Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta-Analysis     

Hannah Ulferts  Katrin M. Wolf  Yvonne Anders 《Child development》2019,90(5):1474-1489

This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children’s school career (ES = .11, Cohen’s d = .22, and ES = .10, Cohen’s d = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research.  相似文献   

De la evaluación informal a la evaluación fundamentada: Reconocer el rol del enseñante en clase     

Kenneth P. Wolf 《Cultura y Educación》2013,25(19-20):35-44

Si las evaluaciones realizadas por los educadores directamente implicados están sujetas a limitaciones y errores, las evaluaciones “formales” y externas presentan también graves, aunque distintas insuficiencias. El autor propone desde ahí nuevas estrategias, métodos, condiciones a cumplir para que la evaluación basada en el educador pueda ser un instrumento potente. Wolf examina estrategias que ayudan a los enseñantes a que la evaluación cotidiana sea más significativa y creíble.  相似文献   

A Review of: “LEARNING LATER By Brian Findsen”     

Reviewed by Mary Alice Wolf 《Educational gerontology》2013,39(6):483-484

Many older adults do not use health information available on the Internet. Older adults residing in affordable housing were taught to use the NIHSeniorHealth.gov Web site. Participants were predominantly African American women with limited education and income (N = 42). Outcomes included changes in computer and health Web site navigation skills. Results showed significant improvements for all demographic groups in both computer and Web site navigation (p < .001). Older minority adults with no prior computer experience were willing and able to learn to use health Web sites. Success factors included an instructor familiar with the community, peer training assistants, and a focus on new learner needs.  相似文献   

The Concept of “Best Practice”: A brief overview of its meanings,scope, uses,and shortcomings     

Joe Osburn  Guy Caruso  Wolf Wolfensberger 《International Journal of Disability, Development & Education》2011,58(3):213-222

“Best practice” has multiple meanings and particular connotations. We examine the origin of the term “best practice” and related terms and concepts and provide some examples of its use in disability fields. We identify some reasons why its use should be more judicious, if not curtailed altogether. We also suggest two complementary options to address our concerns.  相似文献   

Some generic considerations in socio-educational evaluation     

Robert L. Wolf 《Studies in Educational Evaluation》1980,6(2):157-163

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Letter   总被引：1，自引：0，他引：1  

Jonathan S. Wolf 《Science & Education》1994,3(3):321-321

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In eigener Sache     

D. Kurz  N. Wolf 《Sportwissenschaft》1974,4(1):104-105

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Infusing Mentoring and Technology within Graduate Courses: Reflections in practice     

Maria Martinez Witte  Sara E. Wolf 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):95-103

This article provides an overview of relevant connections that can be used to strengthen an instructor's mentoring abilities, specifically those connections between adult development, technological interaction elements, use of course management software, and corresponding mentoring practices. From a context supported by literature within adult development and computer-mediated communication, the authors examined a series of courses at a large university and how mentoring and instruction were infused. In this article, mentoring refers to a collective process that guides and facilitates a learner's educational growth. The unique nature of adult learners and their educational needs emphasises the need for a facilitative rather than a didactic approach in technology-supported courses. Various facets of interactions and the concept of transactional distance provide an additional framework from which to examine professional practice. The authors recommend further refinement and development of the mentoring practices that infuse emerging technologies and facilitate the teaching and learning process.  相似文献   

MAKING CONNECTIONS: FROM THE COLLEGE CLASSROOM TO THE EARLY CHILDHOOD SETTING     

Jean Maakestad Wolf 《Journal of Early Childhood Teacher Education》2013,34(2):167-172

Abstract

The purpose of this research was to examine the beliefs, attitudes, and knowledge of early childhood teacher candidates within the state of Texas about the inclusion of students with disabilities in the general education classroom. The “Inventory of Opinions About Persons with Disabilities” (IOPD) was utilized to collect self‐report data from preservice educators in their last semester of practical experience (i.e., student teaching or final intern semester) in 10 Texas universities. The return rate of the inventories was 70.85%, with data from 172 useable inventories reported in this study.

The research questions indicated early childhood teacher candidates held positive self‐perceptions (mean = 2.0388) about their beliefs, attitudes, and knowledge related to inclusion and students with disabilities. However, the participants reported less positive attitudes about training (mean = .09884).  相似文献   

The Habits of Mind Necessary to Generate New Ways of Teaching in a Career of Constant Change     

Michael D. DeSchryver  Sean M. Leahy  Matthew J. Koehler  Leigh G. Wolf 《TechTrends》2013,57(3):40-46

In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how “little-r” revolutions in teaching and learning, i.e., technology facilitated revolutions specific to individual classrooms and contexts, are used to introduce our students to the thinking patterns of designers and innovators. This is accomplished by an overlapping emphasis on learning by design, trans-disciplinary creative cognitive tools, innovative technology, and reflective practice. In this environment, we also transition our students from acting as consumers of educational media to being producers of educational experiences. That is, not only do the students construct new educational media, they consider the aesthetic and affective implications of technology use for teaching and learning. Finally, given the rapid evolution of educational technologies, we support students as they establish a foundational vision for the interplay of education and technology that will serve them into the future, as they, and their learners, adapt tonew and emerging digital environments.  相似文献