Teacher Mentoring and Early Literacy Learning: A Case Study of a Mentor-Coach Initiative     

Grace Onchwari  Jared Keengwe 《Early Childhood Education Journal》2010,37(4):311-317

Educational reform policies such as the No Child Left Behind Act continue to place great demands on teachers. Additionally, educational reform policies such as this imply the need for continuous professional development activities that enhance teacher qualifications, especially for practicing teachers. This study examined the effectiveness of a nation-wide mentor-coach initiative towards enhancing teacher pedagogy and its effect on children’s literacy performance. Forty-four Head Start teachers and classrooms were examined. Results indicated that reading and writing scores benefited significantly more when teachers participated in the mentor-coach initiative. These findings suggest that professional development activities such as mentor-coach initiatives, if offered appropriately, can enhance children’s academic performance.  相似文献   

Neonatal smiling in REM states, IV. Premature study     

R N Emde  R D McCartney  R J Harmon 《Child development》1971,42(5):1657-1661

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Rearranging Words文字排列游戏     

Jared 《英语辅导》2003,(6):32-32

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A theoretical framework and model towards media-rich social presence design practices     

Susan Elwood  Karen McCaleb  Mary Fernandez  Jared Keengwe 《Education and Information Technologies》2014,19(1):239-249

Educators are seeing rapid developments in online instruction with regard to not only available technologies, but also in design and teaching practices. Developing and maintaining social presence in an online environment is paramount to the success of a learning environment. This article touches upon some historical perspectives of social presence and proposes a theoretical framework and design guide towards media-rich social presence practices for future research. The design guide in this article adds to the historically text-based social presence applications by posing media-rich, higher-level thinking questions based upon a grounded theoretical framework.  相似文献   

The four ‘R’s of openness and ALMS analysis: frameworks for open educational resources     

John Hilton III  David Wiley  Jared Stein  Aaron Johnson 《Open Learning》2013,28(1):37-44

A significant movement in education concerns the use of open educational resources. By ‘open’ it is generally meant that the resource is available at no cost to others for adaptation and reuse in different contexts. However, ‘open’ is not a simple dichotomy; rather, there is a continuum of openness. We discuss four separate aspects of reuse and demonstrate how these describe different levels of openness. We discuss how the licensing and technical aspects of open educational resources affect the relative openness of an open educational resource. Implications for those creating open educational resources are discussed.  相似文献   

President's Column     

Steve Harmon 《TechTrends》2014,58(2):4-5

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Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers     

Jared Keengwe  Grace Onchwari 《Early Childhood Education Journal》2009,37(3):209-218

Despite the promise of technology in education, many practicing teachers are faced with multiple challenges of effectively integrating technology into their classroom instruction. Additionally, teachers who are successful incorporating educational technology into their instruction recognize that although technology tools have the potential to help children, they are not ends in themselves. This article describes a Summer Institute project that the authors facilitated in a medium sized midwest public university. The summer workshop afforded participating early childhood education teachers exciting opportunities to interact with various instructional tools and technology applications. Further, the practicing teachers explored various strategies to integrate specific technology tools into their lessons in a manner consistent with constructivist pedagogy. This article is intended to stimulate reflections on the need to adopt a suitable technology integration professional development model in early childhood education classrooms to support young learners.  相似文献   

Poll Question Readability and 'Don'T Know' Replies     

Harmon  Mark D. 《Int. Journal of Public Opinion Research》2001,13(1):72-79

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On re-readingThe Hobbit,fifteen years later     

Jared Curtis 《Children‘s Literature in Education》1984,15(2):113-120

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The Brokenness of Broken Windows: An Introductory Statistics Project on Race,Policing, and Criminal Justice     

Jared Warner 《PRIMUS》2019,29(3-4):281-299

Abstract

We describe a semester-long project for an introductory statistics class that studies the broken windows theory of policing and the related issues of race, policing, and criminal justice. The most impactful feature of the project is the data-collection phase, in which students attend and observe a public arraignment court session. This “Court Monitoring Project” was completed in partnership with the Police Reform Organizing Project, a New York City non-profit organization. The mathematical student learning outcomes of the project emphasize the construction and interpretation of various graphical representations of data (contingency tables, bar charts, histograms, box plots, and scatter plots).  相似文献