Teachers' Knowledge of Literacy Concepts,Classroom Practices,and Student Reading Growth     

Shayne B. Piasta  Carol McDonald Connor  Barry J. Fishman  Frederick J. Morrison 《Scientific Studies of Reading》2013,17(3):224-248

We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted stronger word-reading gains. For students of less knowledgeable teachers, more time in explicit instruction was associated with weaker skill gains. Findings highlight the importance of teachers' specialized body of knowledge about reading as it informs effective instruction.  相似文献   

Strategies for building distributed information retrieval systems     

Ian A. MacLeod  T. Patrick Martin  Brent Nordin  John R. Phillips 《Information processing & management》1987,23(6)

In this article we discuss the need for distributed information retrieval Systems. A number of possible configurations are presented. A general approach to the design of such systems is discussed. A prototype implementation is described together with the experiences gained from this implementation.  相似文献   

概念研究:设计发展教师学科知识     

布伦特·戴维斯  余洁 《全球教育展望》2011,(7):3-14

目前大多数关于数学教师学科知识的研究都集中在描述其学科知识的特质及其与学生学习的关系,或者只研究两者之一。我的研究课题在研究这两者之外还关注学科知识的可教性及其发展过程。在我设计的"概念研究"中,教师们集思广益,共同探究他们用于教学的数学知识。本文还囊括了一些原始数据来说明教师们在概念研究中的参与是如何逐步改变他们对于数学的认识和理解并实施到教学中的。  相似文献   

Comparability of essay question variants     

Brent Bridgeman  Catherine Trapani  Jennifer Bivens-TatumAuthor vitae 《Assessing Writing》2011,16(4):237-255

Writing task variants can increase test security in high-stakes essay assessments by substantially increasing the pool of available writing stimuli and by making the specific writing task less predictable. A given prompt (parent) may be used as the basis for one or more different variants. Six variant types based on argument essay prompts from a large-scale, high-stakes North American writing assessment and six based on issue prompts from the same test were created and evaluated in the research section of the test administrations in the winter of 2009. Examinees were asked to volunteer to write an essay on one of the new prompt/variant tasks. Essays were obtained from 7573 examinees for argument prompts and 10,827 examinees for issue prompts. Results indicated that all variant types produced reasonably similar means, standard deviations, and rater reliabilities, suggesting that the variant strategy should be useable for operational administrations in high stakes essay assessments. Variant type did not interact with gender, ethnicity, or language (self-report that English or another language is the examinee's “best” language).  相似文献   

A cultural historical activity theory perspective to understand preservice science teachers’ reflections on and tensions during a microteaching experience     

Asli Sezen-Barrie  Minh-Dan Tran  Scott P. McDonald  Gregory J. Kelly 《Cultural Studies of Science Education》2014,9(3):675-697

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Practice Makes Practice: Learning to Teach in Teacher Education     

Morva McDonald  Elham Kazemi  Megan Kelley-Petersen  Karen Mikolasy  Jessica Thompson  Sheila W. Valencia 《Peabody Journal of Education》2014,89(4):500-515

In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice, and among university courses and fieldwork. If the intent of such a shift is to fundamentally change the preparation of teachers, we argue that it requires teacher education programs to do more than increase the amount of time candidates spend in clinical field placements. It requires, we argue, that teacher educators engage in simultaneous innovation in three related, but distinct aspects of program design and implementation: organizational structures and policies, content and curriculum, and teacher education pedagogy. Without such dynamic engagement, the practice-turn will go the way of many past reforms in teacher education—it will be symbolic but not significant or meaningful.  相似文献   

Is the environmental literacy of university students measurable?     

Kerry Shephard  John Harraway  Brent Lovelock  Sheila Skeaff  Liz Slooten  Mick Strack 《Environmental Education Research》2014,20(4):476-495

We report the development and piloting of an evaluative instrument and process for monitoring the environmental literacy (EL) of undergraduate students in one large research-led university in New Zealand. The instrument addresses knowledge, affect and competencies in the general area of EL in line with this institution’s adoption of EL as a graduate attribute (or in a US context, a general-education learning outcome, and something to be fostered throughout a student’s education). The instrument and associated processes were designed to fit within conventional institutional mechanisms that manage student feedback on the quality of teaching. The instrument was tested with more than 600 students from more than eight programmes over the course of a year and its use stressed that students were anonymous within the survey. We conclude that evaluating (or in a US context, assessing) the extent to which students acquire EL is an achievable objective and is a reasonable expectation for any higher education institution that claims to foster this attribute.  相似文献   

Single versus Multiple Sets for Strength: A Meta-Analysis to Address the Controversy     

Matthew R. Rhea  Brent A. Alvar  Lee N. Burkett 《Research quarterly for exercise and sport》2013,84(4):485-488

We assessed the factor structure of a revised version of the Exercise Imagery Inventory (EII; Giacobbi, Hausenblas, &; Penfield, 2005), second-order interrelationships for cognitive and motivational forms of mental imagery, and associations with exercise behavior and barriers self-efficacy. A convenience sample of 358 (M age = 20.55 years, SD = 3.88) college students completed the EII-revised (EII-R), a measure of barriers self-efficacy and the Leisure-Time Exercise Questionnaire. The EII-R demonstrated reliability and factorial validity with good model fit statistics. We observed second-order relationships among scale scores and discriminant validity evidence that distinguished cognitive (e.g., exercise technique, exercise routines) and motivational (e.g., appearance/health, exercise self-efficacy, exercise feelings) factors. The second-order imagery factors were significantly and moderately associated with barriers self-efficacy and exercise behavior.  相似文献   

Organizational rhetoric in the prospectuses of elite private schools: unpacking strategies of persuasion   总被引：1，自引：0，他引：1  

Paula McDonald  Barbara Pini  Robyn Mayes 《British Journal of Sociology of Education》2012,33(1):1-20

The way in which private schools use rhetoric in their communications offers important insights into how these organizational sites persuade audiences and leverage marketplace advantage in the context of contemporary educational platforms. Through systemic analysis of rhetorical strategies employed in 65 ‘elite’ school prospectuses in Australia, this paper contributes to understandings of the ways schools’ communications draw on broader cultural politics in order to shape meanings and interactions among organizational actors. We identify six strategies consistently used by schools to this end: identification, juxtapositioning, bolstering or self-promotion, partial reporting, self-expansion, and reframing or reversal. We argue that, in the context of marketization and privatization discourses in twenty-first-century western education, these strategies attempt to subvert potentially threatening discourses, in the process actively reproducing broader economic and social privilege and inequalities.  相似文献   

Watching,creating and achieving: Creative technologies as a conduit for learning in the early years     

Susan McDonald  Jennifer Howell 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):641-651

This paper describes the use of robotics in an Early Years classroom as a tool to aid the development of technological skills in a creative environment rich with literacy and numeracy opportunities. The pilot project illustrates how a three‐phase process can result in the development of: (1) emergent literacy and numeracy, (2) digital access for disadvantaged Early Years learners and (3) basic engineering concepts. The pilot study was conducted with a class of 16 students aged between 5 years and 6 months to 7 years, over a 6‐week period. During this period, the students were introduced to and engaged in the creation of robots and simple machines via the use of a commercial robotics package. The pilot was designed around three distinct phases: modelling, exploring and evaluating. These phases provided scaffolding for the students to engage with the technology and for the class teacher to develop her own skills. The use of this particular robotics package is unique to Australia, unique to Early Years, and links hands‐on, fine‐motor development with 21st century learning. The researchers and authors of this paper are currently based at the Australian Catholic University and are involved with projects involving creative, digital technologies, children in the early years of formal schooling, emerging literacy and numeracy for diverse Early Years learners and the development of Science, Technology, Engineering and Mathematics (STEM) subjects.  相似文献