Identifying social-emotional problems in young children: perspectives of a program coordinator     

Amy Harris-Solomon   《Early childhood research quarterly》2001,16(4):320

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Our room is it's people     

Amy Laura Dombro 《Early Childhood Education Journal》1980,8(1):8-9

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“Read My Story!” Using the Early Authors Program to Promote Early Literacy Among Diverse,Urban Preschool Children in Poverty     

Dr. Judith K. Bernhard  Adam Winsler  Charles Bleiker  Jorge Ginieniewicz  Amy L. Madigan 《Journal of Education for Students Placed at Risk》2013,18(1):76-105

This article evaluates the utility of the Early Authors Program, a 12-month early literacy intervention emphasizing highly meaningful language interactions that was implemented in childcare facilities in an ethnically and linguistically diverse, urban, low-income community. Children learn to be writers and readers by creating their own self-authored, storybook texts, supported by the sensitive guidance of adults. Children (n = 280) in 32 experimental group centers and children (n = 87) in 9 similar control group centers were individually assessed at pretest and posttest on measures of language and cognition. Teachers completed pretest and posttest surveys and interviews, and interventionists were also interviewed. 3- to 5-year-old children receiving the intervention, as predicted, made significantly greater gains than the control group specifically on the child language measures but not on other measures. The quality of the classroom literacy environment and teachers' literacy-promoting practices improved considerably in centers receiving the intervention. Teachers reported high satisfaction and sustainability for the program.  相似文献   

Comparing Factors Related to Reading Comprehension in Adolescents Who Speak English as a First (L1) or Second (L2) Language     

Adrian Pasquarella  Alexandra Gottardo  Amy Grant 《Scientific Studies of Reading》2013,17(6):475-503

This study examined factors related to reading comprehension in adolescents who spoke English as a first language (L1) and English as a second language (L2). Measures of decoding, vocabulary knowledge, and reading comprehension were administered to 31 L1 and 44 L2 speakers. English L2 adolescents scored significantly lower than their L1 peers on all measures. Factor analyses produced different configurations of variables for each group. For L1 learners, measures of decoding and vocabulary were separate factors but were one factor for English L2 learners. For the L1 learners, it was only the measure of vocabulary that was a significant predictor of reading comprehension. For L2 learners, decoding, vocabulary, and the interaction of decoding and vocabulary were all significant predictors of reading comprehension. Relations among these variables in adolescents who are beginning to learn English as an L2 are explored.  相似文献   

The Role of Referent Indicators in Tests of Measurement Invariance     

Emily C. Johnson  Adam W. Meade  Amy M. DuVernet 《Structural equation modeling》2013,20(4):642-657

Confirmatory factor analytic tests of measurement invariance (MI) require a referent indicator (RI) for model identification. Although the assumption that the RI is perfectly invariant across groups is acknowledged as problematic, the literature provides relatively little guidance for researchers to identify the conditions under which the practice is appropriate. Using simulated data, this study examined the effects of RI selection on both scale- and item-level MI tests. Results indicated that while inappropriate RI selection has little effect on the accuracy of conclusions drawn from scale-level tests of metric invariance, poor RI choice can produce very misleading results for item-level tests. As a result, group comparisons under conditions of partial invariance are highly susceptible to problems associated with poor RI choice.  相似文献   

Comparison of Mediated Effects: A Correlation Structure Modeling Approach     

Tenko Raykov  Mark Brennan  Joann P. Reinhardt  Amy Horowitz 《Structural equation modeling》2013,20(4):603-626

A correlation structure modeling method for comparison of mediated effects is outlined. The procedure permits point and interval estimation of differences in mediator effects, and is useful with models postulating 1 or more predictor, intervening, or response variables that may also be latent constructs. The approach allows scale-free evaluation of differences in effects of any explanatory upon criterion variables transmitted via studied mediators, and is applied on data from a study of older adults with recent vision loss.  相似文献   

Rachel’s literacy stories: unpacking one preservice teacher’s moral perspectives on literacy teaching     

Amy Johnson 《Teachers and Teaching》2013,19(1):97-109

While teacher educators agree that teaching is a profoundly moral activity, little attention has been placed on the moral perspectives about teaching and learning of those entering the teaching workforce. As a way of illustrating the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students, I use methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning. The methods used here to elicit and analyse Rachel’s story can be useful to teacher educators who want to understand how the moral perspectives embedded in teachers’ stories influence the ways in which teachers approach and enact the work of teaching.  相似文献   

Shared Power,Risk-taking,and Innovation: Participatory Action Research in Jewish Education     

Miriam Raider-Roth  Amy Rector-Aranda  Tammy Kaiser  Liron Lipinsky  Alison Weikel  Sara Wolkenfeld 《Journal of Jewish Education》2013,79(2):187-208

ABSTRACT

In this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation.  相似文献   

Finding our way     

Bauer A 《The Journal of perinatal education》2011,20(1):6-7

LONG BEFORE I GOT PREGNANT, MY HUSBAND AND I BEGAN TO PREPARE FOR THE KIND OF BIRTH I HAD ALWAYS IMAGINED FOR MYSELF: peaceful, normal, and without medication or unnecessary medical intervention. In the fall of 2008, I got pregnant. At that same time, I started a new career as a labor and delivery nurse in a hospital that specializes in high-risk labor and birth. My daughter's journey into this world turned out to be the beautiful normal experience we had always imagined. This special experience also helped shape the kind of care I offer as a new labor and delivery nurse.  相似文献   

Sixth-Grade Students’ Views of the Nature of Engineering and Images of Engineers   总被引：1，自引：0，他引：1  

Faik O. Karatas  Amy Micklos  George M. Bodner 《Journal of Science Education and Technology》2011,20(2):123-135

This study investigated the views of the nature of engineering held by 6th-grade students to provide a baseline upon which activities or curriculum materials might be developed to introduce middle-school students to the work of engineers and the process of engineering design. A phenomenographic framework was used to guide the analysis of data collected from: (1) a series of 20 semi-structured interviews with 6th-grade students, (2) drawings created by these students of “an engineer or engineers at work” that were discussed during the interviews, and (3) field notes collected by the researchers during the interviews. The 6th-grade students tended to believe that engineers were individuals who make or build products, although some students understood the role of engineers in the design or planning of products, and, to a lesser extent in testing products to ensure that they “work” and/or are safe to use. The combination of drawings of “engineers or engineering at work” and individual interviews provided more insight into the students’ views of the nature of engineering than either source of data would have offered on its own. Analysis of the data suggested that the students’ concepts of engineers and engineering were fragile, or unstable, and likely to change within the time frame of the interview.  相似文献