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Pat Pridmore 《Compare》2000,30(1):103-113
This paper presents a rationale for children's participation and argues that their capacity for participation is determined not only by age and by stage of development but also by such factors as gender, religion, ethnicity, wealth and disability. It critically reviews a range of models to measure children's participation and uses one of these models to analyse the level of participation illustrated in case studies of school health in Nepal, Zambia and Botswana. Finally, it identifies strategies for increasing the level of children's participation through developing health-promoting schools. It concludes that among the main barriers to children's participation are the attitudes of adults who have yet to fully realise the value of children's participation and to develop the skills needed to work with them as partners for health. 相似文献
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Andrew M. Tyminski V. Serbay Zambak Corey Drake Tonia J. Land 《Journal of Mathematics Teacher Education》2014,17(5):463-487
This paper examines a series of instructional activities that provide prospective elementary teachers with an opportunity to engage in one of the more difficult practices to learn within mathematics teaching—organizing a mathematical discussion. Within a mathematics methods course, representations and decomposition of practice built from the Five Practices framework (Smith and Stein in Five practices for orchestrating productive mathematics discussions. Corwin Press, Thousand Oaks, CA, 2011) were implemented and studied to examine how prospective elementary teachers set goals, selected and sequenced available student work, and planned questions within a mathematical discussion. We examined prospective elementary teachers’ strengths and weaknesses in these facets through an approximation of practice set in a lesson context familiar to the prospective elementary teachers. Our results demonstrated that although prospective elementary teachers set varying goals for a discussion, their pedagogical choices in planning their discussion tended to be consistent with the goals they have set. These results support the focused development of prospective elementary teachers’ goal setting as an implication for mathematics teacher educators. 相似文献
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Carolyn A. Denton Jack M. Fletcher W. Pat Taylor Amy E. Barth Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293
AbstractConsiderable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed. 相似文献
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