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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The U.S. Government Printing Office's initiatives for the Federal Depository Library Program to set the stage for the 21st century     

Ted Priebe  Amy Welch  Marian MacGilvray 《Government Information Quarterly》2008

It is estimated that the majority of federal information is born digital. To that end, the U.S. Government Printing Office is transforming into a 21st century electronic information agency. As part of this effort, the Federal Depository Library Program (FDLP) has been investigating new options for the dissemination of Federal information that incorporate digitization, preservation, electronic metadata, and information retrieval. The FDLP's efforts to find new solutions will improve acquisitions, information access, and collection development for depository libraries. This article describes just a few of the initiatives GPO has undertaken to increase access to electronic U.S. Government information.  相似文献   

Communicating Your Research with Social Media: A Practical Guide to Using Blogs,Podcasts, Data Visualisations and Video,by Amy Mollett,Cheryl Brumley,Chris Gilson,and Sierra Williams     

Amy M. Suiter  Mychal A. Voorhees 《Medical reference services quarterly》2018,37(1):116-117

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Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self     

Amy B. Dellinger  Jacquline J. Bobbett  Dianne F. Olivier  Chad D. Ellett 《Teaching and Teacher Education》2008

This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.  相似文献   

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