Developing preservice teachers’ sensitivity and confidence: a service-learning experience at a homeless shelter     

Sungok Reina Park  Guang-Lea Lee  James L. Hoot 《Journal of Early Childhood Teacher Education》2019,40(1):31-43

ABSTRACT

This article describes how early childhood preservice teachers can develop sensitivity toward and confidence in working with children who are homeless through a service learning project. The 14 weeks intervention provided an opportunity for undergraduate early childhood teacher candidates to gain real-life experience working with among the most vulnerable of all children—those who are homeless. Results of this project suggest that through implementing art integrated literacy activities with children in a homeless shelter, teacher candidates alter their deficit views of homelessness and at the same time develop confidence in their ability to work with homeless children and their families.  相似文献   

Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model     

Florina Erbeli  Sara A. Hart  Richard K. Wagner  Jeanette Taylor 《Scientific Studies of Reading》2018,22(2):167-180

A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an etiological perspective. The sample consisted of 2,737 twin pairs in 1st through 4th grade (M_age = 8.52) from the Florida Twin Project on Reading. Using twin analyses, results showed that a substantial proportion of genetic variance, a small proportion of shared environmental, and a small proportion of nonshared environmental variance was attributed to the RD factor. Findings suggest that the etiological architecture of RD closely mirrors the structure of the hybrid model of RD.  相似文献   

Evidence for confounding in computer-based instruction studies: Analyzing the meta-analyses     

Richard E. Clark 《Educational technology research and development : ETR & D》1985,33(4):249-262

A thirty percent sample of the computer-based instruction (CBI) studies meta-analyzed by Kulik et al was examined for evidence of confounding. The purpose of the analysis was to explore the validity of competing claims about the contribution of the computer to measured achievement gains found in CBI studies. Some of these claims propose that CBI effects are overestimated and others argue that CBI effects are underestimated. The result of the analysis strongly suggests that achievement gains found in these CBI studies are overestimated and are actually due to the uncontrolled but robust instructional methods embedded in CBI treatments. It is argued that these methods may be delivered by other media with achievement gains comparable to those reported for computers. Construct validity cautions are offered for those who wish to use meta-analytic results as evidence for implementing CBI in schools and for the design of future CBI research.  相似文献   

The relationship of teacher ratings of executive functions to emergent literacy in Head Start     

Hooper  Stephen R.  Costa  Lara-Jeane C.  Green  Melissa B.  Catlett  Stephanie R.  Barker  Alexandra  Fernandez  Edmund  Faldowski  Richard A. 《Reading and writing》2020,33(4):963-989

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...  相似文献   

Effectiveness of Brief DBT-informed Group Therapy on Psychological Resilience: A Preliminary Naturalistic Study     

Soonhee Lee  Mark Mason 《Journal of College Student Psychotherapy》2019,33(1):25-37

This naturalistic study was designed to examine the effectiveness of a 4-week skill-based group therapy that focuses on building resilience. The group, informed by Dialectical Behavior Therapy (DBT; Linehan, 1993, 2015), targets general clients at college counseling centers and emphasizes mindfulness as a coping strategy to stress, cognitive rigidity, emotion dysregulation, and interpersonal difficulties. Results indicated that group members showed clinically significant improvement in psychological resilience and general mental health at the conclusion of group therapy. Implications are discussed.  相似文献   

Effects of presentation modes,explicitness, and student aptitudes on learning     

Carol A. Carrier  Richard E. Clark 《Educational technology research and development : ETR & D》1978,26(4):329-336

Research on the relationship between learner aptitudes and presentation modes has taken several approaches — and raised a number of questions. This study sought to clarify the relationships between modes of presentation (verbal vs. spatial), explicitness of presentation (little or much), and student aptitudes (verbal vs. spatial). Explicit guidance clearly was helpful in teaching the fourth-grade subjects, regardless of type of aptitude, how to compute surface areas of two- and three-dimensional objects. The relationship between mode of presentation and aptitude was less clear. The authors discuss their findings at length and suggest several areas for future aptitude-treatment-interaction research.  相似文献   

Educating Leaders in Developing Nations     

Richard Henderson 《Higher Education in Europe》2002,27(3):249-252

The University of the Incarnate Word of San Antonio, Texas, is making an effort to enroll international students from China, Taiwan, and South America into its "Organizational Leadership Doctoral Programme". In undertaking this task, the University is also assuming some responsibility for the future ethical behaviour of the leaders it trains and launches. But how should teachers go about developing the cultural and linguistic sensitivity that they will need to participate in the training of international students? The University polled its doctoral students to derive some ideas on this subject. The questions and the answers elicited are described.  相似文献   

Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors     

Michelle R. Marchant  Brock R. Solano  Adam K. Fisher  Paul Caldarella  K. Richard Young  Tyler L. Renshaw 《Psychology in the schools》2007,44(8):779-794

There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007.  相似文献   

Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong     

Yuen  Mantak  Chung  Y. B.  Lee  Queenie A. Y.  Lau  Patrick S. Y.  Chan  Raymond M. C.  Gysbers  Norman C.  Shea  Peter M. K. 《International Journal for Educational and Vocational Guidance》2020,20(3):653-676

International Journal for Educational and Vocational Guidance - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data...  相似文献   

Public dialogue with science and development for teachers of STEM: linking public dialogue with pedagogic praxis     

Richard Watermeyer  Catherine Montgomery 《师资教育杂志》2018,44(1):90-106

Abstract

Despite evidence of quality teaching in Science, Technology, Engineering and Mathematics (STEM) subject domains and insistence on the part of many national governments on the economic value of STEM, education, recruitment and retention into STEM subject fields and occupations is said to be continually blighted by a ‘leaky pipeline’. In the UK context, schools are seen to benefit from a multitude of external STEM engagement and enrichment providers and initiatives. However, despite evidence of the positive impacts of STEM engagement on learners, there exists a dearth of understanding related to how principles of STEM engagement can facilitate STEM teachers in becoming more pedagogically innovative and relevant and, therefore, engaging of their learners in the classroom context. In this article, we employ a secondary data analysis of two prominent cases of public engagement in science and technology (PEST) in the UK to elicit combined lessons for STEM engagement and the pedagogical development of teachers. We consider the successes of science dialogue in establishing principles of best practice that might be transposed to the development of teachers as more able and effective in the engagement of learners in STEM.  相似文献