Exploring pedagogical relationships in the context of free play     

Kendra M. Hall-Kenyon  Alessandro A. Rosborough 《Early Years: An International Journal of Research and Development》2017,37(3):326-337

Early childhood advocates agree that positive teacher–child relationships are critical to classroom quality. Much research has emphasized quantifiable teacher characteristics and child outcomes without fully capturing the complexity of these relationships. Drawing on extensive classroom observations, two video-recorded free play sessions and teacher interviews, this study explored some of the ways that preschool teachers create and maintain positive relationships, with emphasis on how they care for the children: their ways of being with and for them. The results of this study provide practical examples for building and sustaining teacher–child relationships, help delineate the complexity of the relationships that exist in preschool classrooms and demonstrate the everyday ways in which those relationships are foundational for children’s learning and development.  相似文献   

Policy,Practices and Communication Studies. The More Things Change…     

Patric R. Spence 《Communication Studies》2019,70(1):129-131

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Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment     

John Mason  Mary Spence 《Educational Studies in Mathematics》1999,38(1-3):135-161

Knowing-to is active knowledge which is present in the moment when it is required. To try to produce knowing-to, formal education focuses on forms of knowing which are easier to teach and to test: knowing-that (factual), knowing-how (technique and skills), and knowing-why (having a story in order to structure actions and from which to reconstruct actions). Together these constitute knowing-about the subject. Expertise is demonstrated by being able to respond to assessments: to write essays and to solve routine problems. The central problem of education is that knowing-about does not in itself guarantee knowing-to, as teachers have attested throughout the ages. For example, Edward Fitzgerald (Harrison, 1937) captures it beautifully in one stanza of his purported translation of the Rubaiyat of Omar Khayyam:Myself when young did eagerly frequent,Doctor and Saint and heard great argument,About it and about: but ever more Came out by the same door as in I went (p. 341).Instead of trying to reach definitions, we illustrate distinctions amongst kinds of knowing as used by various authors in the past. Then we turn to our own experience, for it is in one's own experience that one can locate and enliven sources of metaphoric resonances and metonymic triggers which constitute understanding. Drawing on our experience we distinguish knowing-to from other forms of knowing, and explore implications of that distinction for teaching and learning mathematics. We propose that knowing-to act in the moment depends on the structure of attention in the moment, depends on what one is aware of. Educating this awareness is most effectively done by labelling experiences in which powers have been exhibited, and developing a rich network of connections and triggers so that actions come to mind. No-one can act if they are unaware of a possibility to act; no-one can act unless they have an act to perform.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Focus on the Facts: Using Informational Texts Effectively in Early Elementary Classrooms     

Kendra M. Hall  Brenda L. Sabey 《Early Childhood Education Journal》2007,35(3):261-268

Effective use of informational texts in early elementary grade classrooms can extend and expand children’s knowledge of the world and provide critical skills necessary for success in the information age. This article suggests several research-based instructional activities that will enhance children’s ability to use and comprehend informational texts.  相似文献   

Can parents and teachers provide a reliable and valid report of behavioral inhibition?   总被引：3，自引：0，他引：3  

Bishop G  Spence SH  McDonald C 《Child development》2003,74(6):1899-1917

Reliability and validity of parent and teacher report of behavioral inhibition (BI) was examined among children aged 3 to 5 years. Confirmatory factor analysis supported 6 correlated factors reflecting specific BI contexts, each loading on a single, higher order factor of BI. Internal consistency was acceptable, with moderate stability over 1 year and strong correlation with a brief inhibition subscale from a temperament questionnaire. Children who were rated by mothers and teachers as high BI took longer to initiate contact with a stranger, spoke less often and for shorter periods, and required more prompting to elicit speech compared with low-BI peers in a simulated stranger interaction task. Father report of BI was significantly associated with mean duration of speech and eye gaze.  相似文献   

The Effects of <Emphasis Type="Italic">Positive Action</Emphasis> on Preschoolers’ Social–Emotional Competence and Health Behaviors     

Sara A. Schmitt  Kendra M. Lewis  Robert J. Duncan  Irem Korucu  Amy R. Napoli 《Early Childhood Education Journal》2018,46(1):141-151

Children from low-income families are at greater risk for poor social–emotional development and physical health and may be in need of intervention. This study examined the extent to which the Positive Action (PA) preschool lessons improved low-income children’s social–emotional competence and health behaviors. Mixed findings emerged with regard to whether the lessons facilitated growth in child outcomes. Results showed positive effects of PA on children’s directly assessed social problem solving skills and their parent-rated social–emotional competence and health behaviors. Unexpectedly, program effects on teacher ratings of social–emotional competence were in the opposite direction. These findings provide preliminary evidence that PA may be effective in promoting positive social–emotional and health behavior outcomes for children, particularly when outcomes are assessed directly and by parents.  相似文献   

Changes in Mentor Efficacy and Perceptions Following Participation in a Youth Mentoring Program     

Chehalis M. Strapp  Andrew W. Gilles  Anne E. Spalding  Caleb T. Hughes  Annika M. Baldwin  Kendra L. Guy 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):190-209

Although mentoring programs are increasing in popularity as a preventative intervention strategy for youth, little is known about the experience from the mentor’s perspective. In this study, we describe a longitudinal assessment of 41 mentors, including 13 men and 28 women (M_age?=?21.93?years, SD?=?3.21) working with at-risk youth in a school-based mentoring program. Before starting the program, mentor perceptions, motives, and efficacy were assessed and again after three and six months of mentoring to measure change across time. At the end of the program, mentors evaluated the relationship and rated perceived benefits. Mentors experienced significant changes in perceptions and efficacy across time and changes predicted relationship satisfaction and perceived benefits. Recommendations to support mentors and develop sustainable and satisfying mentoring relationships are provided.  相似文献   

Decisional deprivation among senior staff in secondary schools     

Brian Spence 《School Leadership & Management》2013,33(3):331-337

A survey of secondary school deputy heads and heads of science departments indicates that, despite the trend towards participative school management in recent years, there remain important areas of decisional deprivation common to both groups and that these centre on school finance. The areas of decisional deprivation and equil‐ibruim, however, are not apparently related to the management priorities of either group. A strategy is proposed, based on careful and detailed task definition, aimed at both reducing deprivation and enabling deputies and heads of department to play an even more effective part in school management than currently, suggesting that their management priorities, and those of their heads, require adjustment.  相似文献   

Telepresence and the Exemplification Effects of Disaster News     

David Westerman  Patric R. Spence  Kenneth A. Lachlan 《Communication Studies》2013,64(5):542-557

Exemplification theory (Zillmann, 1999 Zillmann , D. (1999). Exemplification theory: Judging the whole by the sum of its parts. Media Psychology , 1, 69–94.[Taylor &; Francis Online] , [Google Scholar], 2002 Zillmann , D. ( 2002 ). Exemplification theory of media influence . In J. Bryant &; D. Zillmann (Eds.), Media effects: Advances in theory and research ( , 2nd ed. , pp. 213 – 245 ). Mahwah , NJ : LEA . [Google Scholar]; Zillmann &; Brosius, 2000 Zillmann , D. , &; Brosius , H.-B. ( 2000 ). Exemplification in communication: The influence of case reports on the perception of issues . Mahwah , NJ : LEA . [Google Scholar]) suggests exemplar representations in media content may cause people to make overestimated judgments about phenomena included in this content. The current study sought to examine the role telepresence plays in increasing this exemplification effect. Two-hundred and seventeen participants viewed a news story about Hurricane Katrina using one of three channels: HDTV, NTSC, or on an iPod. Data were consistent with predictions as participants who experienced greater spatial presence and perceptual realism while watching this news story reported increased judgments of the severity of hurricanes and also reported a greater likelihood to engage in behaviors associated with hurricanes. Theoretical and practical implications of these findings are discussed.  相似文献   

Anatomy of a Community College Faculty Diversity Program     

Kendra Jeffcoat  William E. Piland 《Community College Journal of Research & Practice》2013,37(6):397-410

Diversifying the faculty in community colleges, especially with faculty of color, continues to be problematic as we move through the first decade of the 21st Century. National statistics show that overwhelmingly the faculty continues to be Caucasian, even at a time when more and more students are coming from diverse ethnic backgrounds. This seemingly intractable problem is particularly acute in California, where the majority of community college students are students of color, but not the faculty. A faculty diversity program that has been in existence for 17 years has made important progress in changing the situation in southern California. This comprehensive program recruits, trains, and places interns in 10 community colleges in cooperation with a regional university. The results of the program demonstrate that substantial numbers of faculty of color are being prepared by the program and that they are getting hired in community colleges as adjunct and full-time faculty. Community colleges can be and should be proactive in identifying, developing, and hiring faculty of color. They shouldn't wait for other societal institutions to do the job for them. By working cooperatively with other local colleges, community based organizations that involve communities of color, and nearby universities, they have the opportunity to make significant inroads into diversifying their faculty. This program can and should be replicated in other parts of the country as a way to nurture the next generation of community college faculty leaders.  相似文献