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Kelli Jo Kerry Moran 《Early Childhood Education Journal》2006,33(5):317-323
Readers theater is a familiar literacy strategy for children who can read independently; however, it can also be used with younger children who have not yet developed independent reading skills. The purpose of this article is to adapt the concept of readers theater for use with emergent readers. It focuses first on defining readers theater and its many benefits, particularly in the areas of literacy development. Finally, it includes suggestions for successfully implementing a readers theater program with young children. 相似文献
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Stephen David Grover Kelli Cargile Cook Heidi Skurat Harris Kevin Eric DePew 《Technical Communication Quarterly》2017,26(3):242-255
ABSTRACTA common challenge facing those who prepare graduate students to teach writing online is the need to help those students connect online writing instruction (OWI) theory with their classroom practice. The authors present how graduate students are prepared to teach writing online at three universities and then synthesize those approaches to highlight three principles that can guide effective OWI preparation for graduate students in any program: immersion, reflection, and failure. 相似文献
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ABSTRACTHBO’s The Wire (2002–2008) is often regarded as one of the best television shows ever aired. Through reiterative viewings and a critical content analysis of the show, Iargue that The Wire should be used as an anchor text in preservice English education courses in order to foster cosmopolitan literacies in preservice English teachers. I offer that viewing The Wire in its entirety, coupled with a bioecological adolescent development frame as well as ethical and moral considerations toward biases toward the Other could offer preservice English teachers the critical space to unpack their biases before entering the classroom. I posit that The Wire could serve to foster the educational cosmopolitanism tenets of criticality, historicity, dialogicity, and reflexivity in future English teachers. 相似文献
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Oliver T. Massey Kathleen Armstrong Michael Boroughs Kelli Henson Linda McCash 《Psychology in the schools》2005,42(4):361-372
Schools are increasingly recognized as a critical venue for the provision of comprehensive behavioral and mental health services for students. Unfortunately, difficulties associated with operating programs in schools often prevent evidence‐based practices from being implemented and sustained as intended. In this study, the experiences of school and community providers who were funded through the Safe Schools/Healthy Students Initiative to implement mental health services in a large, urban school district were investigated using a qualitative focus group methodology. Providers identified the major challenges they encountered with implementing, operating, and sustaining their programs as well as the strategies that they used to overcome those challenges. Strategies to enhance support of school‐based mental health programs are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 361–372, 2005. 相似文献
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In relation to teaching and learning approaches that improve student learning outcomes, threshold concepts have generated substantial interest in higher education. They have been described as ‘portals’ that lead to a transformed way of understanding or thinking, enabling learners to progress, and have been enthusiastically adopted to inform teaching approaches and curriculum design. A growing body of literature has critiqued the relevance and applicability of the threshold concept theory and identified threshold concepts relevant to specific disciplines. More recent research has identified how students cross these thresholds and provided measures of the successful acquisition of threshold concepts. This literature synthesis critiques existing evidence on threshold crossing and acquisition to provide a succinct and informative overview of the outcomes to date. Key questions relevant to educators and researchers investigating whether students acquire the threshold concepts associated with their teaching, arose from the literature synthesis. These were: whether or not threshold crossing can be measured; how variation in student learning can be addressed during measurement; tools that can be used for measuring threshold crossing; whether the way units or concepts are taught should alter prior to measurement, and the challenges and limitations of measuring threshold crossing. 相似文献
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A significant challenge for large-scale system-wide educational change is reconciling the importance of teacher ownership with the work of scaling up successful innovations. This article explores this dilemma in the context of a remarkable statewide transition to Activity Based Learning (ABL) in the government schools of Tamil Nadu, India. ABL, a pedagogical approach grounded in child-centered philosophies of learning, was developed by classroom teachers and educational leaders seeking to reach children disengaged from school. Advanced by reformers who respected teachers and understood the importance of teacher ownership in educational change efforts, ABL reached every primary-level government school in the state through a rapid scale-up. Drawing primarily on interviews with teachers, reform leaders, and other state-level officials, we explore the roles and forms of participation made available to teachers at different stages of the reform initiative. We also discuss how leaders built responsiveness to teacher feedback into each stage of scaling. We argue that the case of ABL in Tamil Nadu illustrates a powerful rethinking of system-level change, one that promotes teacher ownership through a movement-like approach in which leaders build egalitarian partnerships with classroom teachers and invite them into the educational change process, even through rapid and extensive scaling. 相似文献
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Timothy R. Levine Kelli Jean K. Asada Lisa L. Massi Lindsey 《Communication Research Reports》2013,30(3):208-218
This paper is part of a larger program of research assessing variables that underlie quantitative deceptiveness ratings. Several recent theoretical approaches, including Information Manipulation Theory (IMT), propose that deceptive messages are best understood as varying along two or more dimensions. At the same time, researchers have increasingly moved from dichotomous deception judgments to continuous deception ratings. This paper questions the validity of scaling degrees of deceptiveness along a single dimension, and argues that gradations in perceived deceptiveness reflect both the type of information manipulated and the severity of the consequences of the deception. This reasoning was tested with alxl experiment (N = 236) in which both the type of information manipulated and the severity of the consequences were systematically varied. As predicted, the results suggest that false messages (i.e., quality violations) are rated as more deceptive than lies of omission (i.e., quantity violations) when lie severity is low, but this difference diminishes as lie severity increases. In other words, false messages were rated as deceptive regardless of severity, but messages omitting information were rated as deceptive as false messages only when the consequences were serious. The implications for measuring deception are discussed. 相似文献
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Investigations of identity management regarding serial killers are sparse and rarely account for the communal discourse surrounding serial homicide. Such studies are essential to understanding the intersections of stigma and identity, particularly for the exploration of reframing that is severely limited for deviant populations. This interpretive study examined 13 interviews with serial killers to explore stigmatized identity management. The analysis revealed that male serial killers rejected their stigmatized identity by indicating a lack of control over their non-normal behavior or by justifying their actions. They also indicated that societal influences, such as previous traumatic experiences and communal discourse surrounding serial killing, influenced their identity management. 相似文献
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The APA Task Force on Statistical Inference recently recommended reporting effect sizes alongside results of statistical significance tests. The purpose of this article is to investigate effect size usage in gifted education research and to follow up on a similar investigation published by Plucker (1997). A content analysis of effect size reporting was conducted of articles published in the Journal for the Education of the Gifted, Roeper Review, and Gifted Child Quarterly from 1995–2000. Results of the present study were similar to the findings of Plucker (1997): No statistical difference in reporting was found across journals or across years, and a moderate difference was found between effect size reporting in univariate versus multivariate statistics. The benefits to gifted education research of understanding the relationship among sample size, effect size, and statistical power are discussed. 相似文献