Structural and process features in three types of child care for children from high and low income families   总被引：3，自引：0，他引：3  

Chantelle J. Dowsett  Aletha C. Huston  Amy E. Imes  Lisa Gennetian 《Early childhood research quarterly》2008

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School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs   总被引：1，自引：0，他引：1  

Adam Winsler  Henry Tran  Suzanne C. Hartman  Amy L. Madigan  Louis Manfra  Charles Bleiker 《Early childhood research quarterly》2008

Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school pre-kindergarten programs. Within the context of a large-scale, university–community applied research and evaluation project, The Miami School Readiness Project, children receiving subsidies to attend center-based childcare (n = 1478), children attending free Title 1 public school pre-k programs (n = 1611), and children attending fee-supported public school pre-k programs (n = 749) were individually assessed at the beginning and end of their pre-kindergarten year in the areas of cognitive, language, and fine motor development. Parents and teachers reported on children's socio-emotional strengths and behavior concerns. Findings revealed that although children from all types of programs made considerable school readiness gains in most areas in terms of their national relative standing, children attending public school pre-k programs typically made somewhat greater gains in the areas of cognitive and language development. Results suggest that center-based childcare programs in the community may be beneficial for fostering school readiness within ethnically diverse children in poverty, and that public school pre-kindergarten programs may show even greater gains in some areas. Policy implications are discussed.  相似文献   

Mathematics Teaching as a Deliberate Practice: An Investigation of Elementary Pre-service Teachers' Reflective Thinking During Student Teaching     

Amy Roth McDuffie 《Journal of Mathematics Teacher Education》2004,7(1):33-61

In this case study I examine the reflectivepractices of two elementary pre-serviceteachers during their student teachinginternship. I extend current views ofreflective practice to create a framework for a`deliberate practitioner'. With this framework,I investigate the pre-service teachers'thinking with regard to reflective processesand how they use their pedagogical contentknowledge in their practices. My findingsindicate that the pre-service teachers usetheir pedagogical content knowledge inanticipating problematic events, and inreflecting on problematic events ininstruction. However, limits in pedagogicalcontent knowledge and lack of confidence impedethe pre-service teachers' reflection while inthe act of teaching. They were more likely toreflect on their practices outside of the actof teaching. Implications for teacher educatorsand pre-service teachers are discussed.  相似文献   

An analysis of conference interactions onTeleNex—A computer network for ESL teachers     

Amy Tsui  Wing Wah Ki 《Educational technology research and development : ETR & D》1996,44(4):23-44

“TeleNex” is a computer network set up to enhance the professional development of inservice English teachers in Hong Kong by allowing them to access and share curriculum materials and to communicate with teacher educators at The University of Hong Kong and fellow teachers in other schools. This paper reports a study on the characteristics of the interactions in the public conferences on “TeleNex” during its first 16 months of full operation and the possible factors contributing to these characteristics. In order to analyze the various aspects of conference interactions, including teacher participation, initiation and response, response patterns and message types, a framework of message analysis was developed, drawing on concepts in conversational and discourse analysis. To investigate the possible contributing factors, a questionnaire was designed and administered to all users at the end of the 16-month period. The interaction analysis results and the questionnaire results confirmed the findings in previous studies carried out by the authors that social and psychological factors were very important in shaping the network interactions. TeleNex (Teachers of English Language Education Nexus) is a computer network set up by TELEC with a generous donation from the Hong Kong Telecom Foundation. The Hong Kong Language Fund provided further funding for its third year of operation (1995-96). The research side ofTeleNex is funded by the Research Grants Council of The University Grants Committee of Hong Kong. The authors wish to thank the Hong Kong Telecommunications Foundation and the Hong Kong Language Fund for their generous support. They also wish to thank all colleagues at TELEC who have worked tirelessly to set up the network. In particular, they wish to thank Suzi Nicholson for her comments on the draft. Finally, they wish to thank the editor Steven Ross for his detailed comments and suggestions for revision.  相似文献   

Massive Open Online Courses: designing for the unknown learner     

Hamish Macleod  Jeff Haywood  Amy Woodgate 《Teaching in Higher Education》2016,21(1):13-24

University teachers are faced with a problem of ‘knowing’ their learners when teaching on a Massive Open Online Course (MOOC). This paper explores and analyses what the University of Edinburgh has come to know about its recent MOOC participants, highlighting one particular course. We draw attention to barriers and enablers from co-existent understandings and expectations of course design, and from an abundance of highly qualified participants. We compare characteristics of participants who report a positive experience with those who do not. Mixed messages about teacher presence may have implications that go beyond MOOCs. We contemplate whether the participant group should be seen as a single massive multivocal entity. The paper concludes with a discussion of the potential opportunity for MOOCs to challenge standardization, homogenization and commodification of education. Shifting attention from the achievements of an individual to what can be done with a multitude, MOOCs may open up new educational arenas.  相似文献   

Research Summaries for Normal Birth          下载免费PDF全文

Amy M. Romano 《The Journal of perinatal education》2008,17(4):52-56

In this column, the author summarizes four research studies relevant to normal birth. The topics of the studies summarized include the effect of obstetrician anxiety on cesarean surgery rates, the risks of routine membrane sweeping, beneficial effects of doula care for middle-class women, and the lack of reliability of continuous electronic fetal monitoring tracings.  相似文献   

Tipping the Balance from Expert to Facilitator: Examining Myths about Being a Teacher Educator     

Nicole Beeman-Cadwallader  Gayle Buck  Amy Trauth-Nare 《Studying Teacher Education》2014,10(1):70-85

This self-study addresses two questions: (1) how did self-study aid the teacher educator in interrogating her beliefs about and mediate her projection of teacher-as-facilitator versus teacher-as-expert? and (2) in what ways did prospective elementary teachers in an undergraduate, interdisciplinary science course exert control over their learning as a result of the teacher educator's self-interrogation of practices? In her teaching role with prospective teachers, Nicole explored a major myth about teaching concerning the image of the professor as the primary expert in the classroom. Critical events analysis revealed instances where she exerted power as an expert or assumed the role of facilitator. Instead of clearly marked instances where she took actions to exert her various roles in the classroom, she found that classroom events could not be categorized neatly. There were cases where she acted as an expert and students felt free to make their own decisions about their learning. When she was uncertain or attempted to relinquish control, students often responded by not taking control of their learning.  相似文献   

Effect of Time on Perceived Gains from an Undergraduate Research Program     

Omolola A. Adedokun  Loran C. Parker  Amy Childress  Wilella Burgess  Robin Adams  Christopher R. Agnew  James Leary  Deborah Knapp  Cleveland Shields  Sophie Lelievre  Dorothy Teegarden 《CBE life sciences education》2014,13(1):139-148

The current study examines the trajectories of student perceived gains as a result of time spent in an undergraduate research experience (URE). Data for the study come from a survey administered at three points over a 1-yr period: before participation in the program, at the end of a Summer segment of research, and at the end of the year. Repeated-measures analysis of variance was used to examine the effect of time on perceived gains in student research skills, research confidence, and understanding of research processes. The results suggest that the students experienced different gains/benefits at developmentally different stages of their UREs. Participants reported gains in fewer areas at the end of the Summer segment compared with the end of the yearlong experience, thus supporting the notion that longer UREs offer students more benefit.  相似文献   

Progress Can Really Set You Back     

Amy C. Bradshaw 《TechTrends》2014,58(6):10-11

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Library Study Behaviors in the Age of Ubiquitous Mobile Devices: An Observational Study in Four Academic Libraries     

Amy Catalano  Lawrence Paretta  Claudia McGivney  Tara King 《The Reference Librarian》2014,55(4):328-342

In this study, researchers observed student study behaviors in the libraries of four post-secondary institutions. In all, 2,773 observations were made. This research replicates and expands an earlier study and addresses its limitations. The results of a logistic regression test indicate whether students had a mobile device readily available and where students chose to study in the library best predicted whether they demonstrated a study, as opposed to a non-study, behavior. Specifically, if students were found in quiet study or computer areas, they were more likely to be performing study behaviors. This research has implications for library stakeholders making decisions about the use of library space. Most importantly, this research demonstrates that library spaces are widely used for diverse purposes.  相似文献