Teacher education at the intersection of race and ability     

Tesoriero  Gina 《Cultural Studies of Science Education》2019,14(2):515-523

Cultural Studies of Science Education - In this dialogue with Phillip A. Boda’s Conceptualizing the margins into science education praxis: disability as case in point, I would like to...  相似文献   

Book reviews     

Patrick Groff  James C. Simeon  Maggie Wilson  Gina Feldberg 《Interchange》1992,23(4):445-455

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Sharing Books and Learning Language: What do Latina Mothers and Their Young Children Do?     

Lisa K. Boyce  Gina A. Cook  Lori A. Roggman  Mark S. Innocenti  Vonda K. Jump  James F. Akers 《Early education and development》2004,15(4):371-386

This study examined low-income, Spanish-speaking, immigrant Latina mothers' book sharing behaviors in relation to their children's vocabulary. Participants were 47 3-year-old children and their mothers. We addressed two research questions: (a) What interactive behaviors are evident when low-income immigrant Latina mothers and their 3-year-old children look at books together? (b) For these children and their mothers, which book-sharing behaviors are related to children's expressive language? Overall, our results indicated that mothers were involved in several kinds of interactions with the books. They enhanced their children's attention to the printed text, promoted interaction or conversation with their children about what was in the books, and somewhat less often, used more complex literacy strategies. Mothers who did these things most had children with the largest vocabularies even when mothers' vocabulary was taken into account. Implications for designing interventions for similar families are discussed.  相似文献   

Effects of a read aloud intervention on first grade student vocabulary,listening comprehension,and language proficiency     

Baker  Doris Luft  Santoro  Lana  Biancarosa  Gina  Baker  Scott K.  Fien  Hank  Otterstedt  Janet 《Reading and writing》2020,33(10):2697-2724

Reading and Writing - We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first...  相似文献   

Exploring metacognitive strategy use during note-taking for students with learning disabilities     

Joseph R. Boyle  Sonia M. Rosen  Gina Forchelli 《Education 3-13》2016,44(2):161-180

This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students identify important information; systematised the process of listening to, interpreting and using that information; and offered students a means by which to organise the information they were hearing. A discussion about metacognition and attention explores how these processes altered students’ awareness of their own learning, as well as how they equipped students with a new strategy for holding onto and translating information from their science lectures into a useful set of notes. These findings have implications for how theorists conceptualise the relationship between metacognition and attention and how teachers use scaffolding to support the learning of students with LD.  相似文献   

Challenging Traditional Sex Role Stereotypes in Careers Education Broadcasts: the reactions of young secondary school pupils     

K. Durkin  Gina Hutchins 《Learning, Media and Technology》1984,10(1):25-33

The ways in which television presents images of male and female roles to the young have recently been subjected to much scrutiny and criticism. Educational television has the scope to contribute to changes in the balance of sex role portrayal but little is known of the likely effects of modifications. This paper reports an experimental study of young secondary school pupils’ reactions to careers education materials in which men and women are shown in occupations traditionally associated with the opposite sex. Children viewing counter‐stereotyped programmes are found to be no less stereotyped in their career beliefs than peers viewing a ‘traditional’ programme or controls who view no programme. The results are discussed in terms of the resilience of sex role and career beliefs in early adolescence and it is concluded that intervention attempts will need to be more extensive and more protracted.  相似文献   

Engaging and training students in the development of inclusive learning materials for their peers     

Sally Everett  Gina Oswald 《Teaching in Higher Education》2018,23(7):802-817

With equal access requirements and increasing rates of enrolment of students with disabilities in higher education, universities must find appropriate and efficient ways to create accessible materials which benefit and support all students. In response to cuts to disability funding, issues relating to the provision of an inclusive curriculum are now dominating institutional policy and educational discourses. This paper reports on a trans-Atlantic project which utilised student employees to convert and develop inclusive learning materials for their peers, with the expressed purpose of piloting a sustainable intervention method generalisable to meeting similar needs of diverse universities for inclusive material provision and a future workforce aware of disability issues and accommodations. Qualitative in-depth interviews with ten students (eight UK and two US) find that involving student employees in the delivery of inclusive materials improves partnerships and attitudes around disability and accessibility measures.  相似文献   

Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned     

Linda A. Pruski  Sharon L. Blanco  Rosemary A. Riggs  Kandi K. Grimes  Chase W. Fordtran  Gina M. Barbola  John E. Cornell  Michael J. Lichtenstein 《Journal of Science Teacher Education》2013,24(7):1133-1156

Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an “undecided/uncertain” option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.  相似文献   

The Teacher Education Internet Server: an evolving resource for educators     

Bernard Robin  Glen Bull  Gina Bull  Perry Willis 《Technology, Pedagogy and Education》2013,22(2):253-259

ABSTRACT

The Society for Information Technology and Teacher Education (SITE) is an international organization of teacher educators from all disciplines who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education. The Teacher Education Internet Server (TEIS) has been established by SITE to support professional interchange and academic discourse and will serve as a complement to traditional ways of sharing academic information such as professional journals and conferences. With the evolution and spread of Internet information servers, it is envisioned that TEIS may make worthwhile contributions to use of technology in teacher education. As telecommunications technologies evolve, from FTP to Gopher to the World Wide Web, a major challenge for TEIS remains: to develop guidelines for collaboration at a distance that allow educators from around the world to work together to identify, acquire, and organize information and related materials. The notion of volunteer ‘curators’ for different academic areas is being explored as one possible method for support of such collaboration. It is hoped that the Teacher Education Internet Server will become a useful resource for those integrating technology into teacher education, allowing educators throughout the world to share their work and ideas with their colleagues.  相似文献   

Trait anticipatory public speaking anxiety as a function of self‐efficacy expectations and self‐handicapping strategies     

Anne E. Lucchetti  Gina L. Phipps  Ralph R. Behnke 《Communication Research Reports》2013,30(4):348-356

The purpose of this study was to determine if the independent variables of self‐efficacy expectations and self‐handicapping strategies would predict trait anticipatory public speaking anxiety. A model was proposed and tested in which self‐efficacy expectations were found to be significant independent predictors of trait anticipatory public speaking anxiety. Self‐handicapping was not a significant predictor. Implications for future research are discussed.  相似文献