Three approaches to teaching and learning in education: Behavioral,piagetian, and information-processing     

Emanuel J. Mason  Patricia Cegelka  Rena Lewis  Suzanne Henry  Jill Larkin  Fred Danner 《Instructional Science》1983,12(3):219-241

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Using Authentic Assessment to Evidence Children’s Progress Toward Early Learning Standards     

Jennifer Grisham-Brown  Rena Hallam  Robyn Brookshire 《Early Childhood Education Journal》2006,34(1):45-51

The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children’s progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented.  相似文献   

An Analysis of the Presentation of Art in the British Primary School Curriculum and its Implications for Teaching     

Jenny Hallam  Helen Lee  Mani Das Gupta 《The International Journal of Art & Design Education》2007,26(2):206-214

This article presents an analysis of the way art is conceptualised in the British primary school curriculum and provides an historical framework that maps an evolution of ideas that have shaped the way art is presented in the modern day primary curriculum. In order to achieve this a Foucauldian style genealogical analysis is utilised to trace the discourses (systems of meaning) surrounding the nature of children's artistic development and how these discourses are used in the present day British primary curriculum to construe art in different ways. The analysis in this article is threefold. It explores the presentation of art in the curriculum as (1) an expressive subject, (2) a skills based subject, (3) a subject which focuses on art history and art appreciation. Second, the teaching positions associated with each approach are identified as follows (a) the facilitator, (b) the expert and (c) the philosopher; as well as the issues teachers face when adopting these positions. Third, attention is given to how these theoretical principles might be linked to practice. In so doing this article contributes to the debate surrounding the value of art in the primary curriculum and the way in which the curriculum serves to shape teaching practice.  相似文献   

Revolution,evolution or a Trojan horse? Piloting assessment for learning in some Scottish primary schools     

Alison Kirton  Susan Hallam  Jack Peffers  Pamela Robertson  Gordon Stobart 《British Educational Research Journal》2007,33(4):605-627

This article analyses some of the findings of an evaluation of Project One of the ‘Assessment is for Learning’ Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the use of such strategies is examined. The study provides some evidence that the use of formative assessment led to pupils taking more responsibility for their learning, contributing to improved motivation, confidence and classroom achievement, especially for lower attainers. Employing such strategies also developed teachers' conceptual understanding of formative assessment, moving some from a teacher‐centred pedagogy to one which placed pupils and their learning needs at the heart of teaching. The article concludes by discussing the implications of the project for teachers' professional development and the constraints faced by teachers in sustaining and embedding such practices.  相似文献   

The Effects of Perceived Daily Social and Academic Failure Experiences on School-Age Children's Subsequent Interactions with Parents     

Rena L. Repetti 《Child development》1996,67(4):1467-1482

The hypothesis that perceived failure experiences at school would increase the likelihood of aversive parent-child interactions after school was supported in a study of 167 fourth, fifth, and sixth graders. Children completed measures of mood, school events, and parent-child interaction 3 times each day for 2 consecutive days. Reports of social and academic failure experiences at school (e.g., peer problems and difficulty with schoolwork) were associated with increases in child self-reports of demanding and aversive behavior toward parents that evening. There was no evidence of the reverse effect, aversive child behavior did not predict an increase in reports of negative events the next day. When children rated more academic failure events at school, they also described their parents as more disapproving and punishing after school. However, this effect was only partially mediated by increases in the child's aversive behavior. It is argued that the findings cannot be explained solely by a response bias caused by the child's general mood or frame of mind that day. First, school-to-home mood spillover effects were controlled in the analyses. Second, reports of problems at school were not associated with other aspects of parent-child interaction (e.g., the parent's positive behavioral and emotional involvement with the child). In addition to its substantive findings, the study illustrates use of an unbiased method for assessing child responses to daily stressors.  相似文献   

The Role of Domains in the Conceptualization of Talent     

Paula Olszewski-Kubilius  Rena F. Subotnik  Frank C. Worrell 《Roeper Review》2017,39(1):59-69

In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance domains, and mathematical and spatial reasoning ability have demonstrated predictive validity for achievement in science, technology, engineering, and mathematics (STEM) domains. We note that domains of talent have unique trajectories and discuss four critical aspects of domain-specific giftedness. These include the developmental nature of giftedness (giftedness moves from potential to competency to expertise and possibly to eminence over time); the temporal nature of giftedness (that domains vary in their starting, peak, and ending points); the contextual aspect of giftedness (societal value of some domains over others, changing of domains and emergence of new domains, and the environmental influences in fostering domain-specific achievement); and the relative nature of giftedness (childhood giftedness is advancement relative to age peers, and adult giftedness is exceptional achievement relative to other domain experts). Finally, we present some implications of a domain perspective on giftedness for educational practice.  相似文献   

The Impact of Implementing an Educational Project, the Solar Village, on Pupils, Teachers, and Parents     

Muhamad Hugerat  Salman Ilaiyan  Rena Zadik  Saleem Zidani  Raid Zidan  Zehava Toren 《Journal of Science Education and Technology》2004,13(2):277-283

In this project, we suggest building a real model of solar village inside schools, which use only solar energy. Such projects emphasize the importance of energy for a technological society and the advantage of alternative energy sources. In this study, we report on pupils in the 6th grade in three elementary schools in Israel who were active participants in building systems that use solar energy. The study objective was to examine the educational, social, and scientific impact of this project on students, parents, and teachers. The study results showed that the three groups (students, parents, and teachers) highly appreciate the project, educationally and socially. Parents supported the project because they observed the positive impact on their children's learning. Teachers rated the project highly because of students' interaction and involvement, as well as their increases in learning skills such as developing reading plans and executing research and writing reports.  相似文献   

Developing academic talent as a practicing school psychologist: From potential to expertise     

Dante D. Dixson  Paula Olszewski-Kubilius  Rena F. Subotnik  Frank C. Worrell 《Psychology in the schools》2020,57(10):1582-1595

In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work.  相似文献   

Teacher–Child Interactions During Mealtimes: Observations of Toddlers in High Subsidy Child Care Settings     

Rena A. Hallam  Hillary N. Fouts  Kaitlin N. Bargreen  Kelley Perkins 《Early Childhood Education Journal》2016,44(1):51-59

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Restructuring special programs to reflect the distinctions between children's and adults' experiences with giftedness     

Rena F. Subotnik  Paula Olszewski-Kubilius 《Peabody Journal of Education》2013,88(3-4):101-116

In this article we draw on longitudinal, retrospective, and cross-sectional studies to address the relationship between giftedness in childhood and adulthood. Evidence points to the fact that children who became eminent adults did not necessarily fit conceptions of giftedness driving programs that currently exist in our schools. These findings suggest that special kinds of educational experiences and social contexts, access to tacit knowledge from mentors and parents, grouping with true intellectual or talent peers, appropriate support networks, and select personality dispositions of talented individuals need to be incorporated into our understandings of the talent development process.  相似文献