An inquiry-based practicum model: What knowledge,practices, and relationships typify empowering teaching and learning experiences for student teachers,cooperating teachers and college supervisors?     

Huong Tran Nguyen 《Teaching and Teacher Education》2009

The author examines an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged in ongoing and purposeful discourse to explore the teacher–learner (expert–novice) reciprocity, school culture and social relations. In their efforts to broaden and deepen their intellectual exchange, they interrogated their own and one another's beliefs, values, and perspectives about who owns knowledge and how knowledge is distributed/shared. This reflective and reflexive process helped to enhance their knowledge, practices, relationships, and practicum experience.  相似文献   

The effect of performance support and training on performer attitudes     

Frank Nguyen 《Performance Improvement Quarterly》2009,22(1):95-114

While training has been a proven and heavily relied on intervention to impart job‐enabling information to performers, its ability to have a positive effect on job performance has been demonstrated to diminish over time. One intervention that has been adopted by performance technologists to provide ongoing support is an electronic performance support system (EPSS). The study presented here examined the effect of EPSS and training on user attitudes. Results revealed that participants receiving only EPSS and those receiving training and EPSS had significantly higher attitudes than participants who received only training. Recommendations on how to best combine and implement these performance interventions based on these data are discussed.  相似文献   

Don’t Forget About the Body: Exploring the Curricular Possibilities of Embodied Pedagogy     

David J. Nguyen  Jay B. Larson 《Innovative Higher Education》2015,40(4):331-344

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Shifting the Focus to Student Learning in Teaching Evaluation: A New Direction for Vietnamese Higher Education Institutions?     

Nga D. Tran  Thanh T. Nguyen 《Interchange》2015,46(2):113-119

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RDA and Serials: Transitioning to RDA Within a MARC 21 Framework     

Les Hawkins  Hien Nguyen  Linda Smith Griffin 《期刊图书馆员》2014,66(1-4):7-19

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Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: a case study in Australia     

Hoa Thi Mai Nguyen  Tony Loughland 《Teaching Education》2018,29(1):81-97

Much research in the area of pre-service teacher (PST) identity formation has focused on the mentoring relationship between PSTs and their supervising teachers. While this is important to identity formation, interaction with peers is another area that needs to be examined. Using Wenger’s matrix as a theoretical framework, this study aimed to explore how PSTs’ identities are formed during the process of paired placement during the professional experience. Two pairs of PSTs were followed during the four-week professional experience. Data were collected from interviews with the PSTs before, during and after the professional experience. It is clear from this case study that the identity formation of PSTs is enhanced during a paired placement on their first professional experience. This finding has implications for teacher educators who are seeking evidence of the effectiveness of paired placements on the identity formation of PSTs during professional experience.  相似文献   

Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First‐Grade Math Achievement          下载免费PDF全文

Beth M. Casey  Caitlin M. Lombardi  Dana Thomson  Hoa Nha Nguyen  Melissa Paz  Cote A. Theriault  Eric Dearing 《Child development》2018,89(1):156-173

The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4½ and 6‐7 years. Observational measures of mother–child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = .45) and first‐grade math (d = .49), controlling for other forms of numerical support (identifying numerals, one‐to‐one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to children's eventual understanding of the cardinal principle.  相似文献   

The relationship of character reading and spelling: A longitudinal study in Chinese     

Liping Li  Xinchun Wu  Yahua Cheng  Thi Phuong Nguyen 《Journal of Research in Reading》2019,42(1):18-36

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Adolescent Perception of Potential High-Performing Classmates: A Cross-National Exploration     

Hyerim Oh  Margaret Sutherland  Niamh Stack  Mar Badia Martín  Sheyla Blumen  Quoc Anh-Thu Nguyen 《Roeper Review》2019,41(2):88-101

This study explores how secondary school students perceive high-performing potential classmates. A total of 1,794 seventh- and 10th-grade students from five countries completed a questionnaire measuring their expectations of hypothetical male and female high-performing classmates in three categories: intellectual ability, positive social qualities, and popularity. Across the five countries represented in this study, analyses of variance indicated that students did not report negative attitudes toward the three potential characteristics of a hypothetical gifted peer. Vietnamese students in particular reported more positive observations about the hypothetical classmate than their Australian, Peruvian, South Korean, and Spanish counterparts. Differing cross-national attitudes toward high-performing peers and the implications therein are discussed.  相似文献   

Technology supported early literacy learning in a multilingual community preschool     

Monica McGlynn-Stewart  Shelley Murphy  Ivorie Pinto  Emma Mogyorodi  Thien Nguyen 《Education 3-13》2019,47(6):692-704

There is conflicting research on the value of using digital technology with young children. This study investigated how an app, used in conjunction with dual language picture books, can support the social, emotional, and literacy learning of bi/multilingual children. Twenty-one children used the app Talking Stickers at home and school for four weeks. The classroom was observed and the educators and parents were interviewed and surveyed. The findings indicated that children had enhanced opportunities to practice social, cognitive, and multi-lingual literacy skills, and bonds between home and school were strengthened. The research has implications for classroom practice and home-school programmes.  相似文献