Evidence of a continuum in foundational expressive communication skills     

Charles R. Greenwood  Dale WalkerJay Buzhardt  Waylon J. HowardLuke McCune  Rawni Anderson 《Early childhood research quarterly》2013

Progress monitoring measurement is increasingly needed in early childhood to inform practitioners when an intervention change is needed and as a tool for accomplishing individualization and improving results for individual children. The Early Communication Indicator (ECI) is such a measure for infants and toddlers 6–42 months of age. A greater understanding of the ECI key skills (i.e., gestures, vocalizations, single- and multiple-word utterances) could lead to further improvements in the sensitivity and utility of the decisions made compared to ECIs composite total communication score. Thus, we examined the pattern of growth within and between the ECI's four foundational skills in a large sample of children served in Early Head Start. Results confirmed a unique pattern of growth and change within each skill trajectory in terms of (a) age at skill onset and (b) peaks in each trajectory defining an inflection point or change from acceleration to deceleration. Using these inflection points as intercepts with before and after trajectory slopes, we tested the fit of an adjacent-skills temporally ordered growth model. Results indicated good fit. Implications of a continuum of foundational ECI skills to future validation and decision making utility of the measure are discussed.  相似文献   

Critical Discrepancies     

Richard T. Adams  Frank Greenwood 《College Teaching》2013,61(3):162-163

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RESPONSIBLE BEHAVIOUR AS EFFECTIVE TEACHING: A NEW LOOK AT STUDENT RATING OF PROFESSORS     

Richard R. Renner  Gordon Greenwood  Charles Schott 《Assessment & Evaluation in Higher Education》1986,11(2):138-145

Items in student rating instruments unavoidably contain biases in favour of particular concepts of excellence which make them invalid for measuring the teaching effectiveness of a wide variety of college instructors. The use of scores from such instruments to penalise or reward faculty in salary, tenure and promotion decisions may adversely affect dedicated instruction. Given this problem, an alternative is proposed in which students report whether instructors acted responsibly rather than excellently. Proposed is a two-;part instrument which uses students to monitor acceptable employee behaviours in teaching settings to satisfy management needs, while at the same time providing qualitative feedback to the instructor for the purpose of self‐improvement.  相似文献   

A New Twist on IPR: Concurrent Recall by Supervisory Group     

Michael J. Gimmestad  Janet D. Greenwood 《Counselor Education & Supervision》1974,14(1):71-73

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I “Like” That: Exploring the Characteristics That Promote Social Media Engagement With News Photographs     

T.J. Thomson  Keith Greenwood 《Visual Communication Quarterly》2017,24(4):203-218

While business models and technological innovations continue to disrupt journalistic practice, global image culture has never been stronger. Developed society is inundated daily with a torrent of images. Yet some of these are barely seen, while others almost instantly accrue scores of likes, shares, and comments. What, then, are the factors that constitute engaging, social photojournalism? Using Q methodology, which bridges qualitative and quantitative approaches, 30 participants ranked photos published on Instagram by news organizations or photographers and shared insight through interviews on what factors affect their engagement. In this way, the users' and the images' characteristics were both studied to shed light on why certain photos accrue more engagement and why certain types of people “like” certain types of content. The findings identify three types of users—feature lovers, newshounds, and optimists—and describe their motivations for interacting on the platform. Insights on how the number of people in the frame, the visibility of facial features, the presence of watermarks, and the post type affect user engagement were also gathered and discussed.  相似文献   

Learning to teach primary geography in the context of school placement: lessons from an all-Ireland study     

Anne M. Dolan  Fionnuala Waldron  Susan Pike  Richard Greenwood 《欧洲师范教育杂志》2016,39(1):20-35

Teaching education is Ireland is currently undergoing significant structural and conceptual changes. School placement is at the centre of these reforms. This article reports the findings of an all-Ireland study which investigates student teachers’ experiences of teaching geography during their school placements. Based on data collected from surveys and focus group interviews with one cohort of B.Ed. students, this study illustrates the emotional journey of school placement, emerging identities as teacher, the positive impact of initial teacher education, the problematic nature of messages from ‘third parties’ and conflicting conceptualisations of geography. The findings of this study are important for student teachers and teacher educators as they illustrate the complexity of school placement and the importance of emotional as well as cognitive engagement.  相似文献   

Mushrooms and sweetgrass: A biotic harvest of culture and place-based learning     

David A. Greenwood 《The Journal of environmental education》2017,48(3):205-212

What can two books do? This critical review essay explores Tsing's (2015 Tsing, A. L. (2015). The mushroom at the end of the world: On the possibility of life in capitalist ruins. Princeton, NJ: Princeton University Press.[Crossref] , [Google Scholar]) The Mushroom at the End of the World: On the Possibility of Life in Capitalist Ruins, and Kimmerer's (2013 Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Minneapolis, MN: Milkweed Editions. [Google Scholar]) Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants. The benefits of environmental learning through deep reading are examined. Each of these books works to solidify and expand commitments to particular environmental and cultural themes, most notably the combined power of natural history and cultural study, and the tensions between our hyper-mobile, immigrant global culture and the desire many of us have to stay put long enough to truly belong.  相似文献   

Putting the science back into science education through the science education program and leadership (SEPAL) model     

Dr. Anita Greenwood  David Haury 《Journal of Science Teacher Education》1995,6(3):153-157

Summary None of the SEPAL teachers had undergraduate degrees in science, and most were afraid of science before they became involved with the project. Although gains in content knowledge were modest, progress toward other instructional goals were made, indicating that improved pedagogical content knowledge is not entirely dependent on content knowledge. Currently, funding is being sought for future programs which incorporate the belief in the role of peer interaction, nonthreatening environments for learning, and the importance of ascertaining teachers’ pedagogical beliefs if inservice work is to be transferred to the classroom. Additionally, we will continue to model the Circle of Inquiry which encourages conceptual change and provides teachers with an approach for use in their own classrooms. This material is based upon work supported in part by a grant from the Dwight D. Eisenhower Mathematics and Science Education funds (Grant No. AC-RGT-UMS-93460). Any opinions, findings, conclusions, and/or recommendations expressed in this article are those of the authors and do not necessarily reflect those of the granting organization.  相似文献   

Prediction of School Outcomes Based on Early Language Production and Socioeconomic Factors   总被引：7，自引：0，他引：7  

Dale Walker  Charles Greenwood  Betty Hart  Judith Carta 《Child development》1994,65(2):606-621

Early differences in family SES, child language production, and IQ were related to outcomes in early elementary school in the present prospective, 10-year longitudinal study. In a prior study of family interactional variables associated with language learning, major differences in parenting (i.e., time, attention, and talking) were found to be associated with differences in child productive vocabulary between 7 to 36 months of age, and child IQ, favoring higher-SES parents. Lower-SES children were exposed less often than higher-SES children to diverse vocabulary through their parents' attention and talking, and they were prohibited from talking more often. In the current study, 32 children involved in the earlier study were repeatedly assessed between 5 to 10 years of age, while in kindergarten through third grade. Results indicated that SES-related differences in child language prior to school were predictive of subsequent verbal ability, receptive and spoken language, and academic achievement assesed on standardized tests in kindergarten through grade 3. However, none of the predictor variables were related to direct measures of elementary schooling. When combined with a composite SES indicator, early child language production significantly increased the variance accounted for in the prediction of elementary language and academic competencies in each subsequent year in elementary school. Implications are discussed in terms of the stability of performance on language and academic performance measures of children who entered school with different early language learning experiences, and the need to consider early home- and school-based intervention designed to prevent or ameliorate these trends.  相似文献   

九月的一天     

JD Hessinger 《海外英语》2007,(7):58-59

As on every weekday Tom Tuckett was awakened by his annoying, buzzing alarm clock at 5:30. He got out of bed and proceeded to his bathroom for his daily cold shower to wake him up. He turned the knob all the way to the right to make sure the water would be as cold as it could be. He had started this ritual when he moved to New York to take a teaching job at PS 181 in Manhattan.  相似文献