‘Certified to make a difference’: the motivation and perceptions of newly qualified early years teachers in England     

Amanda Henshall  Louise Atkins  Rebecca Bolan  Heather Munn 《Journal of Vocational Education & Training》2018,70(3):417-434

The last 20 years have brought numerous workforce reforms to the early years sector, enacted in the name of professionalisation, including the recent introduction of a new postgraduate qualification, the Early Years Teacher Status. This article features data from interviews with 22 participants who had just completed this award and situates their views in the relevant policy context and alongside a discussion of what it means to professionalise the early years sector and create a graduate led workforce. The data support findings from similar studies of Early Years Professionals, namely that the interviewees are passionate about working with young children. They view the sector as in need of change, and themselves as potential leaders and agents of change. The participants endorse the view that up-skilling the workforce is essential to the professionalisation of the sector and improving the quality of early years education.  相似文献   

Reflections on the value of autistic participation in a tri‐national teacher‐training project through discourses of acceptance,othering and power          下载免费PDF全文

Rebecca Wood  Damian Milton 《British Journal of Special Education》2018,45(2):157-171

The Transform Autism Education (TAE) project is a tri‐national teacher training scheme involving Greece, Italy and the UK, whose purpose is to set up training projects to facilitate the educational inclusion of autistic children. Running over three years from 2014 to 2017, the involvement of autistic participants has been the source of some discussion. Here, TAE team members Wood and Milton reflect on narratives of participation, acceptance and struggle which emerged during a workshop they ran in Greece. Derived from 11 non‐autistic and two autistic participants, and analysed via discourse analysis, these stories suggest a high value placed on autistic participation by non‐autistic TAE team members, but an unwitting tendency to ‘other’ autistic people and a lack of awareness of the power differential. Meanwhile, as the autistic team members describe how educational and social participation can be achieved, the implications for autism education researchers and practitioners are discussed.  相似文献   

You’re doing what? Students’ experiences of advice from a New Zealand university     

Nell Buissink‐Smith  Rachel Spronken‐Smith  Rebecca Walker 《高等教育研究与发展》2010,29(4):357-371

This case study explores student perceptions and experiences of advising at a New Zealand university. It considers the implications arising from the students’ responses and also investigates the influence of students’ demographic characteristics on perceptions of advice. Both first‐ (n = 191) and final‐ (n = 171) year cohorts of students were surveyed to determine why they chose particular courses, what advice they received and how aware they were of various support services. Although students were happy overall with the advice received, many had little or no expectations of the type of advice they should be receiving. The main sources of advice were the University enrolment pack, family and University School’s Liaison Officers. Academic advisers were less well used as a source of advice, even during later years of study. Advisers need to be educated about particular advising issues related to first‐generation students, part‐time students and international students. Many students had a career path in mind so it is important to provide holistic developmental academic advice that includes future career options.  相似文献   

Development in children's comprehension of linguistic register     

Wagner L  Greene-Havas M  Gillespie R 《Child development》2010,81(6):1678-1686

For socially appropriate communication, speakers must command a variety of linguistic styles, or registers, that vary according to social context and social relationships. This study examined preschool children's ability to use a speaker's register choice to infer the identity of their addressee. Four-year-olds could draw correct inferences based on Spanish and formal speech, and had limited success with infant-directed and casual styles. Five-year-olds drew appropriate inferences with all 4 styles; moreover, these children demonstrated strong explicit understanding of register, as measured through response justifications. These results demonstrate that children can use language for social judgments that extend beyond evaluating the speaker, and can interpret social implications of language even when not directly engaged in the particular social interaction.  相似文献   

Student adjustment to higher education: the role of alternative educational pathways in coping with the demands of student life     

Rebecca Shankland  Christophe Genolini  Lionel Riou França  Julien-Daniel Guelfi  Serban Ionescu 《Higher Education》2010,59(3):353-366

The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger (1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement.  相似文献   

Enhanced expectancies improve movement efficiency in runners     

Stoate I  Wulf G  Lewthwaite R 《Journal of sports sciences》2012,30(8):815-823

We followed up on recent findings demonstrating that enhancing performers' expectancies can improve their performance. Specifically, we examined whether providing experienced runners with positive feedback regarding their movement efficiency would increase running efficiency. Two groups of experienced runners ran on a treadmill at 75% of their maximum oxygen consumption (VO(2max)) for 10 min. One group (enhanced expectancy) was provided with (fabricated) feedback about the efficiency of their running style every 2 min. A control group was not given feedback. Oxygen consumption decreased in the enhanced expectancy group across measurement times (every 2 min for 10 min), but remained the same in the control group. In addition, performance perceptions changed only in the enhanced expectancy group, indicating a perception of greater ease of running and reduced fatigue when assessed after compared with before running. Finally, positive affect increased from a pre- to a post-test in the enhanced expectancy group, in contrast to the control group. Our findings show that enhanced expectancies can have a positive effect on movement efficiency and running experience. They add to the accumulating evidence for the social-cognitive-affective-motor nature of motor performance.  相似文献   

Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence     

Allison G. Dempsey  Michael L. Sulkowski  Rebecca Nichols  Eric A. Storch 《Psychology in the schools》2009,46(10):962-972

The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc.  相似文献   

观看人数最多的日全食     

Rebecca Carroll  贾庆文 《海外英语》2009,(9):7-8

[1]2009年7月22日穿越地球上人口最稠密地区的日全食或许会成为观看人数最多的日全食。在日全食进入中国前,印度中部、尼泊尔部分地区、孟加拉国、不丹和缅甸的人们会发现他们的白天变成了漆黑一片。  相似文献   

Animal memory: The contribution of generalization decrement to delayed conditional discrimination retention functions     

Rebecca Rayburn-Reeves  Thomas R. Zentall 《Learning & behavior》2009,37(4):299-304

Delayed conditional discriminations in which a sample indicates which comparison stimulus is correct have typically been used in working memory research with animals. Following acquisition with no (0-sec) delay between the offset of the sample and the onset of the comparison stimuli, delays of variable duration are introduced. The resulting retention functions are taken as a measure of memory. We suggest that, in addition to memory loss due to the delay, the comparison of matching accuracy at the 0-sec training delay with relatively novel test delays may produce a generalization decrement that varies as a function of increasing delay. We tested this hypothesis by training pigeons with a mixed delay procedure from the start and found that the retention functions for these pigeons were significantly shallower than those for a control group trained with 0-sec delays and tested with longer delays, and, although reduced in magnitude, the differences persisted for as many as 15 sessions. We propose that a measure of animals’ working memory can be obtained uninfluenced by a generalization decrement if they have received comparable training with all of the delays that are tested.  相似文献   

What is successful adaptation of lesson study in the US?     

Rebecca R. Perry  Catherine C. Lewis 《Journal of Educational Change》2009,10(4):365-391

This paper features a case study of one US K-8 school district pioneering the use of “lesson study,” a teacher professional development approach adapted from Japan. The case explores events that occurred in the district over more than 4 years (Spring 2000–Fall 2004) as lesson study spread nationally and within the district. We document four categories of changes that occurred in the district’s lesson study approach, and describe some of the early consequences of these changes as well as conditions that enabled the changes to occur. We argue that this case illustrates much of what we would hope to see in a maturing lesson study effort, and conclude that other US sites may need to go through similar changes, organize similar supports, and persist in their learning about lesson study to successfully adapt this model to their local contexts.  相似文献