Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review     

Tara E. Higgins  Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.

Tara E. HigginsEmail:

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Differential prognosis of reading-disabled children as a function of gender,socieconomic status,IQ, and severity: A longitudinal study     

Michele C. Labuda  J. C. Defries 《Reading and writing》1989,1(1):25-36

Data from 104 reading-disabled subjects tested on two occasions over an average interval of nearly five years were used to test hypotheses of differential prognosis for reading performance and symbol-processing speed as a function of gender, socioeconomic status, general intelligence, and initial severity. With respect to reading performance, significant main effects due to intelligence and severity were found. Moreover, the interaction between initial severity and test occasion was significant for reading performance due to a greater rate of improvement for the more severely disabled subjects. No evidence was obtained, however, for differential developmental rates as a unction of gender, socioeconomic status, or intelligence for this measure. With regard to symbol-processing speed, significant main effects were found due to gender, intelligence, and severity, whereas developmental rates were found to differ as a function of gender and socioeconomic status.  相似文献   

Prediction of attributional consequences in an actual achievement setting     

Douglas J. Palmer  Victor Willson 《Contemporary educational psychology》1982,7(4):334-345

One hundred ninety-six undergraduates who received feedback on a midterm examination participated in this study. A random subgroup formed a cross-validation sample. Through the use of regression analysis, it was found that both objective and subjective performance ratings did not predict subjects' expectancy ratings but did substantially predict their ratings of pride/shame. Inclusion of attributions enhanced prediction of expectancy but not pride/shame ratings of subjects. On the basis of the findings from this study, a partial reformulation of Weiner's attributional model was proposed. In addition, numerous methodological concerns associated with attributional research were examined.  相似文献   

Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change     

Michele Gregoire 《Educational Psychology Review》2003,15(2):147-179

What accounts for well-meaning teachers' lack of implementation of subject-matter reforms, such as making one's classroom centered on problem solving, even when they positively value the reform and believe they are implementing it in their classrooms? Teachers' subject-matter beliefs may constrain them from adopting practices that conflict with those beliefs. The purpose of this article is to propose a theoretical model, the Cognitive–Affective Model of Conceptual Change, that integrates key findings from overly cognitive models of belief change with motivational and affective factors found in social psychology theory and research. This model explains why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' beliefs and supporting them in the process of implementation.  相似文献   

Identifying the training experiences and needs of bilingual school psychologists     

Desire Vega  Jaclyn N. Wolf  Dylan O. Barton  Michele Stathatos  Charlotte Iurino  Lily Hammer 《Psychology in the schools》2019,56(10):1687-1699

The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.  相似文献   

Phillips,D.C. philosophy,science, and social inquiry. New York: Pergamon press, 1987. 210pp. $14.95     

Victor L. Willson 《科学教学研究杂志》1989,26(7):653-655

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How Early Childhood Teachers Perceive the Educational Needs of Military Dependent Children     

Michele L. Stites 《Early Childhood Education Journal》2016,44(2):107-117

Military dependent children remain a largely unexplored subject, particularly in early childhood education. In an effort to fill the gap in the current literature, this research study focuses on how early childhood teachers perceive the educational needs of military dependent children. Previous research in the areas of geographic mobility, parental separation, and socioemotional needs are reviewed and used as a platform for this study. The study includes a survey developed by the researcher used in conjunction with Teacher Observation of Classroom Adaptation—Checklist to further examine the needs of these children from the perceptions of their teachers. The results of the study demonstrate that while early childhood teachers do not perceive a significant difference between military and nonmilitary dependent children in the socioemotional domains of prosocial behavior, concentration, and disruptive behavior, they do believe there is a difference related to stability. Additionally, early childhood teachers noted a negative socioemotional and academic impact related to parental separation and a negative academic impact related to geographic mobility. Teachers’ responses indicated mixed beliefs about the social impact of frequent relocations.  相似文献   

Enhanced handling and positioning in early infancy advances development throughout the first year     

Lobo MA  Galloway JC 《Child development》2012,83(4):1290-1302

Behaviors emerge, in part, from the interplay of infant abilities and caregiver–infant interactions. Cross‐cultural and developmental studies suggest caregiver handling and positioning influence infant development. In this prospective, longitudinal study, the effects of 3 weeks of enhanced handling and positioning experiences provided to 14 infants versus control experiences provided to 14 infants at 2 months of age were assessed with follow‐up through 15 months of age. Behaviors in prone were immediately advanced. Short‐term advancements occurred in multiple behaviors, including prone, head control, reaching, and sitting behaviors. Longer term advancements, up to 12 months after the experience period, occurred in object transfer, crawling and walking behaviors. This suggests broad and long‐lasting changes can arise via brief periods of change in caregiver–infant interactions.  相似文献   

Use of instructional design theory and an individualized hybrid strategy for assessment in library-based instruction     

Michele R. Tennant  Mary Edwards  Michael M. Miyamoto 《Journal of the Medical Library Association》2012,100(4):319-322

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Health literacy and consent forms: librarians support research on human subjects     

Paula G. Raimondo  Ryan L. Harris  Michele Nance  Everly D. Brown 《Journal of the Medical Library Association》2014,102(1):5-8

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