Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators     

Cindy D. Jones  Sarah K. Clark  D. Ray Reutzel 《Early Childhood Education Journal》2013,41(2):81-89

Alphabet knowledge is consistently recognized as the strongest, most durable predictor of later literacy achievement. Recent research offers practical implications for increased effectiveness of teaching alphabet knowledge to young children. In this article, we outline Enhanced Alphabet Knowledge instruction (EAK), a method of practical instruction that early childhood teachers can use to organize, plan, and teach the essential skills of alphabet knowledge. EAK emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge.  相似文献   

Assessing the Effectiveness of the Cognitive Interview for Children with Severe Intellectual Disabilities     

Rebecca Milne  Stefanie J. Sharman  Martine B. Powell  Sarah Mead 《International Journal of Disability, Development & Education》2013,60(1):18-29

We examined whether the cognitive interview (CI) procedure increased event recall in children with severe intellectual disabilities (ID) compared with children with no ID. Forty-six children with and without ID watched a videotaped event; they were aged between eight and 11 years. The next day they were individually interviewed using the CI or a structured interview (SI). Interviews consisted of free recall and specific questions, some of which contained leading or misleading information. The leading and misleading questions determined children’s susceptibility to information presented after the event. Overall, children without ID reported more correct information than children with ID. For all children, the CI led to more correct recall than the SI without increases in incorrect details or confabulations. Although the CI did not decrease children’s susceptibility to the misleading questions compared with the SI, children without ID disagreed with more of the misleading suggestions than children with ID. These results suggest that the CI may indeed be a valuable tool to elicit information from very vulnerable witnesses.  相似文献   

Standardized Teacher Testing Fails Excellence and Validity Tests     

John P. Portelli  R. Patrick Solomon  Sarah Barrett  Donatille Mujawamariya 《Teaching Education》2013,24(4):281-295

This paper presents and critically analyzes data from a project that sought teacher candidates' responses to the process and content of the Ontario Teacher Qualifying Test (OTQT), a mandatory, standardized, pencil and paper initial teacher qualification test. The aim of the project, guided by a critical democratic perspective, was to critically assess the success of the OTQT in achieving the government's stated objectives of greater competency and accountability. More specifically, the paper focuses on findings relating to teacher competency, with particular reference to criterion, ecolological and consequential validity, and alternative assessment strategies. The teacher candidates' responses raise serious issues about the content and format of the test since they believe that it neither achieves accountability nor does it secure excellence in teaching. These concerns echo the major concerns found in the literature.  相似文献   

User Agency,Technical Communication,and the 19th-Century Woman Bicyclist     

Sarah Hallenbeck 《Technical Communication Quarterly》2013,22(4):290-306

This article considers how users employ extraorganizational technical communication to reshape technologies, both materially and symbolically, even after these technologies enter into common use. Specifically, I analyze how women bicyclists of the 1890s authored instructional materials to complicate gendered and classed assumptions about users implicit in manufacturer-produced texts. I argue that technical communicators, in their teaching and research, should consider the role that extraorganizational technical communication plays in generating vital and lasting cultural changes.  相似文献   

Teacher-centered professionalism: a feminist perspective on supported access to digital knowledge     

Sarah J. Twomey 《Teachers and Teaching》2013,19(4):497-514

This qualitative study creates a case for teacher learning through increased access to digital knowledge and information made available through the Internet. I ask how reading environments, supported through online access to scholarly texts, might create intellectual engagement and transformative possibilities for teachers within their professional learning communities. This study is based on the experiences of six female teachers’ participation in a research project in a large urban center in Western Canada. Through individual and group interview data, I present three examples of how the teachers engaged in a discourse of social justice. This paper demonstrates the value of providing teachers with digital access to public knowledge through the Internet as a new and distinctive approach to teacher learning that can deepen understanding of the profession within a collective association of learning.  相似文献   

A grounded theory of new Aboriginal teachers’ perceptions: the cultural attributions of Medicine Wheel Teachings     

Lorenzo Cherubini  Ewelina Niemczyk  John Hodson  Sarah McGean 《Teachers and Teaching》2013,19(5):545-557

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Tuition Discounting to Optimize Enrollment and Revenue     

Sarah A. Parrott 《Tertiary Education and Management》2013,19(3):261-268

As the borders between higher education systems continue to erode and competition for qualified students increases, many institutions are exploring variable pricing options, known in the USA as “tuition discounting.” The goal of tuition discounting is to use institutional funds to attract and retain desired students while maximizing net revenue to the institution. Recent changes in higher education funding and tuition structures in non‐US countries have led to interest in how to most effectively allocate institutional aid. This article outlines the basic concepts of tuition discounting, and shares insights for institutions that might be considering this option.  相似文献   

Gender and Management in HEIs: Changing organisational and management structures     

Özlem Özkanlı  Maria de Lourdes Machado  Kate White  Pat O'Connor  Sarah Riordan  Jenny Neale 《Tertiary Education and Management》2013,19(3):241-257

This paper reports on the second phase of a multi‐country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.  相似文献   

Leadership in Hard-to-Staff Schools: Novice Teachers as Mentors     

Susan Catapano  Sarah Huisman 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):258-271

In our study, we chronicle the development of two novice urban teachers who developed in to mentors in the third year of their teaching. The two novice teachers were hired to serve as mentors to new teachers in or near their school. Interviews with the teachers about their experiences identified three areas of discussion as a result of their mentoring role that included reflection on the impact to their own practice, identification of the need for time management skills, and realization of the reasons for mentoring. The results of the novice teachers serving as mentors were positive for the mentors and helped to set the stage to sustain the mentoring program.  相似文献   

Ability Grouping in English Secondary Schools: Effects on Attainment in English,Mathematics and Science   总被引：1，自引：0，他引：1  

Judith Ireson  Susan Hallam  Sarah Hack  Helen Clark  Ian Plewis 《Educational Research and Evaluation》2013,19(3):299-318

The impact of ability grouping on attainment is examined in a cohort of year-9 pupils in 45 mixed secondary comprehensive schools, representing a variety of grouping practices. Analyses using multilevel models reveal an effect of the extent of setting experienced by pupils on progress in mathematics, but not in English or science. In mathematics, pupils attaining higher levels at the end of year 6 make more progress in sets, whereas pupils attaining lower levels make more progress in mixed ability classes. Placement in a high, middle or low set also has a significant effect on mathematics attainment. Possible explanations are discussed and educational implications considered.  相似文献