Attachment and the secondary caregiver     

Sandy Osborne 《Early Childhood Education Journal》1986,13(3):20-22

Separating from a primary caregiver or parent can cause anxiety and stress for the young child. Although separation anxiety is experienced by all children in varying degrees, for secondary caregivers in child care centers and family day care homes, it poses particular problems.Sandy Osborne is a doctoral candidate, Department of Child and Family Studies, College of Human Ecology, The University of Tennessee, Knoxville. The author thanks Kay Pasley and Jan Allen for their helpful comments.  相似文献   

Strategy usage among deaf and hearing readers   总被引：1，自引：0，他引：1  

J F Andrews  J M Mason 《Exceptional children》1991,57(6):536-545

High school youths who were prelingually and profoundly deaf, hearing elementary-school-age youths, and hearing reading-disabled high school youths read expository texts and filled in deleted words and phrases. After making word replacements, they explained their decisions in sign or verbally. As expected, the hearing youths had an easier time filling in the deleted portions and explaining what strategies they were using. While the deaf youths reported using similar strategies as the hearing youths, the frequency of each type of strategy differed. Deaf readers more often relied on rereading and background knowledge, while the hearing readers made greater use of context clues. The results suggest that instruction for deaf readers should include more effective comprehension strategies.  相似文献   

Exploring teacher pedagogy,stages of concern and accessibility as determinants of technology adoption     

Paul F. Burke  Sandy Schuck  Peter Aubusson  Matthew Kearney  Bart Frischknecht 《Technology, Pedagogy and Education》2018,27(2):149-163

This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors’ investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher’s stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not.  相似文献   

Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey     

Reilly  David  Neumann  David L.  Andrews  Glenda 《Research in Science Education》2019,49(1):25-50

Research in Science Education - The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific...  相似文献   

Washback effects from a high-stakes examination on out-of-class English learning: insights from possible self theories     

Ying Zhan  Stephen Andrews 《Assessment in Education: Principles, Policy & Practice》2014,21(1):71-89

There is still limited understanding of the impact of high-stakes examinations on students’ out-of-class learning. The current study attempts to fill this research gap by addressing this issue in the context of tertiary education in Mainland China. The study examines how far the revised College English Test Band 4 (CET-4) actually influenced Chinese non-English-major undergraduates’ out-of-class learning by following three cases in one university from the day when they began their college English study to the day when they sat the examination. A total of 106 diary entries and 30 post-diary interview recordings were collected in the study. The data analysis shows that, under the influence of the target test, the informants were more likely to change what they learnt than how they learnt. Furthermore, the types of washback seemed to be closely related to how individuals imagined their possible CET-4 selves.  相似文献   

PISA,TIMSS and Finnish mathematics teaching: an enigma in search of an explanation     

Paul Andrews  Andreas Ryve  Kirsti Hemmi  Judy Sayers 《Educational Studies in Mathematics》2014,87(1):7-26

Finnish students’ success on all three content domains of each of the four cycles of the OECD’s Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets—interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policy-borrowing are discussed.  相似文献   

Barriers to meeting the needs of students with traumatic brain injury     

Angela I. Canto  David J. Chesire  Valerie A. Buckley  Terrie W. Andrews  Alysia D. Roehrig 《Educational Psychology in Practice》2014,30(1):88-103

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Book reviews     

D. Bruce Johnston  David Nyberg  Peter R. Chippendale  S. William  Robert F. Arnove  Philip G. Altbach  John S. Andrews  Peter Gosden 《Higher Education》1982,11(1):111-122

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New Assistant Professors of Counselor Education: Their 1st Year     

Sandy Magnuson 《Counselor Education & Supervision》2002,41(4):306-320

The author presents the results of an investigation of the experiences of new assistant professors of counselor education. Although most of the participants reported high degrees of stress and anxiety, positive relationships with veteran faculty members seemed to be a mediating factor that was correlated with satisfaction.  相似文献   

Some orderly nonmonotonicities in the trial-by-trial acquisition of conditioned suppression: Inhibition with reinforcement?     

John J. B. Ayres  Paul Berger-Gross  Elizabeth A. Kohler  William J. Mahoney  Sandy Stone 《Learning & behavior》1979,7(2):174-180

The trial-by-trial acquisition of conditioned suppression was examined under a wide range of conditions. Frequently, the acquisition functions were nonmonotonic. In conditions containing four or more trials in sessions of 2 h or less, suppression, once established, tended to be significantly stronger on the first trial of a session than on one or more subsequent trials. The data from six conditions are presented to exemplify those under which nonmonotonicities did and did not occur. It is suggested that the nonmonotonicities are similar to effects described by Pavlov (1960, Lecture 14), effects which he believed reflected the growth of inhibition despite continuous reinforcement. Interpretations of the results in terms of reactive inhibition, short-term habituation, conditioned inhibition, inhibition of delay, and disinhibition are discussed.  相似文献