1994 special issue of the journal of research in science teaching on: Reading,writing, and science understanding     

Larry D. Yore  William G. Holliday  Donna E. Alvermann 《科学教学研究杂志》1992,29(5):533-533

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Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

The reading–science learning–writing connection: Breakthroughs,barriers, and promises     

William G. Holliday  Larry D. Yore  Donna E. Alvermann 《科学教学研究杂志》1994,31(9):877-893

This article establishes a broad framework from which to interpret and evaluate the reading–science learning–writing connection. The presentation of breakthroughs, barriers, and promises is intended to outline the established links between, to identify current bottlenecks in thinking about, and to highlight productive inquiries into, print-based languages and scientific understanding. The ideas presented come from various disciplines connected to science education. The ideas are meant to be informative, provocative, integrative, supportive, and without hidden agenda.  相似文献   

Comparing Science Efficacy Beliefs of Elementary Education Majors in Integrated and Non-Integrated Teacher Education Coursework     

Kenneth P. King  Donna L. Wiseman 《Journal of Science Teacher Education》2001,12(2):143-153

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Educational Developments in the New Germany     

David Phillips 《Compare》1995,25(1):35-47

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HM Inspectorate of Schools and the National Union of Elementary Teachers: a study of their relations, 1870‐82     

Trevor Phillips 《Journal of educational administration and history》1994,26(1):20-34

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The recursive practice of research and teaching: reframing teacher education     

Rebecca Miles  Narelle Lemon  Donna Mathewson Mitchell  Jo-Anne Reid 《Asia-Pacific Journal of Teacher Education》2016,44(4):401-414

As a field, Teacher Education has lived with continued criticism from governmental and research bodies on the quality of professional preparation and the lack of a strong research base. We respond to such criticisms by considering possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. We draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice. In conclusion, we make a methodological case for reframing the roles of teacher and researcher within a “thirdspace” to consider the practice of researching teaching as recursive and always regenerative.  相似文献   

Why deliver learning resources 'online'?     

Kerry Shephard  Denis Wong  Peter Phillips 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):161-163

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Ethics, Critical Thinking, and Professional Communication Pedagogy     

Donna Kienzler 《Technical Communication Quarterly》2001,10(3):319-339

Critical thinking pedagogy offers a supportive environment for teaching ethics in the professional communication classroom. Four important aspects of critical thinking which particularly encourage ethical thought and behavior are identifying and questioning assumptions, seeking a multiplicity of voices and alternatives on a subject, making connections, and fostering active involvement. Focusing on these behaviors allows an ongoing incorporation of ethics into many different aspects of the classroom.  相似文献   

Pre-service physical education teachers’ Indigenous knowledge,cultural competency and pedagogy: a service learning intervention     

Louisa R. Peralta  Donna O’Connor  Wayne G. Cotton  Andrew Bennie 《Teaching Education》2016,27(3):248-266

In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies.  相似文献