Editorial. Professional development: The growth and learning of teachers as professionals over time     

William C. Kyle 《科学教学研究杂志》1995,32(7):679-681

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The success and failure of one mandated reform for young children     

Ellen McIntyre  Diane W. Kyle 《Teaching and Teacher Education》2006,22(8):1130-1144

This article illustrates the implementation of a school reform policy for educating young children in one south eastern state in the US, a reform known as the non-graded primary program. The reform is examined through the lens of Sabatier and Mazmanian's [(1981). The implementation of public policy: A framework for analysis. In D.A. Mazmanian, & P.A. Sabatier (Eds.), Effective policy implementation (pp. 3–36). Lexington, MA: Lexington Books] framework for policy implementation and Hashweh's [(2003). Teacher accommodative change. Teaching and Teacher Education, 19, 421–434] model of accommodative change which proposes to explain how individual teachers change their practices. The article features four related studies of teacher change and the attitudes of teachers, administrators, and community members. The community, politics, and media had an impact on the sustainability of the change, and subsequently, after 10 years, many teachers had reverted to old practices. Teachers who made the most progressive changes were those whose beliefs were philosophically aligned with the theory of the policy, had excellent and continued professional development, and had supportive leadership.  相似文献   

An investigation of early childhood teachers’ perceptions of families through a photo-sharing activity     

Kyle Miller 《Journal of Early Childhood Teacher Education》2018,39(2):131-149

This study examined parent–teacher interactions during a photo-sharing project at three early childhood centers that serve as clinical sites for early childhood preservice teachers. Families were provided with a digital camera for one week to document activities they used to support children’s early learning and development. Families then participated in an interview with their child’s teacher to share and discuss the meaning behind the images. Upon completion, teachers participated in a follow-up interview with the researchers to reflect on the process and their relationships with families. Data were thematically analyzed through the theoretical lens of cultural capital, and findings suggested that previously established power dynamics and assumptions about families interfered with the photo-sharing process aimed at enhancing home–school relationships. Families at a higher-income center possessed the most power in relationships, while families enrolled at lower-income centers possessed less power. Implications for early childhood professionals are discussed, specifically related to addressing biases in home–school relationships and adequately preparing preservice teachers to work with a diverse range of families in equitable ways.  相似文献   

Books for providers and advocates     

John E. Kyle  Hakim M. Rashid 《Early Childhood Education Journal》1981,8(4):34-37

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Genetic rhetorical criticism: An alternative methodology for studying multi-versioned rhetorical works     

Kyle Jensen 《Quarterly Journal of Speech》2016,102(3):264-285

This essay presents genetic rhetorical criticism as an alternative methodology for the study of multi-versioned rhetorical works. In contrast to methodologies of textual authentication, which focus on the synchronic delivery of public address, genetic rhetorical criticism focuses on the diachronic movement of writing that both precedes and exceeds the work’s introduction to public history. It does so by affirming the value of unauthorized versions of rhetorical works, which deepen the field’s understanding of both particular rhetorical works and the textual dynamics of rhetoric. To support these claims, this essay reassesses the textual histories of both Abraham Lincoln’s “Gettysburg Address” and Kenneth Burke’s A Rhetoric of Motives. Engaging both works simultaneously shows that there are fundamental features of textuality that unite speech-centered and writing-centered rhetorical works. It also demonstrates that the textual histories of rhetorical works can support multiple scholarly interpretations.  相似文献   

Erratum to: Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough?     

Qing Zhang  Kyle L. Peck  Adelina Hristova  Kathryn W. Jablokow  Vicki Hoffman  Eunsung Park  Rebecca Yvonne Bayeck 《Educational technology research and development : ETR & D》2016,64(6):1361-1361

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Interrupting the Pathway From Discrimination to Black Adolescents’ Psychosocial Outcomes: The Contribution of Parental Racial Worries and Racial Socialization Competency     

Riana E. Anderson  Shawn C.T. Jones  Farzana T. Saleem  Isha Metzger  Nkemka Anyiwo  Kyle Simone Nisbeth  Kiana D. Bess  Kenneth Resnicow  Howard C. Stevenson 《Child development》2021,92(6):2375-2394

Racial discrimination can lead to psychosocial problems for Black adolescents, including internalization (e.g., depression) and externalization (e.g., conduct problems). Black parents (N = 186; M_age = 42.9) of adolescents (ages 10–18) were assessed to investigate how parental worries and racial socialization competency (i.e., confidence, skills, and stress) contribute to the association between parental discrimination experiences and their adolescents’ psychosocial problems. Mediation analyses indicated that the total direct models with discrimination, worries, and problems had good fit, and that the addition of worry mediated the discrimination-problems association. Furthermore, racial socialization competency moderated the association between worry and problems, wherein greater competency was associated with less impact of worry on problems. Findings illuminate potential intervention targets for buffering discrimination’s influence on adolescents’ psychosocial functioning.  相似文献   

Co‐education and the Egalitarian Myth in Colonial Australia     

Noeline Kyle 《Journal of educational administration and history》1988,20(2):22-28

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On the messiness of activism from the inside: Global water charities,organizational ethnography,and the politics of change     

Kyle Bunds 《Review of Education, Pedagogy & Cultural Studies》2016,38(3):236-259

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Shifting paradigms: Emerging issues for educational policy and practice     

John Fischetti  Allan Dittmer  Diane Wells Kyle 《The Teacher Educator》2013,48(3):189-201

Abstract

Within the current national context of educational reform, educators are generating a new paradigm about teaching and learning. This shift is occurring as a consequence of rethinking nearly all aspects of schooling. The new paradigm is competing with, an older one. Time will tell whether or not the new one will replace the old one, but clearly they cannot coexist because they are so fundamentally different. The new paradigm is based on the latest research on cognitive developmental and constructivist theory, and the old paradigm is based on reductionist principles and behavioral theory.

This article creates a framework for understanding the paradigm shift, describes how the shift applies to instructional practices, synthesizes several principles and indicators that can guide the observation of teaching, and discusses issues yet to be resolved.  相似文献