Professional Development to Promote Teacher Adaptability     

Allison Ward Parsons  Julie Winneur Ankrum  Aimee Morewood 《理论付诸实践》2016,55(3):250-258

Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that enhance teachers' instructional adaptability, and explore potential barriers to the implementation of adaptive teaching, which may be addressed preemptively through PD.  相似文献   

Learning challenges in higher education: an analysis of contradictions within Open Educational Practice     

Heli Kaatrakoski  Allison Littlejohn  Nina Hood 《Higher Education》2017,74(4):599-615

Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms part of a larger study focusing on higher education educators’ learning from and through their engagement with OER. The first part of the study was a quantitative survey investigating educators’ learning behaviour when they learned to use OER in their practice. The second part of the study explored qualitatively how educators engaged with OER and how they conceptualised their learning. Data were gathered through interviews with 30 higher education educators. This paper reports the analysis of these interviews. The analysis draws on the theory of self-regulated learning and cultural–historical activity theory to explore the challenges adult education practitioners encounter when changing their practice. The study tests the application of a framework that traces the discursive manifestations of contradictions, exploring how this framework can be used to examine different aspects of self-regulated learning as educators learn how to use OER. We have identified three distinct tensions in higher education educators’ practice: tensions between the emerging needs of the individual (as he or she adopts new forms of practice) and organisational policies; between the transfer of responsibilities from educators to students as new practice is embedded and institutional accountability; and between cost efficiency and learning objectives. The framework for the discursive manifestations of contradictions was a useful tool used to surface these apparent tensions.  相似文献   

Motivation and strategy use in science: Individual differences and classroom effects     

Eric M. Anderman  Allison J. Young 《科学教学研究杂志》1994,31(8):811-831

This study examines individual and classroom-level differences in motivation and strategy usage in sixth- and seventh-grade middle school science. Results suggest that students who experience academic difficulties differ from both high achieving and special education students on measures of self-efficacy, goal orientation, expectancy, value, and self-concept of ability in science, with students who experience academic difficulties occasionally demonstrating less adaptive patterns of motivation and cognition than special education students in science. We used hierarchical linear modeling to examine between-classroom differences in learning-focused goal orientation. Findings indicate that students who have science teachers that use ability-focused instructional practices (e.g., pointing out the best students as an example to others) are less learning focused, and exhibit a diminished relation between self-concept of ability and being learning focused in science. Implications for science education reform are discussed.  相似文献   

Understanding number sequences leads to understanding mathematics concepts     

Robert Pasnak  Katrina Lea Schmerold  Melissa Fetterer Robinson  K. Marinka Gadzichowski  Allison M. Bock  Sarah Eva O'Brien 《The Journal of educational research》2016,109(6):640-646

Ninety-six first grade students in an urban school system were tested in October and May on reading, mathematics, and their understanding of sequences of letters and numbers. A time lag analysis was subsequently conducted. In such analyses, cross-correlations between the first measurement of one variable and the second measurement of another are compared. The larger of the correlations indicates the direction of the relationship; i.e., which variable is most likely to be causal. Correlations of the fall scores on the number sequences with spring scores on the mathematics concepts scale were significant, while correlations of the fall mathematics concepts scores with spring number sequence scores were negligible. This indicates that understanding such complex sequences has a directional effect on understanding mathematics concepts. Fall–spring cross-correlations for the letter sequences and reading test, although significant, did not differ, and hence provided no indication of the direction of the relationship. Potential explanations were discussed.  相似文献   

Organization and use of the mental lexicon by deaf and hearing individuals   总被引：7，自引：0，他引：7  

Marschark M  Convertino C  McEvoy C  Masteller A 《American annals of the deaf》2004,149(1):51-61

Two experiments explored the taxonomic organization of mental lexicons in deaf and hearing college students. Experiment 1 used a single-word association task to examine relations between categories and their members. Results indicated that both groups' lexical knowledge is similar in terms of overall organization, with associations between category names and exemplars stronger for hearing students; only the deaf students showed asymmetrical exemplar-category relations. Experiment 2 used verbal analogies to explore the application of taxonomic knowledge in an academically relevant task. Significant differences between deaf and hearing students were obtained for six types of analogies, although deaf students who were better readers displayed response patterns more like hearing students'. Hearing students' responses reflected their lexical organization; deaf students' did not. These findings implicate the interaction of word knowledge, world knowledge, and literacy skills, emphasizing the need to adapt instructional methods to student knowledge in educational contexts.  相似文献   

Does a formal wiki event contribute to the formation of a network of practice? A social capital perspective on the potential for informal learning     

Martin Rehm  Allison Littlejohn  Bart Rienties 《Interactive Learning Environments》2018,26(3):308-319

Informal learning in blended and online settings plays an increasingly important role in the continuous professional development of individuals. Yet, how do individuals engage into these types of activities? We argue that social capital theory can provide valuable insights into how people behave and decide to take part in (in)formal learning. Using social network analysis, we provide empirical evidence on an informal learning activity, where participants collaboratively created knowledge on wiki sites on a predefined set of topics. Our results show that there are three types of active participants in these types of informal learning activities, namely leaders, collaborators and lone editors. These findings provide valuable insights for other, similar activities that aim at enhancing the professional development of individuals.  相似文献   

Quality over quantity?: Mentoring relationships and purpose development among college students     

Terese J. Lund  Belle Liang  Lily Konowitz  Allison E. White  Angela DeSilva Mousseau 《Psychology in the schools》2019,56(9):1472-1481

A growing number of studies have demonstrated that purpose in life is associated with positive outcomes among adolescents and young adults. The college years represent an important period of both personal and professional growth, including purpose in life. Supportive relationships may play a critical role in the identification and pursuit of purpose. Relationships with mentors, for example, have been linked with purpose among adolescents. The present study examined whether mentoring relationships were linked with purpose among college students (N = 194) from three institutions across the United States. Both aspects of quality (relational health) and quantity (i.e., number of mentors) were examined as predictors of purpose. Students who had at least one mentor reported higher levels of purpose compared to students with no mentors. Among students with at least one mentor, quality of mentoring was significantly associated with a greater commitment to purpose, while the number of mentors was not associated with commitment to purpose. Results are discussed in the context of practical applications regarding student success and purpose formation in higher education settings.  相似文献   

The Correspondence of Charles Darwin as a Tool for Reflecting on Nature of Science     

Lorsbach  Anthony W.  Meyer  Allison Antink  Arias  Anna Maria 《Science & Education》2019,28(9-10):1085-1103

Science & Education - This study took place in an introductory science inquiry course for preservice elementary school teachers as a supplement to lessons on critical thinking. The...  相似文献   

Rural Neighborhood Context,Child Care Quality,and Relationship to Early Language Development     

Allison De Marco  Lynne Vernon-Feagans 《Early education and development》2013,24(6):792-812

Research Findings: Prior research with older urban children indicates that a disadvantaged neighborhood context is associated with poorer early development, including poorer verbal ability, reading recognition, and achievement scores among children. Neighborhood disadvantage in rural communities and at younger age levels may also be related to development; however, this relationship has received little examination. In this study we utilized data from the Family Life Project, a representative sample of babies born to mothers in poor rural counties in North Carolina and Pennsylvania, to address questions related to the relationship between neighborhood context (disadvantage and safety) and children's early language development. We examined the mediation of this relationship by child care quality. We also examined geographic isolation and collective socialization as moderators of the relationship between neighborhood context and child care quality. Results indicated that although neighborhood disadvantage did not predict children's development or child care quality, neighborhood safety predicted children's receptive language, with child care quality a partial mediator of this relationship. Collective socialization but not geographic isolation moderated the relationship between neighborhood safety and child care quality. Practice or Policy: Implications for policy, practice, and future research are discussed, including improving community safety through community policing, neighborhood watch, and social networks and increasing access to quality child care.  相似文献   

Departments Can Develop Teaching Identities of Graduate Students     

K. Denise Kendall  Matthew L. Niemiller  Dylan Dittrich-Reed  Lacy D. Chick  Lauren Wilmoth  Austin Milt  Melissa Burt  Nick Lopes  Lisa Cantwell  Laura Rubio  Amanda Allison  Elisabeth E. Schussler 《CBE life sciences education》2013,12(3):316-317

  相似文献