Equity and the AVC pilots in Queensland: A study in policy refraction     

Miriam Henry  Sandra Taylor 《The Australian Educational Researcher》1995,22(1):85-106

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Preschool Teachers’ Implementation of Vocabulary Strategies During Shared Reading: a Comparative Study     

Miriam Lipsky  Andrea Adelman 《Early education and development》2016,27(7):957-975

Research Findings: Shared reading is reported to be the single best instructional practice for emergent literacy skills. Vocabulary instruction practices implemented during shared reading by both Head Start (HS) teachers and teachers from more affluent private school settings were compared to determine whether there were differences between the 2 groups of teachers in their implementation of research-based practices. HS teachers implemented vocabulary instruction practices during shared reading more often, and chose different words to instruct, than private school teachers. Whereas 78% of HS teachers provided some vocabulary instruction during shared reading, only 59% of private school teachers did so. Among those teachers who provided vocabulary instruction during shared reading, HS teachers used significantly more contextualization strategies for word instruction than private school teachers. These findings suggest that preschool teachers who work with children from high-needs backgrounds use vocabulary instruction during shared reading as a way to bolster children’s vocabularies more frequently than teachers working in private preschools that serve children from more privileged backgrounds. Extratextual language was also compared, and private school teachers had a higher mean length of utterance and type–token ratio than the HS teachers. Practice or Policy: Professional development is recommended for preschool teachers to increase the implementation of best practices for vocabulary instruction during shared reading.  相似文献   

How is the body’s systemic nature manifested amongst high school biology students?     

Jaklin Tripto  Orit Ben Zvi Assaraf  Zohar Snapir  Miriam Amit 《Instructional Science》2017,45(1):73-98

This study follows two groups of students (67 in all) through the 3 years of their high school biology education and examines the development of their systems thinking - specifically their models of the human body as a system. Both groups were composed of biology majors, but the students in one group also participated in a PBLbased extension program called “Medical Systems”. Data was gathered by means of concept maps, which the students completed at four strategic stages of the learning process: beginning of 10th grade, end of 10th grade, end of 11th grade and end of 12th grade. At the end of the 3 year learning process, the students’ showed more complex system models. They included a wider range of concepts in their maps, spanning hierarchy levels ranging from the molecular and cellular to the system level. We also found an increase in references to dynamic interactions, but this did not encourage the students to use cellular level processes when explaining phenomena that occur at the systems level. The impact of the PBL teaching method was strongly evident in the complexity of the Medical Systems program students’ concept maps, which heavily emphasized “hierarchy” and “diseases” as system characteristics.  相似文献   

“It’s 5:30. I’m exhausted. And I have to go all the way to f*%#ing Fishtown.”: Educator Depression,Activism, and Finding (Armed) Love in a Hopeless (Neoliberal) Place     

Mark Stern  Amy Brown 《The Urban Review》2016,48(2):333-354

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Scientific ability and creativity     

Kurt A. Heller 《High Ability Studies》2007,18(2):209-234

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Why Mind,Brain, and Education? Why Now?     

Kurt W. Fischer  David B. Daniel  Mary Helen Immordino-Yang  Elsbeth Stern  Antonio Battro  Hideaki Koizumi 《Mind, Brain, and Education》2007,1(1):1-2

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A Balancing Act: Developing a Discourse Community in a Mathematics Classroom   总被引：2，自引：0，他引：2  

Miriam Gamoran Sherin 《Journal of Mathematics Teacher Education》2002,5(3):205-233

This article examines the pedagogical tensions involved in trying to usestudents' ideas as the basis for class discussion while also ensuring thatdiscussion is productive mathematically. The data for this study of theteaching of one middle-school teacher come from observations andvideotapes of instruction across a school year as well as interviews with theparticipating teacher. Specifically, the article describes the teacher'sattempts to support a student-centered process of mathematicaldiscourse and, at the same time, facilitate discussions of significantmathematical content. This tension in teaching was not easily resolved;throughout the school year the teacher shifted his emphasis betweenmaintaining the process and the content of the classroom discourse.Nevertheless, at times, the teacher balanced these competing goals by usinga ``filtering approach' to classroom discourse. First multiple ideas aresolicited from students to facilitate the process of student-centeredmathematical discourse. Students are encouraged to elaborate theirthinking, and to compare and evaluate their ideas with those that havealready been suggested. Then, to bring the content to the fore, the teacherfilters the ideas, focusing students' attention on a subset of themathematical ideas that have been raised. Finally, the teacher encouragesstudent-centered discourse about these ideas, thus maintaining a balancebetween process and content.  相似文献   

Instructional design career environments: Survey of the alignment of preparation and practice     

Miriam B. Larson 《TechTrends》2005,49(6):22-32

Conclusions This survey explored practitioners’ perceptions and opinions about the match between their academic preparation program and the demands and challenges of their practice, as well as their opinions of exemplary programs for preparing graduates for professional practice in their career environment. Since the data collected were opinions and perceptions of participants and not observed behaviors, caution should be used in the interpretation and application of the results. In addition, the small and diverse sample compromises the generalizability of the findings. However, the survey provides a picture of the success of IDT programs in contextualizing the preparation of instructional designers and suggests several topics, like flexibility of program offerings and coverage of cultural workplace aspects, that represent areas for potential program improvement. The results of this study should serve to encourage IDT program administrators to survey their own graduates for valuable data on program strengths and weaknesses.  相似文献   

The Development of Leadership among Chemistry Teachers in Israel     

Avi Hofstein  Miriam Carmi  Ruth Ben-Zvi 《International Journal of Science and Mathematics Education》2003,1(1):39-65

The implementation of new content and pedagogical standards in science education in Israel as well as in other countries necessitates intensive, life-long professional development of science teachers. Here we describe a model for the professional development of chemistry teacher-leaders. In the first part of the paper, we describe a model for the development and change of chemistry teacher-leaders. In the second part of the paper, we present the assessment of teachers' change. It is suggested, that in order to become a leader, the teacher has to undergo several interrelated phases of development and changes, namely personal, professional, and social. In order to attain these changes, a two-year program was designed in which teachers were given opportunities to develop their content knowledge, pedagogical content knowledge, and their leadership abilities and skills. The assessment of teachers' professional development clearly showed that engaging teachers in a long-term professional development program changed their beliefs (personal change) regarding their role as chemistry teachers in general and their confidence to become leaders in particular. In addition, we observed that the teachers changed in their professional abilities as well as in their social behavior. We also report on the involvement of the teacher-leaders in activities in which leadership skills were implemented in attempting to reform chemistry education in Israel.  相似文献   

Can middle‐school science textbooks help students learn important ideas? Findings from project 2061's curriculum evaluation study: Life science     

Luli Stern  Jo Ellen Roseman 《科学教学研究杂志》2004,41(6):538-568

The transfer of matter and energy from one organism to another and between organisms and their physical setting is a fundamental concept in life science. Not surprisingly, this concept is common to the Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993 ), the National Science Education Standards (National Research Council, 1996 ), and most state frameworks and likely to appear in any middle‐school science curriculum material. Nonetheless, while topics such as photosynthesis and cellular respiration have been taught for many years, research on student learning indicates that students have difficulties learning these ideas. In this study, nine middle‐school curriculum materials—both widely used and newly developed—were examined in detail for their support of student learning ideas concerning matter and energy transformations in ecosystems specified in the national standards documents. The analysis procedure used in this study was previously developed and field tested by Project 2061 of the AAAS on a variety of curriculum materials. According to our findings, currently available curriculum materials provide little support for the attainment of the key ideas chosen for this study. In general, these materials do not take into account students' prior knowledge, lack representations to clarify abstract ideas, and are deficient in phenomena that can be explained by the key ideas and hence can make them plausible. This article concludes with a discussion of the implications of this study to curriculum development, teaching, and science education research based on shortcomings in today's curricula. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 538–568, 2004  相似文献