“I want to find out how the sun works!” children's sociodramatic play and its potential role in the early learning of physical science     

Gilda Segal  Mark Cosgrove 《Research in Science Education》1994,24(1):304-312

Our interest in a potential place for sociodramatic play in the early learning of physical science was activated while interviewing two six year old girls after the classroom phase of our research study had ended. During spontaneous play, these girls initiated inquiry into questions that had remained unanswered for them at the end of the teaching about Light. Specializations: children's learning in science and technology, inclusion, contexts, teaching models.  相似文献   

Teacher engagement in core components of an effective,early childhood professional development course: Links to changes in teacher–child interactions     

Amanda P. Williford  Lauren M. Carter  Michelle F. Maier  Bridget K. Hamre  Anne Cash  Robert C. Pianta 《Journal of Early Childhood Teacher Education》2017,38(1):102-118

This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher–child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers’ participation and performance in the course were high on average. Teachers’ skill level in accurately and specifically explaining other teachers’ instances of effective teacher–child interactions was related to improvements in their own observed teacher–child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers’ high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs.  相似文献   

Active Support: Enabling and Empowering People with Intellectual Disabilities     

Lauren Sperotto 《International Journal of Disability, Development & Education》2016,63(1):148-149

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The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis     

Alina Eugenia Iancu  Andrei Rusu  Cristina Măroiu  Roxana Păcurar  Laurențiu P. Maricuțoiu 《Educational Psychology Review》2018,30(2):373-396

We conducted a meta-analysis to investigate the effectiveness of interventions aimed at reducing teacher burnout. Online and reference list searches yielded 513 unique results, and the final sample contains 23 controlled trials (19 journal articles and 4 unpublished dissertations). More than two thirds of the studies had optimal quality, and the risk of bias was not related to the overall effectiveness of the interventions. The overall effects were small, but statistically significant (d = 0.18, SE = 0.05, Z = 3.26, p < 0.001, k = 23). Separate analyses on each burnout component showed similar intervention effects on emotional exhaustion and personal accomplishment, but almost null effects on depersonalization (d = 0.03, SE = 0.06, Z = 0.53, p > 0.05, k = 11). Additional moderator analyses suggested that mindfulness interventions had significant effects on exhaustion and personal accomplishment. Interventions on primary and middle school teachers reported effect sizes below the average effect. Similar to previous findings, interventions that lasted less than 1 month had the smallest levels of efficacy.  相似文献   

Special Education in American Charter Schools: State level policy,practices and tensions     

Lauren Morando Rhim  Margaret J McLaughlin 《Cambridge Journal of Education》2001,31(3):373-383

The US charter school movement is based upon the supposition that granting individual public schools increased autonomy from state and district rules and regulations in exchange for more accountability will foster the creation of innovative, effective and efficient schools. However, while state charter school laws free these schools from various state and district rules and regulations, the schools must still operate within the civil rights parameters legislated by federal statutes. Of particular import are federal laws that guarantee that children with disabilities receive a free appropriate public education. Project SEARCH, a 3 year qualitative study of special education in US charter schools revealed that there is a fundamental philosophical gap between the individualised, autonomous nature of charter schools and the highly regulated nature of special education. The philosophical gap is complicated by some charter schools' inability to amass the fiscal and human capacity needed to meet the needs of individual children with disabilities.  相似文献   

Comparing motor development of deaf children of deaf parents and deaf children of hearing parents     

Lieberman LJ  Volding L  Winnick JP 《American annals of the deaf》2004,149(3):281-289

Deaf children of Deaf parents perform better academically (Ritter-Brinton & Stewart, 1992), linguistically (Courtin, 2000; M. Harris, 2001; Vaccari & Marschark, 1997), and socially (Hadadian & Rose, 1991; M. Harris, 2001) than Deaf children of hearing parents. Twenty-nine Deaf children in residential schools were assessed to determine if a significant difference also exists in motor development between Deaf children with Deaf parents and Deaf children with hearing parents. In the locomotor area, 78.6% of Deaf children of Deaf parents and 73.3% of Deaf children of hearing parents reached or surpassed average performance levels. In regard to object control, 92.9% of Deaf children of Deaf parents and 93.3% of Deaf children of hearing parents reached or surpassed average performance levels. The study results show no significant difference between the motor development of Deaf children of Deaf parents and Deaf children of hearing parents.  相似文献   

An experimental two‐way video teletraining system: Design,development and evaluation     

Henry Simpson  H. Lauren Pugh  Stephen W. Parchman 《Distance Education》1991,12(2):209-231

This paper describes the design, development and evaluation of an experimental two‐way video teletraining (VTT) system consisting of two classrooms equipped with audio and video equipment and linked by a land line to enable two‐way audio/video communication. A US Navy instructor delivered instruction in person to the originating classroom and electronically to the remote classroom. Findings were that student attitudes and performance on examinations were comparable in originating and remote classrooms. Students at the remote classroom were more likely to comment on deficiencies of the VTT system and were particularly sensitive to audio problems. Instructor acceptance of the VTT system was high. Cost analysis indicated that using the VTT system was more costly than sending an instructor to a remote site but that VTT can be less cosdy than sending students to the instructor.

The research described was performed under the sponsorship of the Office of Naval Technology. The opinions expressed in this paper are those of the authors, are not official, and do not necessarily reflect the views of the Navy department.  相似文献   

Coteaching in early childhood clinical field experiences: a cross-case study of learning affordances     

Jennifer Gallo-Fox  Lauren Stegeman 《Teaching Education》2020,31(3):298-322

ABSTRACT

Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching afforded opportunities for developing collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences, although in different ways, and that limited affordances outnumbered strong learning opportunities. Implications for further development of the early childhood coteaching teacher education model, and for professional development, are discussed.  相似文献   

Challenging student teachers' conceptions of science and technology education     

Gilda Segal 《Research in Science Education》1992,22(1):348-357

To address expected negative attitudes to studying science and technology held by primary school student teachers, we devised a learning model which combined cooperative group strategies with a learners' questions approach in a context which allowed for pluralism in methodology and epistemology. The model was used in a teacher education elective subject studied by final year Diploma of Teaching students at the University of Technology, Sydney. We found that some students were inexperienced in participating in the planning and design of their learning and that for many students, being responsible for their learning in a science and technology context aroused reactions of alarm and determined avoidance so that alternative pathways for achievement in the subject had to be offered. Some students reported feelings of satisfaction in their successful learning despite initial anxiety, low confidence or indifference. Specializations: children's learning in science and technology; inclusion; contexts, teaching models.  相似文献   

Just pretending     

Marilyn Segal  Don Adcock 《Early Childhood Education Journal》1986,13(3):16-19

The appeal of fantasy is universal. Adults as well as children enjoy escaping the bonds of reality. For us as adults these flights of fantasy are usually short-lived, but for young children they are a way of life. This article focuses on structured activities for the classroom with ways to help children grow through imaginative play.This article is excerpted from the bookJust Pretending available from Mailman Family Press, 707 Westchester Ave., White Plains, NY 10604.  相似文献