Using early care and education quality measures with dual language learners: A review of the research     

Ellen Peisner-Feinberg  Virginia Buysse  Allison Fuligni  Margaret Burchinal  Linda Espinosa  Tamara Halle  Dina C. Castro 《Early childhood research quarterly》2014

As the number of young dual language learners (DLLs) in early care and education (ECE) programs is increasing, it is critical to examine how well measures of the quality of practices in these settings reflect the needs of the diverse groups of children being served. This review of the research literature addressed these questions for ECE settings serving children birth-five: whether quality differs for settings serving high proportions of DLLs compared to typical samples, whether existing quality measures exhibit similar psychometric characteristics and associations with child outcomes in settings serving DLL and non-DLL children, and whether DLL-specific measures perform differently than general measures of quality. The search procedure produced 10 research studies that met the criteria for inclusion in the review out of approximately 3800 that were found initially and more than 300 that were reviewed. These studies included 10 out of 46 identified measures of ECE quality, including both general and DLL-specific measures. Findings suggested that widely used general ECE quality measures function similarly for DLLs compared to typical populations with regard to overall quality, psychometric characteristics, and child outcomes. Further research is needed to broaden the knowledge base for a wider variety of measures, beyond center-based settings, and beyond Spanish-speaking DLLs, as well as to enhance methodological approaches. There appear to be potential research opportunities through numerous existing studies that included DLL populations but had not analyzed their data in regard to these groups.  相似文献   

The educational design of textbooks: a text for being interdisciplinary     

Clinton Golding 《高等教育研究与发展》2014,33(5):921-934

This paper provides insights into both the educational design of textbooks and interdisciplinary education. The author introduces two educational principles for textbook design – instructional alignment and balancing diversity and meaningful guidance for readers – and applies them to writing his own textbook chapter for being interdisciplinary. The two broad conclusions are: textbook design can be a new area of study in higher education, illuminated by curriculum design and reflective practice; and textbooks can provide a useful method of interdisciplinary education.  相似文献   

Nonverbal immediacy in the physician/patient relationship     

Virginia P. Richmond  Ralph S. Smith Jr.  Alan D. Heisel  James C. McCroskey 《Communication Research Reports》2013,30(3):211-216

This study examined the relationships between the nonverbal immediacy of physicians and their patients’ satisfaction with them as doctors and overall medical care. Consistent with the results of previous studies in the instructional and organizational communication areas, substantial associations were found in this medical context. Patients who see their physicians as more immediate report more satisfaction with the physician and are generally more satisfied with the medical care they receive. The patients also indicated experiencing less fear of their physician when the physician was more immediate.  相似文献   

Newer is not necessarily better a reexamination of affective learning measurement   总被引：1，自引：0，他引：1  

Timothy P. Mottet  Virginia P. Richmond 《Communication Research Reports》2013,30(4):370-378

The instrument commonly employed in instructional communication to measure affective learning was subjected to tests of its construct validity as a measure of higher‐order affective learning. The results indicate the instrument is a satisfactory instrument for this purpose. Newer measures of higher‐order affective learning were found to be highly associated with the older measure. Teacher evaluation measures were found to be distinct from both the newer and the older affective learning measures. The construct validity of the commonly used affective learning instrument is good.  相似文献   

Eysenck's BIG THREE and communication traits: Communication traits as manifestations of temperament     

James C. McCroskey  Virginia P. Richmond  Alan D. Heisel  Jamie L. Hayhurst 《Communication Research Reports》2013,30(4):404-410

Two studies are reported which sought to determine the possible limitations of the proposition that “temperament is manifest through communication.”; The results of earlier studies suggest that many communication related traits indeed are correlated with one or more temperament variables. In the present study Willingness to Communicate, Singing Apprehension, and Innovativeness were found to be associated with one or more of the BIG THREE temperament variables. Writing apprehension was found to have no meaningful relationship with any of the temperament variables. It is concluded that, while most important oral communication traits probably are correlated with one or more temperament traits, some other communication traits, like writing apprehension, may not be.  相似文献   

Applying reciprocity and accommodation theories to supervisor/subordinate communication     

James C. McCroskey  Virginia P. Richmond 《Journal of Applied Communication Research》2013,41(3):278-289

Reciprocity and accommodation theories were applied to communication between supervisors and subordinates. It was reasoned that supervisors and subordinates informally (and not necessarily consciously) negotiate communication styles with each other which become significantly correlated over time. It was hypothesized that the supervisors’ Socio‐Communicative Style and the subordinates’ Socio‐Communicative Orientation would be positively correlated with each other and both would predict the subordinates’ perceptions of the supervisors’ credibility, attractiveness, and the subordinates’ general attitude toward the supervisor and communicating with that supervisor. The results were consistent with the hypotheses.  相似文献   

A Review of: “The Medical Library Association Guide to Health Literacy. Kars,Marge; Baker,Lynda M.; and Wilson,Feleta L., eds.”     

Reviewed by Mary Virginia Taylor 《Medical reference services quarterly》2013,32(2):197-198

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Characteristics of a multi‐cultural educator     

Virginia Correa Jones 《The Teacher Educator》2013,48(4):26-27

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The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts     

Kristin L. Sayeski  Michael J. Kennedy  Sandra de Irala  Elias Clinton  Melissa Hamel 《Exceptionality》2013,21(4):237-257

Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N = 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators.  相似文献   

Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities     

Virginia L. Walker  Stephanie N. DeSpain  James R. Thompson 《Exceptionality》2013,21(4):262-277

ABSTRACT

The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed.  相似文献