Starting to make a difference: responding to the challenges of recent developments in the early years     

Ruth Dennis 《Educational Psychology in Practice》2003,19(4):259-270

Recent national changes in ‘Early Years’ policy are likely to have major impact on the practice and profession of educational psychology. In this paper, implications at the individual, service and systemic levels are examined and practice examples given of how an Educational Psychology Service (EPS) might rise to the new challenges these major changes engender. The paper concludes that in order to maintain a clear overview of the continuing developments and demands in this area and to ensure that there is a co-ordinated response, the ‘Early Years’ should increasingly become recognised as an area for a Senior Specialist educational psychologist (EP). This EP would be charged with the responsibility for drawing up the service development plan for the Early Years and at the same time ensuring that the opportunities offered by the ongoing developments in this area are capitalised upon.  相似文献   

An Approach with Name‐calling and Verbal Taunting     

Dennis Lines 《Pastoral Care in Education》2001,19(2):3-9

Classroom teachers are aware that during everyday classroom teaching name‐calling can be a wide‐scale problem. Verbal bullying is often covert and pupils are reluctant to report it. In this paper the author outlines a strategy to reduce the frequency of name‐calling and verbal taunting. An adaptive approach to the problem of repeated name‐calling is illustrated through a case study. The approach utilizes 'reframing' and 'image‐replacement' techniques to reduce confrontation and the perpetuation of verbal taunting for those who are identified as 'provocative victims'.  相似文献   

Myths of monoculturalism: narratively claiming the other     

Barbara Dennis 《International journal of qualitative studies in education》2016,29(9):1069-1085

This paper reports on monocultural education narratives associated with marginalizing newcomer English-as-a-New-Language learners and their families. These narratives emerged through a three-year long critical ethnography in the schools of a Midwest town (Unityville). The collective, social stories emerged as ‘story seeds’ through interviews and positioned the storytellers as knowledgeable in relation to the newcomer others. The stories reproduced monocultural myths about the school itself and privileged the storytellers and those with whom they identified. The primary analytic tool was reconstructive horizon analysis through which four main stories were articulated. All of them involved a myth of monoculturalism: ‘When my grandfather came here …,’ ‘Latinos are the new blacks,’ ‘Sink or swim,’ and ‘Go home.’ The Self/Other relations of the monocultural myths will be articulated and the way the collective stories structure those relations will be examined.  相似文献   

WHAT COUNTS AS TEACHING?     

Dennis Fox 《Assessment & Evaluation in Higher Education》1984,9(2):133-143

AID — the acronym stands for Assessment for Instructional Development — is a behaviourally referenced class questionnaire developed by the author from a data base drawn from 12 institutions of HE (Polytechnics and Universities). It is intended to help the user locate

• objectives in their own progress towards which his students report they lack confidence

• teaching behaviours that seem to bear on these objectives

• changes of teaching strategy that may therefore help the students

AID is focussed on the individual class and subject discipline — it is not suitable for ‘accountability’ uses.

The paper describes the rationale for choosing a behaviourally referenced system (focussed on what teachers and students do or feel, and how often) rather than a ‘satisfaction scale’ (focussed on ‘do my students like me?'), and the way AID was developed from earlier, mainly North American behaviourally referenced systems, such as IDEA. Crucial changes in research methodology are explained and justified. The characteristics and capabilities of the developed system are then outlined, and how to use it is explained. Finally, illustrations are given of three typical uses of the system — a comparison of three elements in a part‐time course for use by the course team in a course review, and two analyses of particular teaching programmes for individual lecturers.  相似文献   

Young primary students making sense of text and illustrations about how refuse can become soil     

Lisbeth Åberg-Bengtsson  Dennis Beach  Agneta Ljung-Djärf 《Environmental Education Research》2017,23(8):1150-1168

Explanatory pictures and models are frequently used in teaching and learning situations. However, it seems to be simply assumed that they are always beneficial. In this article results from an investigation with 16 Swedish pupils aged 7–9 year are presented based on an analysis that has examined how well this assumption holds up. Concepts from multi-modal theory have been used to investigate how young learners deal with illustrations and text from an early reader booklet about composting domestic refuse. The analysis suggests that expectations that illustrations facilitate the meaning-making of young pupils may be exaggerated. Although the booklet claimed to provide interactive support between image and text most of the examples show pupils ignoring pictures or misinterpreting vital information about composting in both the verbal and non-verbal material. The illustrations did not compensate for the most crucial deficiencies in the written text.  相似文献   

Normative data for regional sweat sodium concentration and whole-body sweating rate in athletes     

Lindsay B. Baker  Kelly A. Barnes  Melissa L. Anderson  Dennis H. Passe  John R. Stofan 《Journal of sports sciences》2016,34(4):358-368

The purpose of this study was to establish normative data for regional sweat sodium concentration ([Na⁺]) and whole-body sweating rate in athletes. Data from 506 athletes (367 adults, 139 youth; 404 male, 102 female) were compiled from observational athlete testing for a retrospective analysis. The participants were skill/team-sport (including American football, baseball, basketball, soccer and tennis) and endurance (including cycling, running and triathlon) athletes exercising in cool to hot environmental conditions (15–50°C) during training or competition in the laboratory or field. A standardised regional absorbent patch technique was used to determine sweat [Na⁺] on the dorsal mid-forearm. Whole-body sweat [Na⁺] was predicted using a published regression equation (y = 0.57x+11.05). Whole-body sweating rate was calculated from pre- to post-exercise change in body mass, corrected for fluid/food intake (ad libitum) and urine output. Data are expressed as mean ± SD (range). Forearm sweat [Na⁺] and predicted whole-body sweat [Na⁺] were 43.6 ± 18.2 (12.6–104.8) mmol · L^–1 and 35.9 ± 10.4 (18.2–70.8) mmol · L^–1, respectively. Absolute and relative whole-body sweating rates were 1.21 ± 0.68 (0.26–5.73) L · h^–1 and 15.3 ± 6.8 (3.3–69.7) ml · kg^–1 · h^–1, respectively. This retrospective analysis provides normative data for athletes’ forearm and predicted whole-body sweat [Na⁺] as well as absolute and relative whole-body sweating rate across a range of sports and environmental conditions.  相似文献   

A systematic approach to the design of secondary school lessons in Guyana     

George Roopchand  Dennis Moss 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(1):42-52

Selected physics and geography classes in Guyanan secondary schools received four different instructional treatments. Three experimental groups received (A) a systematically designed curriculum unit implemented by the designer of the unit (B) the same unit implemented by another teacher and (C) a lesson utilising the aims and objectives defined in the curriculum unit. A fourth (control) group received the conventional lesson for this aspect of the curriculum. Pre- and post-test data revealed significant learning gains in experimental groups. The implications of these results are considered for curriculum development and the training of teachers in Guyana.  相似文献   

Multidimensional and Hierarchical Assessment of School Motivation: Cross‐cultural validation     

Dennis M. McInerney  Jinnat Ali 《教育心理学》2006,26(6):717-734

This study examines the multidimensional and hierarchical structure of achievement goal orientation measured by the Inventory of School Motivation. The instrument consists of eight different scales with 43 survey items (ranging from three to seven items each). Each scale reflects one of eight specific dimensions: task, effort, competition, social power, affiliation, social concern, praise, and token. The study also examines the ability of these eight first‐order factors to define four general second‐order factors—mastery, performance, social factors, and extrinsic factors—as well as one third‐order factor, general motivation. Participants came from seven different cultural groups in high schools in Australia (n = 4,787), Hong Kong (n = 697), the United States (n = 2,660), and Africa (n = 819). Nested confirmatory factor analyses support a multidimensional, hierarchical school motivation construct. The model was invariant across cultural groups. The findings provide a strong theoretical structure and tool for further school motivation research.  相似文献   

Education of teachers     

Hazel Grubb Davis  Anne Davis  Margaret Polhill  Betty Miles  Dennis Hamley  Lesley Harrington  Feenie Ziner  R C Barnes  Mary Croxson  Marilyn Apseloff  Terry Jones  Tony Watkins 《Children‘s Literature in Education》1974,5(2):52-67

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Student perception of instructors: the effect of age,gender and political leaning     

Dennis E. Clayson 《Assessment & Evaluation in Higher Education》2020,45(4):607-616

Abstract

Students were asked to rank instructors, who differed by age, gender and political leaning, by their expected helpfulness, and how much a student expected to learn. Students selected older instructors as those from whom they would learn the most, but chose young instructors as the most helpful. Overall, male instructors were preferred over female instructors, especially when emphasis was placed on learning. The political leaning of the instructor was a discriminating factor in humanities classes, with liberal instructors preferred over conservatives. The preferred age, gender and political leaning patterns were distinctly different for instructors who were helpful, and from those from whom students thought they would learn the most, indicating a dichotomy between perceived helpfulness and learning. The stereotypic images of instructors did not differ significantly by the students’ own gender and academic major, except for male students ranking conservative instructors higher than females. Students do have stereotypical images of instructors based on the instructor’s age, gender and political leaning.  相似文献