The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers   总被引：1，自引：0，他引：1  

Bridget A. Walsh  Pamela Blewitt 《Early Childhood Education Journal》2006,33(4):273-278

The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all.  相似文献   

Lifelong learning and the reform of the teaching practicum in Australia     

Ron Toomey Corresponding author  Judith Chapman  Janet Gaff  Jacqueline McGilp  Maureen Walsh  Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34

This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all.  相似文献   

Equitable representation of deaf people in mainstream academia: Why not?     

Kathryn Woodcock  Meg J. Rohan  Linda Campbell 《Higher Education》2007,53(3):359-379

Approximately 5% of people in most countries have deafness or significant hearing loss. This significant minority is underrepresented in mainstream universities across the world. Background information about deafness, relevant technology and its drawbacks, and the use of interpreters are discussed. The barriers to equitable representation of qualified Deaf academics in university settings are reviewed. The experiences of three Deaf academics who teach in mainstream universities are discussed, and suggestions for resolution are offered. Examples are cited for teaching, research and service, the threefold duties of the successful academic. Continuing access difficulties mean that only a few deaf graduates now consider doctoral study; cost and the perception of cost, as well as negative attitudes and lack of knowledge may mean that the few successful graduates have difficulties gaining employment; successful tenure and promotion prospects may also be hindered for the same reasons. We also provide recommendations how barriers for successful Deaf academics can be removed or mitigated.  相似文献   

Rhetoric Versus Reality in Educational Reform: The Case of the National Science Foundation's Urban Systemic Initiative     

Kathryn M. Borman  Bridget Cotner  M. Yvette Baber  Theodore Boydston  William Katzenmeyer  Gladis Kersaint  Jeffrey Kromrey  Reginald Lee  Kazawaki Uekawa 《Journal of Educational Change》2004,5(3):249-266

In this paper, we present findings from a study assessing the impact of reforms on mathematics and science instruction to illustrate the multiple levels at which educational change must occur to promote student achievement and close achievement gaps. We undertake an analysis of the extent to which the rhetoric of national policy, in this case, the National Science Foundation's Urban Systemic Initiative, matches the realities of the day-to-day classroom practices we evaluated in our study. Addressed here is the problem of how applied anthropologists can broaden the scope of research and research findings from the edges of the societal mainstream to address larger policy issues. More globally, we discuss the influence of contemporary applied anthropologists and their colleagues who study marginalized groups on educational research.  相似文献   

‘Philanthropizing’ consent: how a private foundation pushed through national learning standards in Brazil     

Rebecca Tarlau  Kathryn Moeller 《教育政策杂志》2020,35(3):337-366

ABSTRACT

This article explores how the Base Nacional Comum Curricular (National Learning Standards), entered the policy debate in Brazil and became the most important reform initiative of the Ministry of Education between 2015 and 2017. We argue that this accelerated policy process was contingent upon the practice of philanthropizing consent: foundations’ use of material resources, knowledge production, media power, and informal and formal networks to garner the consent of multiple social and institutional actors to support a public policy. In other words, these foundations do not impose policies on governments; rather, they ‘render technical’ high-stakes political debates on pressing issues of educational equity and then influence state officials’ consensus about which policies to adopt. We argue that this philanthropic influence is not simply a neoliberal, profit-maximizing scheme; rather, it is an attempt by foundation and corporate leaders to garner power and influence on different scales, and re-make public education in their own image. Although this educational policy game is in many ways participatory and widely accepted, foundations are only able to play this role due to their tremendous economic power, a direct product of the unequal global political economy, and the systematic defunding of the public sphere.  相似文献   

VOICES OF DISAFFECTED PUPILS: IMPLICATIONS FOR POLICY AND PRACTICE   总被引：3，自引：0，他引：3  

Kathryn Riley  Jim Docking 《British Journal of Educational Studies》2004,52(2):166-179

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Big change question As national policy-makers seek to find solutions to national education issues, do international comparisons such as TIMMS and PISA create a wider understanding, or do they serve to promote the orthodoxies of international agencies?     

Kathryn Riley  Harry Torrance 《Journal of Educational Change》2003,4(4):419-425

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Professional Conversations and Professional Growth   总被引：1，自引：0，他引：1  

Murray S. Britt  Kathryn C. Irwin  Garth Ritchie 《Journal of Mathematics Teacher Education》2001,4(1):29-53

A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results, as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers. We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics; these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without recourse to a specialist's advice. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Impacts and effects of action learning in practice     

Sue Smith  Kathryn Winterburn  Kath Aspinwall  Christine Abbot 《Action Learning: Research and Practice》2017,14(3):256-257

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Trends and issues in instructional design and technology     

Gary J. Anglin  Kathryn Ley 《Educational technology research and development : ETR & D》2002,50(4):67-71

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