Turning the Tables on Student Case Analysis Assignments     

Brooke A. Saladin  Scott M. Shafer 《Decision Sciences Journal of Innovative Education》2006,4(1):169-173

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Cartographies of becoming in education: a Deleuze-Guattari perspective,edited by Diana Masny     

Brooke A. Hofsess 《Pedagogies: An International Journal》2014,9(3):271-275

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Hellos and How Are Yous: Predictors and Correlates of Communication Between Staff and Families During Morning Drop-Off in Child Care Centers     

Michal Perlman  Brooke A. Fletcher 《Early education and development》2013,24(4):539-557

Research Findings: The amount and quality of communication between staff and guardians in child care centers was examined using extensive naturalistic observations. Interactions between staff and more than 1,000 guardians who dropped their child off at their child care center were captured through a series of 20-s time-sampled observations. Structural quality indicators (ratios, staff education, etc.) were used to predict communication. Associations between staff–guardian communication and other aspects of quality were also examined. Results: Guardians spent an average of 63 s in their child's classroom during morning drop-off. Communication between staff and parents was limited, with staff providing child-related information to or soliciting it from approximately 15% of guardians. Out of several structural quality indicators, only greater professional development hours among staff in a classroom increased the likelihood of staff providing guardians with information about the program. Drop-off communication between staff and guardians and between staff and children was somewhat related to other measures of process quality. Practice or Policy: Results are discussed in terms of the importance of connecting families and centers, implications for rating center quality, and the accuracy of the drop-off period as parents’ lens into the quality of their child's classroom.  相似文献   

How Many Formative Assessment Angels Can Dance on the Head of a Meta‐Analytic Pin: .2     

Neal Kingston  Brooke Nash 《Educational Measurement》2012,31(4):18-19

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Scientific devotion     

Brooke  John Hedley 《Metascience》2019,28(2):253-255

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Feminist Pedagogy and Library Instruction     

Brooke Boyst 《Public Services Quarterly》2019,15(2):163-168

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Tracing spectres of whiteness: discourse and the construction of teaching subjects in urban Aboriginal education     

Brooke Madden 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):642-658

The author traces how discourse functions in the context of a school-based, urban Aboriginal education initiative, with a focus on the construction and organization of teaching subjects. Critical discourse analysis that traces spectres reveals some of the ways that whiteness and Eurocentrism create the possibilities for, and the conditions in which teachers take up, the positions: victim of racism, arbiter of authenticity, and rescuer. Consideration of the multiple, complex, and shifting positions teachers occupy within whiteness in general, and in colonial systems of education in particular, offers unique possibilities when untangling and reconfiguring teachers' constructions of Aboriginality/Indigeneity and responses to Aboriginal/Indigenous education. This theory building also contributes to the larger field of curriculum studies by demonstrating how consideration of ‘unheroic tales’ can aid in theorizing teacher identity and difference, both within and beyond the markers Indigenous/non-Indigenous.  相似文献   

Integrating evidence-based reading practices into middle-school content instruction: exploring a facet of sustainability     

Brooke A. Moore  Alison G. Boardman  Cristin Jensen Lasser  Kimberly M. Schmidt  Clara E. Smith  Vanessa S. Schwarz 《Teacher Development》2019,23(3):287-306

Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers’ daily instructional practice. The authors used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an evidence-based reading comprehension model, into the instructional practices of 15 middle school science, social studies, and language arts teachers. Findings indicated that high-integration teachers embedded CSR lessons into their curriculum and reinforced CSR strategy use throughout the week. These teachers also felt supported in their efforts by colleagues and school administrators. There is much to be learned from the ways in which teachers engage in the art of integrating new methods into their teaching.  相似文献   

Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades     

Rachel Schechter  Paul Macaruso  Elizabeth Brooke 《学校用计算机》2015,32(3-4):183-200

This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language arts instruction without the blended learning component. Results showed significantly greater pretest/posttest gains on a standardized reading assessment for the treatment students compared to the control students. The greatest discrepancy occurred in reading comprehension. A sub-analysis of low-performing English language learner students in the treatment group revealed the largest reading gains. At posttest, these students performed at the level of non-English language learner students in the control group. Results indicated a blended learning approach can be effective in enhancing the reading skills of low socioeconomic students.  相似文献   

Meeting in the circle: examining identity,attitudes, and pedagogy in the context of an early childhood teacher education program in the United States     

Simone DeVore  Robin Fox  Lucy Heimer  Brooke Winchell 《Early Years: An International Journal of Research and Development》2015,35(4):394-410

As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling.  相似文献