Who teaches mathematics content courses for prospective elementary teachers in the United States? Results of a national survey     

Joanna O. Masingila  Dana E. Olanoff  Dennis K. Kwaka 《Journal of Mathematics Teacher Education》2012,15(5):347-358

This article reports on a national survey of higher education institutions in the United States to answer the question, “Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors’ academic and teaching backgrounds?” We surveyed 1,926 institutions, and a faculty member from each of 825 institutions (42.8?%) participated in the survey. The survey results demonstrate that the majority of institutions are not meeting the recommendations of the Conference Board of the Mathematical Sciences (The mathematical education of teachers. American Mathematical Society, Providence, RI, 2001), the National Council of Teachers of Mathematics (Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston, VA, 2005), and the National Council on Teacher Quality (Greenberg and Walsh 2008) for prospective elementary teachers to take at least nine credits of mathematics content designed specifically for them. Additionally, most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics, and most institutions do not provide training and/or support for these instructors.  相似文献   

Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage     

Guppy  Neil  Boud  David  Heap  Tania  Verpoorten  Dominique  Matzat  Uwe  Tai  Joanna  Lutze-Mann  Louise  Roth  Mary  Polly  Patsie  Burgess  Jamie-Lee  Agapito  Jenilyn  Bartolic  Silvia 《Higher Education》2022,84(3):487-504

Higher Education - Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’...  相似文献   

Auditory temporal structure processing in dyslexia: processing of prosodic phrase boundaries is not impaired in children with dyslexia     

Eveline Geiser  Margaret Kjelgaard  Joanna A. Christodoulou  Abigail Cyr  John D. E. Gabrieli 《Annals of dyslexia》2014,64(1):77-90

Reading disability in children with dyslexia has been proposed to reflect impairment in auditory timing perception. We investigated one aspect of timing perception—temporal grouping—as present in prosodic phrase boundaries of natural speech, in age-matched groups of children, ages 6–8 years, with and without dyslexia. Prosodic phrase boundaries are characterized by temporal grouping of functionally related speech elements and can facilitate syntactic processing of speech. For example, temporary syntactic ambiguities, such as early-closure structures, are processed faster when prosodic phrase boundaries are present. We examined children’s prosodic facilitation by measuring their efficiency of sentence processing for temporary syntactic ambiguities spoken with (facilitating) versus without (neutral) prosodic phrase boundaries. Both groups of children benefited similarly from prosodic facilitation, displaying faster reaction times in facilitating compared to neutral prosody. These findings indicate that the use of prosodic phrase boundaries for speech processing is not impaired in children with dyslexia.  相似文献   

What Ever Happened to the “Cool” Kids? Long‐Term Sequelae of Early Adolescent Pseudomature Behavior     

Joseph P. Allen  Megan M. Schad  Barbara Oudekerk  Joanna Chango 《Child development》2014,85(5):1866-1880

Pseudomature behavior—ranging from minor delinquency to precocious romantic involvement—is widely viewed as a nearly normative feature of adolescence. When such behavior occurs early in adolescence, however, it was hypothesized to reflect a misguided overemphasis upon impressing peers and was considered likely to predict long‐term adjustment problems. In a multimethod, multireporter study following a community sample of 184 adolescents from ages 13 to 23, early adolescent pseudomature behavior was linked cross‐sectionally to a heightened desire for peer popularity and to short‐term success with peers. Longitudinal results, however, supported the study's central hypothesis: Early adolescent pseudomature behavior predicted long‐term difficulties in close relationships, as well as significant problems with alcohol and substance use, and elevated levels of criminal behavior.  相似文献   

Revisiting the Two Faces of Child Care Quality: Structure and Process     

Deborah J. Cassidy  Linda L. Hestenes  Joanna K. Hansen  Archana Hegde  Jonghee Shim  Steve Hestenes 《Early education and development》2005,16(4):505-520

While child care quality has been examined in numerous studies, the definition of quality and specifically, the concepts of structural and process quality, have not been adequately explored. In this qualitative analysis of the constructs of process and structural quality, a content analysis of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a commonly used measure of process quality, was conducted to investigate its use as a measure of process quality. Through constant comparative analysis of the ECERS-R at the indicator level, definitions of structure and process were formulated. Results show that over half of the indicators of the ECERS-R are measuring structural quality rather than process quality. Further examination of quality as a dynamic exchange between individuals and context is needed to advance research in the area of early childhood program quality.  相似文献   

Nurture corners in preschool settings: involving and nurturing children and parents     

Kelly Stone  Cheryl Burgess  Brigid Daniel  Joanna Smith  Christine Stephen 《Emotional and Behavioural Difficulties》2017,22(4):383-396

This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The particular characteristics of these three elements seemed to support some parents in developing the parenting skills which were required to consolidate the benefits experienced by their children. These benefits included parents being supported to replicate some of the practices at home and becoming more involved in their children’s learning. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints.  相似文献   

Manipulating Processing Difficulty of Reading Comprehension Questions: The Feasibility of Verbal Item Generation     

Joanna S. Gorin 《Journal of Educational Measurement》2005,42(4):351-373

Based on a previously validated cognitive processing model of reading comprehension, this study experimentally examines potential generative components of text-based multiple-choice reading comprehension test questions. Previous research ( Embretson & Wetzel, 1987 ; Gorin & Embretson, 2005 ; Sheehan & Ginther, 2001 ) shows text encoding and decision processes account for significant proportions of variance in item difficulties. In the current study, Linear Logistic Latent Trait Model (LLTM; Fischer, 1973 ) parameter estimates of experimentally manipulated items are examined to further verify the impact of encoding and decision processes on item difficulty. Results show that manipulation of some passage features, such as increased use of negative wording, significantly increases item difficulty in some cases, whereas others, such as altering the order of information presentation in a passage, did not significantly affect item difficulty, but did affect reaction time. These results suggest that reliable changes in difficulty and response time through algorithmic manipulation of certain task features is feasible. However, non-significant results for several manipulations highlight potential challenges to item generation in establishing direct links between theoretically relevant item features and individual item processing. Further examination of these relationships will be informative to item writers as well as test developers interested in the feasibility of item generation as an assessment tool.  相似文献   

In-betweenness in moving images: six experimental tactics of video-ethnography to narrate South Asian immigrant girls’ subjectivities     

Montserrat Rifà-Valls  Joanna Empain 《Ethnography and Education》2020,15(2):171-189

ABSTRACT

After exploring the interactions between moving image-based art practices and anthropology in recent decades, and the permeable membranes in ethnographic research, we will describe six tactics of video-ethnography used to create experimental narratives with a group of South Asian immigrant girls. Positioned in feminist critical poststructuralism, postcolonial theory and film theory, the research gives visibility to how the participants construct their identities when attending secondary school in Catalonia. Learning from artists like Ursula Biemann and Trinh T. Minh-ha, we have experimented with visual modes of producing cultural knowledge, with the aim of narrating migrant subjectivities and difference through moving images. Specifically, we focus on the production of stories through video-ethnographic research, based on the contributions of Michel de Certeau, who describes tactics as mobile, situated and fluid. In the end, this video-ethnographic research has experimented with reflexivity, ‘facing’, re-framing, in-betweenness, the interval, and spectatorship as tactics of narrating ‘otherness’  相似文献   

Possibilities for critical pedagogy engagement in higher education: exploring students’ openness and acceptance     

Joseph Jeyaraj  Joanna 《Asia Pacific Education Review》2020,21(1):27-38

Asia Pacific Education Review - Critical pedagogy is an approach to teaching and learning which aims to impact social change through education. In this study, the possibility of engaging with...  相似文献   

Student Feelings of Connection to the Campus and Openness to Diversity and Challenge at a Large Research University: Evidence of Progress?     

Jessica J. Summers  Marilla D. Svinicki  Joanna S. Gorin  Teresa A. Sullivan 《Innovative Higher Education》2002,27(1):53-64

Previous research conducted by Pascarella and his colleagues (1996) has shown that undergraduate students tend to change toward greater openness and tolerance to diversity from their freshman to their sophomore year. Although the study by Pascarella includes many different types of universities in the United States, the average size of the entering freshman class in their research was reported to be approximately 4,000 students. While these findings are extremely valued in a general sense, Pascarella believed that they might not be found at very large universities. To our surprise, our findings indicated that large universities may have higher levels of openness to diversity and campus connectedness than what was originally explained by Pascarella.  相似文献