Preservice teachers,caring communities,and parent partnerships: Challenges and possibilities for early childhood teacher education     

Lisa S. Goldstein 《Journal of Early Childhood Teacher Education》2013,34(1):61-71

Abstract

The creation of caring classroom communities and a heightened focus on the central importance of partnerships between teachers and parents are two significant features of the revised guidelines for developmentally appropriate practices [Developmentally Appropriate Practice in Early Childhood Programs, revised ed., National Association for the Education of Young Children, Washington, DC]. This article reports findings from a study of preservice primary grade teachers’ understandings of caring in which participants developed negative, adversarial beliefs about parents during their initial field placement period. The findings in this study indicate that in order to prepare preservice teachers to meet our expectations for high quality early childhood teaching practices, we must create teacher education programs and coursework specifically aimed at developing commitments to caring community and to parent partnership.  相似文献   

Response to "evolution, revolution, or obsolescence: an examination of writings on the future of health sciences libraries"     

M Coletti  M Goldstein 《Journal of the Medical Library Association : JMLA》2012,100(3):156

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Exploring young and adult learners' perceptions of corrective feedback in ASR‐based CALL system     

Yi Hsuan Wang  Shelley S‐C. Young 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):E77-E80

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Student Authoritarianism and Teacher Authoritarianism as Factors in the Determination of Student Performance and Attitudes     

Richard L. Weiss  Stephen M. Sales  Shelley Bode 《Journal of Experimental Education》2013,81(4):83-87

Recent investigations designed to elucidate the teacher behaviors which are facilitative of positive student attitudes and increased student performance have presented inconsistent results. It is hypothesized that the inconsistency between studies may be due to an interaction between teacher characteristics and student characteristics in the determination of the dependent variables involved. To test this hypothesis, teachers and students in a West Coast high school were administered a revised version of the California F-Scale (a measure of authoritarianism). High- and Low-F groups of both teachers and students were selected, and students’ grades and attitudes toward their teachers were observed. It was found that High-F students exposed to Low-F teachers showed particularly low attitudes toward their teachers and particularly low grades. Data for other combinations of student and teacher characteristics were essentially equivalent.  相似文献   

Distance learners of German and intercultural competence     

Uwe Baumann  Monica Shelley 《Open Learning》2013,28(3):191-204

The article describes a research project undertaken with advanced adult learners of German at a distance at The Open University, United Kingdom. Their gains in intercultural competence were investigated by looking at how far the students met the prescribed learning outcomes, their knowledge items, language skills, attitudes towards Germans and their assessment results. The findings show that this particular group of learners felt that they had achieved the different requirements of the stated learning outcomes to a surprisingly high level and demonstrated a high level of intercultural competence. In addition, these learners were able to articulate their opinions of commonly held attitudes and stereotypical views about Germans and offered reflective insights into why their personal attitudes differed in many respects from more commonly held views.  相似文献   

Evaluation and the Three Bears     

William Goldstein 《Clearing house (Menasha, Wis.)》2013,86(7)

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A response to Gorard on social segregation     

Harvey Goldstein  Philip Noden 《牛津教育评论》2013,39(3):441-442

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Collaborative action research in Northern Canadian rural and Indigenous schools: learning about young children’s oral language in play contexts     

Shelley Stagg Peterson  Laureen J. McIntyre  Lena Glaés-Coutts 《Educational Action Research》2013,21(5):787-802

This article reports on collaborative action research in twelve northern rural and Indigenous communities in four Canadian provinces. Pre-kindergarten, kindergarten, grade one, and Aboriginal Head Start teachers worked with university researchers in three universities to create action research projects with the aim of supporting children’s oral language and writing through play in their classrooms. Inductive analysis of focus group data shows that teachers gained understandings about play as a context both for supporting and for authentic assessment of young children’s oral language. The building of trusting relationships, built through ongoing collaboration with colleagues within their schools and across four provinces, in addition to collaboration with university researchers over a number of years, was viewed as particularly influential to teachers’ professional learning. Additionally, teachers talked about the value of opportunities to contribute to the development of teaching and assessment tools. Participating teachers came to see themselves as making valuable contributions to professional knowledge beyond their northern communities. The 4R’s for conducting research in Indigenous contexts (reciprocity, respect, relevance, and responsibility) provide a framework for deriving implications from this collaborative research. It is important that the results of collaborative action research conducted in rural and Indigenous schools be widely disseminated to provide alternative perspectives to curriculum, research and practice that tend to be urban-oriented.  相似文献   

The Value of Vocalizing: Five-Month-Old Infants Associate Their Own Noncry Vocalizations With Responses From Caregivers     

Michael H. Goldstein  Jennifer A. Schwade  Marc H. Bornstein 《Child development》2009,80(3):636-644

The early noncry vocalizations of infants are salient social signals. Caregivers spontaneously respond to 30%–50% of these sounds, and their responsiveness to infants’ prelinguistic noncry vocalizations facilitates the development of phonology and speech. Have infants learned that their vocalizations influence the behavior of social partners? If they have, infants should show an extinction burst in vocalizing when adults temporarily stop responding to infant vocalizations. Thirty‐eight 5‐month‐olds were tested in the still‐face paradigm with an unfamiliar adult. When the adult assumed a still face, infants showed an extinction burst. Thus, 5‐month‐olds have learned the social efficacy of their vocalizations on caregivers’ behavior. Furthermore, the magnitude of 5‐month infants’ extinction bursts predicted their language comprehension at 13 months.  相似文献   

Transitioning in elementary school: parent advocacy and teacher allyship     

Tara Goldstein  Austen Koecher  Pamela Baer  benjamin lee hicks 《Teaching Education》2018,29(2):165-177

This paper examines how parent advocacy and teacher allyship played an important role in supporting six-year-old Violet Addley’s (a pseudonym) gender transition in elementary school. We first met the Addley family in the spring of 2015 when we interviewed them for a research study on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) families in Ontario schools. The goals of the study are to interview LGBTQ families about issues that come up at school, document how families have worked with schools to create safer and more respectful classrooms for their children, and share the families’ interviews with teachers and principals so they can begin to think about the ways they can best work with LGBTQ parents and their children. Our paper also discusses what a group of teachers learned about parent advocacy and teacher allyship from their engagement with the Addley family interviews.  相似文献