Teacher education,motivation, compensation,workplace support,and links to quality of center-based child care and teachers’ intention to stay in the early childhood profession     

Julia C. Torquati  Helen RaikesCatherine A. Huddleston-Casas 《Early childhood research quarterly》2007

The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, education years and child development coursework predicted compensation, and compensation predicted observed quality. When the model was tested separately for infant–toddler teachers, years of education and child development coursework predicted compensation, but none of the education variables predicted observed quality and compensation did not predict observed quality. For preschool teachers, years of education predicted compensation and having a CDA predicted observed quality, but compensation did not predict observed quality. For all of the models, only motivations for child care work predicted intention to stay in the profession. No variables in the structural equation models predicted interactional quality.  相似文献   

Students’ conscious unknowns about artefacts and natural objects     

Piedade Vaz-Rebelo  Paula Fernandes  Julia Morgado  António Monteiro 《教育心理学》2016,36(1):176-190

This study attempts to characterise what 7th- and 12th-grade students believe they do not know about artefacts and natural objects, as well as the dependence of what is unknown on a knowledge of these objects. The students were asked to make explicit through questioning what they did not know about a sample of objects. The unknowns generated were categorised according to a scheme based on lexical semantics theory. Two of the categories focused specifically on imprecise unknowns expressed through What is X? questions, and on unknowns concerning functions. The results showed, firstly, that a lower grade level and lower knowledge of a certain class of objects was associated with more imprecise unknowns. Secondly, unknowns about the functions of artefacts were significantly more frequent than unknowns about the functions of natural objects at any of the grade levels. Overall, the results were consistent with the hypothesis of a correspondence between knowledge and unknowns.  相似文献   

What's in a name? Students with dyslexia: their use of metaphor in making sense of their disability   总被引：1，自引：0，他引：1  

Robert Burden  Julia Burdett 《British Journal of Special Education》2007,34(2):77-82

Research and practice involving children and adults with dyslexia has tended to focus on identifying difficulties in developing literacy skills and associated cognitive variables. Comparatively few investigations have focused on affective factors or on finding ways of enabling those with dyslexia to express their own attitudes, thoughts and feelings about these difficulties. As part of an intensive investigation into the self-concepts of pupils attending a residential special school for boys with dyslexia, Robert Burden, Professor of Applied Educational Psychology at the University of Exeter, together with his research assistant, Julia Burdett, carried out semi-structured interviews with 50 boys. One element of the interview was a request to each interviewee to construct a mind picture or image of what dyslexia represented to him. The results revealed a number of powerful images illustrating both surmountable and insurmountable barriers to learning, together with feelings of confusion and inadequacy. The conclusion is drawn that metaphors provide a potentially helpful means of exploring the deep-rooted thoughts and feelings of children and young people diagnosed with dyslexia. The authors conclude by discussing some possible implications of this form of investigation for future research and intervention with those experiencing dyslexia and a wide range of other disabilities.  相似文献   

From in-service teacher development to school improvement: factors of learning transfer in teacher education     

Benjamin Dreer  Julia Dietrich  Bärbel Kracke 《Teacher Development》2017,21(2):208-224

In-service teacher development programs are perceived as a common way to foster school improvement. Nevertheless, program evaluation to date ends with the assessment of acquired knowledge, skills, and motivation, frequently disregarding the actual learning transfer and its conditions. This study aimed to investigate how individual and situational factors interact and contribute to learning transfer in an in-service teacher development program. We tested a transfer model derived from human resources development research. One hundred and twenty-nine teachers aged 25–62 years (87% female), participating in an in-service development program, were surveyed three times during the program. Results of path analyses suggest that not only especially individual factors are critical for learning transfer in the context of school improvement, but also that program and environmental factors have important effects. They moderated the effects of the individual factors.  相似文献   

Organisational knowledge creation strategies: A conceptual framework     

Chen-Wei Yang  Shih-Chieh Fang  Julia L. Lin 《International Journal of Information Management》2010

The main purposes of this article are to identify the dimensions of organisational knowledge creation strategies (EICE model: exploration, institutional entrepreneurship, combination, exploitation) and to clarify the relationship between the organisational knowledge creation strategies and its knowledge asset. For these purposes, guided by knowledge-based view and knowledge creation theory, we propose an EICE model and explore its effect on the knowledge asset. We further suggest the managerial implications and theoretical implications. The main managerial implication is that the knowledge creation strategies model may help manager to make effective strategies for knowledge creation within the organisation. The main contributions to organisation theory are extending Nonaka's knowledge creation theory to form a new strategic model for knowledge creation.  相似文献   

Gender-inclusive science teaching: A feminist-constructivist approach: A reply to Roychoudhury,Tippins, and Nichols     

Julia McArthur  Karen L. Wellner 《科学教学研究杂志》1997,34(1):95-96

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Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale     

John Fantuzzo  Julia Mendez  Erin Tighe 《Early childhood research quarterly》1998,13(4):659-676

The purpose of this investigation was to evaluate the construct validity of the parent version of the Penn Interactive Peer Play Scale (PIPPS) and to compare it with the teacher version. PIPPS were collected on 297 urban Head Start children. The Parent PIPPS replicated the three-factor solution found with the teacher version, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnection. Factor matching and canonical correlational analyses examining the relationship between the parent and teacher versions of the PIPPS revealed significant one-to-one matches between hypothesized like factors. Additionally, analyses of overlapping variance between versions indicated a significant degree of overlap. Implications of the findings for involvement of parents in the assessment process and research on the continuity and discontinuity between home and school environments for low-income, urban children were discussed.  相似文献   

Behaviour Therapy: Techniques,research and applications     

Julia Tilling 《International Journal of Disability, Development & Education》2009,56(4):434-435

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Spoken language development in oral preschool children with permanent childhood deafness     

Sarant JZ  Holt CM  Dowell RC  Rickards FW  Blamey PJ 《Journal of deaf studies and deaf education》2009,14(2):205-217

This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children.  相似文献   

Inquiry and Astronomy: Preservice Teachers’ Investigations of Celestial Motion     

Julia D. Plummer  Valerie M. Zahm  Rebecca Rice 《Journal of Science Teacher Education》2010,21(4):471-493

This study investigated the impact of an open inquiry experience on elementary science methods students’ understanding of celestial motion as well as the methods developed by students to answer their own research questions. Pre/post interviews and assessments were used to measure change in participants’ understanding (N = 18). A qualitative approach was used to describe the nature of each participant’s investigation through an analysis of their science journal and poster presentations. A comparison of participants’ inquiry projects with the change in their understanding revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students may need more guidance to reach a full scientific understanding across all aspects of celestial motion.  相似文献