Improving Outcomes for English Language Learners by Integrating Social Studies and Literacy with OCDE Project GLAD Strategies     

Rachel Hoff 《The New Educator》2017,13(2):148-159

ABSTRACT

Elementary teachers are challenged to maximize instructional time to cover standards in all content areas and to meet a wide variety of student needs including students who are not proficient in English. This action research looks at how one fourth-grade teacher improved achievement for English Language Learners by integrating social studies into the literacy block using a Project GLAD® unit and the school district Literacy Comprehension Frameworks. It describes the changes to the literacy instruction and examines the benefits to students, families, the teacher, and the school.  相似文献   

Developing students' ability to ask more and better questions resulting from inquiry‐type chemistry laboratories     

Avi Hofstein  Oshrit Navon  Mira Kipnis  Rachel Mamlok‐Naaman 《科学教学研究杂志》2005,42(7):791-806

This study focuses on the ability of high‐school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry‐type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry‐laboratory group (experimental group) and a traditional laboratory‐type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791–806, 2005  相似文献   

Long-Term Memory for a Single Infancy Experience   总被引：1，自引：0，他引：1  

Eve Emmanuel Perris  Nancy Angrist Myers  Rachel Keen Clifton 《Child development》1990,61(6):1796-1807

Children's memory of a single infant experience was evaluated. Children in the experimental groups (N = 16 for 2.5-year-olds; N = 8 for 1.5-year-olds) had participated at 6.5 months in a study of auditory localization where they reached in the light and dark for a sounding object. They were reintroduced to the laboratory and the dark procedure they had experienced on that one occasion either 1 or 2 years previously. The first 5 trials were uninstructed; for the remaining 5 trials, children were instructed to find the sounding object. For half of the older group, a potential reminder of the infant procedure was introduced. The original infant rattle was sounded for 3 sec out of reach in the dark one-half hour prior to test trials. Equal numbers of age-matched inexperienced control subjects were also tested. The older children with infant experience reached and grasped the sounding object significantly more overall, and on instructed trials, than age-matched control children. Experienced 2.5-year-olds were also more likely to remain in the testing situation than children in the control group. The reminder facilitated uninstructed performance of the experienced children. Instructions to reach were helpful to all subjects. We conclude that children remembered aspects of a single experience that occurred when they were 6.5 months of age.  相似文献   

Playing With Ideas: Evaluating the Impact of the Ultimate Block Party,a Collective Experiential Intervention to Enrich Perceptions of Play          下载免费PDF全文

Rachel Grob  Mark Schlesinger  Amy Pace  Roberta Michnick Golinkoff  Kathy Hirsh‐Pasek 《Child development》2017,88(5):1419-1434

Parental attitudes shape play opportunities afforded to children in home, community, and school settings. This study presents evaluation of an intervention designed to enrich parent's conception of play and its relationship with socially valued skills and capacities. On the basis of data from 291 racially and ethnically diverse parents/caregivers of young children (median age between 3 and 6) attending an event in NYC, we find the intervention helped parents conceptualize play in complex ways and altered perceptions of its impact on children's current—but not future—lives. Multivariate analyses reveal the causal pathway for these changes as exposure to multiple play sites, rather than time at the event—a finding with direct implications for exposing parents to developmental science in community settings.  相似文献   

From microscope to mirror: doctoral students’ evolving positionalities through engagement with culturally sensitive research     

Rachel Roegman  Michelle G. Knight  Ashley M. Taylor  Vaughn W.M. Watson 《International journal of qualitative studies in education》2016,29(1):44-65

This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students’ conference proposals and publications examining civic learning and action and notions of citizenship of second- and 1.5-generation African immigrants in New York City. Using Tillman’s framework for culturally sensitive research (CSR), we draw attention to the ways doctoral students as emerging scholars come to understand and enact their positionalities in research, especially in relation to data analysis, interpretation, and representation. This study expands notions of CSR to include a focus on research with African immigrants and strengthens possibilities for doctoral preparation in education that focuses on culture, race, and immigrant populations.  相似文献   

Description and interactions of informative text structure knowledge and skills of French-speaking Grade 6 students     

Catherine Turcotte  Rachel Berthiaume  Pier-Olivier Caron 《Reading and writing》2018,31(9):2147-2164

This study was conducted in the province of Québec, Canada, among French-speaking Grade 6 students (n?=?175) in the context of a school curriculum that does not clearly address text structure and main idea instruction. It aims to understand whether these students can identify informative text structures and main ideas in isolated paragraphs, comprehend main ideas and text structure in an informative text, and write a short structured informative text. It also describes relationships between these knowledge and skills coming from different reading and writing tasks. Three assessments relative to informative text structures were administered: a multiple-choice test on text structure knowledge and identification of main ideas, a reading comprehension test, and a short writing task. Results revealed that students performed better in the multiple-choice assessment compared to other assessments. Correlations between variables stemming from the three assessments were significant but their effect sizes were low to moderate. A hypothesized model was investigated via a path analysis suggesting that structure knowledge and main idea identification influence reading comprehension, which then influence writing.  相似文献   

Challenges Faced by Canadian Social Work Field Instructors in Baccalaureate Field Supervision     

Dora M.Y. Tam  Anh Brown  Eva Paz  Rachel Birnbaum  Siu Ming Kwok 《Journal of Teaching in Social Work》2018,38(4):398-416

ABSTRACT

This article examines the challenges faced by social work field instructors in two Canadian provinces. The results are based on the responses from 239 field instructors to a questionnaire survey. Findings highlight student difficulties, administrative issues with the social work schools, and practicum setting challenges. These demands hinder the optimal implementation of social work field education, reveal the concerning gatekeeping role of schools of social work, and discourage some social workers from taking on (or continuing) as field instructors. Implications for social work student placements, supervision of students, academic programs, and directions for future research are presented.  相似文献   

Extended households and the life course of young mothers: understanding the associations using a sample of mothers with premature, low birth weight babies     

Gordon RA  Lindsay Chase-Lansdale P  Brooks-Gunn J 《Child development》2004,75(4):1013-1038

This paper examined whether the greater average schooling and employment, and lower parenting competence, of young mothers who reside with adult relatives reflect preexisting differences versus potential causal mechanisms. The sample included 554 young mothers (ages 13 to 25; nearly two thirds African American) from the Infant Health and Development Program (IHDP) a random-assignment intervention study of premature, low birth weight babies followed 8 times from birth to age 3. Ordinary least squares, fixed-effects, and random-effects models indicated that young mothers of low birth weight babies sorted into extended households based on preexisting characteristics that were correlated with their lower parenting skills and knowledge. In contrast, coresidence predicted greater schooling or employment across models, with some variations for different subgroups.  相似文献   

Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment     

Cynthia K. Buettner  Lieny Jeon  Eunhye Hur  Rachel E. Garcia 《Early education and development》2016,27(7):1018-1039

Research Findings: Early care and education has pronounced implications for young children’s social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers’ personal social–emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and identified indicators of teachers’ social-emotional capacity and established a two factor structure of psychological load and coping abilities. We also explored correlational associations between teachers’ social-emotional capacity and their professional commitment and responsiveness to children’s negative emotions. The sample consisted of 1,129 teachers in center-based child-care programs and public preschools in the US. We found that teachers’ psychological load (depression, stress and emotional exhaustion) was associated with teachers’ negative reactions to children and teachers’ professional commitment after controlling for a wide range of teacher/classroom characteristics. Conversely, teachers’ coping abilities (reappraisal emotion regulation and problem-focused coping strategies) were related to their positive reactions to children’s negative emotions. Practice or Policy: The findings suggest further studies to identify training and professional development program components that might address early childhood teachers’ psychological difficulties and coping strategies. Child-care programs may also need efforts that support teachers’ social–emotional capacity as a way to improve teachers’ responsiveness and professional commitment.  相似文献   

Early Effects of North Carolina’s Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students     

Worsham  Rachel  DeSantis  Andrea L.  Whatley  Melissa  Johnson  Katie R.  Jaeger  Audrey J. 《Research in higher education》2021,62(7):942-975

Research in Higher Education - Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students...  相似文献