Lindsey  Arthur W. Foshay  W. D. Halls  Sid Bourke  R. Murray Thomas  Michael J. McRory  J. Keith Watson  M. K. Raina  David Phillips  S. Anandalakshmy  Klaus Künzel  Hans Werner Heymann  Edmund King  Ronald Taft 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(3):377-399

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‘Trying to decide … what sort of teacher I wanted to be’: mentoring as a dialogic practice     

Debra Talbot  Jane Denny  Sarah Henderson 《Teaching Education》2018,29(1):47-60

Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what teachers actually learn during placements continue to be of concern to all involved in this component of teacher education. In this paper, three interconnected perspectives are provided as a university-based teacher educator, a school-based teacher educator and a pre-service teacher learn together in a dialogic mentoring relationship. The work of Mikhail Bakhtin and Valentin Voloshinov is employed to theorise the nature of dialogic relationships and how such relationships differ from ‘having a conversation’.  相似文献   

Developmental trajectories of bullying and associated factors     

Pepler D  Jiang D  Craig W  Connolly J 《Child development》2008,79(2):325-338

Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships.  相似文献   

An Evaluation of a Children's Safety Training Programme     

David Warden  Ellen Moran  John Gillies  Gillian Mayes  Lindsey Macleod 《教育心理学》1997,17(4):433-448

This paper reports an experimental evaluation of a children's safety training programme,Kidscape, which aims to increase primary school children's ability to deal with four types of potentially unsafe situation: being bullied, being approached by a stranger, being subject to inappropriate intimacy from a known adult and to pressure from such adults to keep such intimacy secret. Assessments of children's safety awareness were carried out in three schools which used the programme, and in three matched control schools which did not, with children at two age levels, 6 years and 10 years. These assessments of children's awareness were made on three occasions: before, immediately after and 2‐3 months after the training programme for the experimental sample (60 children) and on corresponding occasions for the control sample (60 children). The results revealed a significant improvement in the safety awareness of the experimental (trained) group after training and also a significant difference between the groups, in favour of the trained group. However, an improved performance of the control (untrained) group suggests that factors other than the Kidscape programme itself may influence these differences. Age differences in children's wariness of the four safety situations are also discussed.  相似文献