Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership   总被引：1，自引：0，他引：1  

Joan Whitehead  Bernie Fitzgerald 《Teaching and Teacher Education》2007

This paper uses self-study to analyse the development of a generative, research-based approach to mentoring initial teacher training students in a Training School/university partnership and its contribution to redefining teacher education practice. It focuses on the ontological values and co-learning of the authors as they work collaboratively with mentors to develop a democratic form of social practice and relations. The use of video to record the teaching and situated learning of mentors and trainees is explored as are the qualities and conditions which helped foster the shift in power relations between participants as they engaged in reflective dialogue and inquiry. Issues of sustainability and embedding such practices are addressed as is the contribution of practitioner-research accounts to the professional knowledge of other teacher educators, teachers and trainees.  相似文献   

If you can't measure it—it doesn't exist     

Joan Freeman 《High Ability Studies》2007,18(1):65-66

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The Impact of Changing Roles on Relationships between Professionals in Inclusive Programs for Young Children     

Joan Lieber  Paula J. Beckman  Marci J. Hanson  Susan Janko  Jules M. Marquart  Eva Horn  Samuel L. Odom 《Early education and development》1997,8(1):67-82

As inclusion of young children with disabilities into preschool programs has become more prevalent, there have been concomitant changes in the roles assumed by the professionals and paraprofessionals in these programs. In this paper we examine the ways in which inclusive models influence the roles assumed by the program staff and the factors that affect the ability of staff members to assume these roles. Data, which included interviews, participant observation and document analysis, were collected as part of a multi-site national study of inclusive education programs and practices. From these data, themes emerged regarding the changing roles and relationships of staff members in inclusive early childhood programs. These themes are discussed as both facilitators of and barriers to successful inclusive programs.  相似文献   

Being a Student on a Part-time Early Years Degree     

Anne Hughes  Joan Menmuir 《Early Years: An International Journal of Research and Development》2002,22(2):147-161

This paper offers a critical examination of the student experience of a new part-time degree in Early Childhood Studies. The current Scottish Executive emphasis on encouraging lifelong learning through improved access, extended participation and the provision of opportunities for progression has created a climate where studying part-time while continuing to work is receiving active government support. The degree examined in this paper offers Early Years staff the opportunity to continue their personal development as they work and it fits well with the increasing recognition of the need for a more valued and qualified workforce in Early Years. Data on student experiences was collected at the end of the first calendar year of the course through structured student evaluation of the modules delivered and through student responses to a 'Support for Learning Agenda'. The agenda was used twice during the year to encourage reflective comment about ongoing participation in the course and also as the basis for discussion with a personal tutor. Results from the two sets of data highlighted the complexity of balancing work, personal and study commitments in part-time study. The issues which emerged for discussion and further investigation included expectations of the learning environment, the difficulties of making transitions from one type of learning environment to another and a number of issues related to combining study and work. The paper concludes by considering the implications for policy and practice.  相似文献   

Hemispheric object naming and interhemispheric transfer functions in reading disordered subjects     

Joan N. Kaderavek  Michael P. Rastatter 《Reading and writing》1996,8(2):161-169

This study measured unilateral, tachistoscopic naming reaction times of normal and reading disordered children to objects representing two levels of picture vocabulary age. Results of an ANCOVA procedure on the latency data showed main effects for group and stimuli, but not visual field. The latency results suggested parallel, central picture naming operations for each group, with the reading disordered children evidencing significantly longer naming reaction times to each level of stimuli. Arc Sine transformed error data were submitted to an analysis of co-variance procedure and showed a significant stimuli x group interaction. Post hoc tests showed accelerated error rates following right hemispheric stimulation, suggesting anomalous interhemispheric transfer of visual images in the present group of reading disordered children. In addition, left hemispheric stimulations produced significantly more naming errors for the reading disordered subjects as compared to the normal children. Such findings may suggest that a group of higher-ordered processing operations may accompany reading disorders.  相似文献   

Entering and exiting a teacher preparation program: What happens in between?     

Kay?M.?SagmillerEmail author  Joan?Marioni  Younghee?M.?Kim 《Asia Pacific Education Review》2003,4(1):51-66

In determining whether graduates of the Master of Arts in Teaching (MAT) Program at Southern Oregon University were developing the necessary knowledge, skills, and dispositions to teach, faculty members found themselves examining their own practice. This is just what Goodlad (1988) suggested we do: clarify our own beliefs in order to better understand our teacher preparation program. We discovered that the development of the MAT program is primarily shaped by the people who teach within the program. Who we are as people, influences who we are as teachers and, who we are as teachers influences the nature of the teacher preparation program. This discovery underscored the importance of our efforts to steward the development of our students’ personhood as well as their knowledge and skills.  相似文献   

Discussion Paper--Creative Partnerships: Public and voluntary services working together     

Joan Baxter 《Educational Psychology in Practice》2002,18(1):63-72

Recent Government initiatives (National Healthy School Standard; Department for Education and Employment, 1999) and Guidance (Promoting Children's Mental Health within Early Years and School Settings; Department for Education and Employment, 2001) are placing increased expectations on schools to promote the emotional well-being of children. However, teachers are unlikely through initial training to have the skills and knowledge required to undertake these responsibilities unassisted. Moreover, the external support available to schools through public sector agencies is insufficiently resourced to meet a significant and sustained rise in demand. Through its Compact (Home Office, 1998), the previous Government acknowledged the contribution currently made to society by the voluntary sector and its potential to provide further support for those in need. Charities supporting children's social/emotional development and mental health may have much to offer. Projects run by the voluntary sector are already supporting schools across the country, and rapid growth is underway. However, schools need help in procuring, monitoring and evaluating this support to assure quality standards and pupil safety. Both schools and Local Education Authorities (LEAs) have a duty of care. Educational psychologists, trained in child development, research and evaluation, and with access to regulatory processes such as Children's Services Planning and Best Value, should be well-placed to assist and guide their LEA, schools and voluntary sector partners.  相似文献   

Creating Respectful Classroom Environments   总被引：1，自引：0，他引：1  

Regina Miller  Joan Pedro 《Early Childhood Education Journal》2006,33(5):293-299

Creating respectful classroom environments Respect is a critical variable in education. It is critical to each individual child in the classroom environment as well as to the teaching and learning that takes place in the classroom. Children learn by example. Where do they get their examples? This article explores the parameters of teaching and encouraging respect in classrooms for young children. Emphasis is placed on the creation of respectful classroom environments taught by teachers who have themselves been prepared to nurture this kind of environment.  相似文献   

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds     

Zachary Hawes  Michelle Cain  Shelly Jones  Nicole Thomson  Cristol Bailey  Jisoo Seo  Beverly Caswell  Joan Moss 《Mind, Brain, and Education》2020,14(1):71-80

The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice.  相似文献   

Conditioned taste aversion in anesthetized rats: A reply to Burešová and Bureš     

Bernard M. Rabin  Joan S. Rabin 《Learning & behavior》1986,14(4):453-453

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