Issues and challenges of creating video cases to be used with preservice teachers   总被引：2，自引：0，他引：2  

Terri L. Kurz  Gloria Llama  Wilhelmina Savenye 《TechTrends》2004,49(4):67-73

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Predictors of mothers' use of spanking with their infants     

Combs-Orme T  Cain DS 《Child abuse & neglect》2008,32(6):649-657

OBJECTIVES: This study describes mothers who report spanking their infants in the first 13 months of life. METHODS: Two hundred forty-six (246) mothers were interviewed in the Mother-Baby Unit of a large university-affiliated hospital in a large southeastern city of the United States. Ninety-three percent (93%) of those mothers were reinterviewed in their homes when infants were 6-13 months of age. RESULTS: Younger mothers, those who endorsed fewer alternatives to corporal punishment, and those who experienced their infants as "difficult" were significantly more likely to spank their infants. CONCLUSIONS: The findings suggest the importance of more anticipatory guidance from physicians, nurses, social workers, and other professionals about discipline in the first few months of life, particularly given the risks associated with spanking infants and popular support for corporal punishment.  相似文献   

Dog Mathematics: Exploring Base-4     

Terri L. Kurz  H. Bahadir Yanik  Mi Yeon Lee 《Clearing house (Menasha, Wis.)》2016,89(6):185-190

Using a dog's paw as a basis for numerical representation, sixth grade students explored how to count and regroup using the dog's four digital pads. Teachers can connect these base-4 explorations to the conceptual meaning of place value and regrouping using base-10.  相似文献   

An Interview with G. Michael Pressley     

Terri Flowerday  Michael F. Shaughnessy 《Educational Psychology Review》2007,19(1):1-12

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Spatialised metaphors of practice: how teacher educators engage with professional standards for teachers     

Mary Ryan  Terri Bourke 《Critical Studies in Education》2018,59(2):167-186

Pre-service teacher educators, both nationally and internationally, must negotiate a plethora of expectations including using Professional Standards to enhance teacher quality. In Australia, the recent Teacher Education Ministerial Advisory Group (TEMAG) report highlighted weak application of Standards in Initial Teacher Education (ITE). However, recent reports suggest that many education stakeholders feel positive about the implementation of the Australian Professional Standards for Teachers (APSTs). This study responds to these differing viewpoints by exploring how teacher educators in a large metropolitan university in Australia account for the use of Standards in their work. Discourse analysis techniques in conjunction with socio-spatial theory make visible particular metaphors of practice as teacher educators negotiate the real-and-imagined spaces of regulated teacher education programmes. The findings highlight the importance of investigating the utility of Standards in the lived experiences of teacher educators, as they are responsible for preparing quality, classroom ready graduates.  相似文献   

Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing     

Trezek BJ  Wang Y  Woods DG  Gampp TL  Paul PV 《Journal of deaf studies and deaf education》2007,12(3):373-384

The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and first grade as well as 4 teachers participated in the study. Results of the investigation reveal that, given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who are deaf or hard of hearing can demonstrate statistically significant improvements in beginning reading skills as measured by standardized assessments.  相似文献   

Becoming Autonomous: Nonideal Theory and Educational Autonomy          下载免费PDF全文

Terri S. Wilson  Matthew A. Ryg 《Educational theory》2015,65(2):127-150

Autonomy operates as a key term in debates about the rights of families to choose distinct approaches to education. Yet, what autonomy means is often complicated by the actual circumstances and contexts of schools, families, and children. In this essay, Terri S. Wilson and Matthew A. Ryg focus on the challenges involved in translating an ideal of educational autonomy into the “nonideal” contexts and circumstances that surround families' choices. Drawing on the methodological insights of Elizabeth Anderson and John Dewey, they sketch out a nonideal approach for exploring autonomy. Wilson and Ryg particularly focus on Dewey's notion of an ideal, his treatment of autonomy as a concept, and his view of the self. Such a nonideal approach draws attention toward the specific circumstances, habits, and environments that make autonomy possible. Wilson and Ryg illustrate the salience of this nonideal approach by exploring one example of an empirically engaged study of autonomy.  相似文献   

Rethinking Teachers and Teacher Education in Science     

Terri Seddon 《Studies in Science Education》2013,49(1):95-117

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Socrates in the boardroom; why research universities should be led by top scholars     

Terri Kim 《比较教育学》2011,47(2):284-286

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友谊如微风     

特里·范宁 《语数外学习(初中版)》2009,(6)

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