Literature Circles: Reducing Reading Stress     

Charlotte Hendrick Keefe 《Literacy》1996,30(3):29-32

The concept of literature circles is now familiar in American and Australian literature about reading, but it does not as yet have great currency in this country. This article by Charlotte Keefe may do much to change this as it very lucidly explains the benefits of and teaching strategies underlying the use of literature circles. As Charlotte points out, they may do much to alleviate those of children's problems with reading which stem from not seeing the point and deriving little pleasure from the experience.  相似文献   

Development and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movements   总被引：1，自引：0，他引：1  

Gail R. Luera  Charlotte A. Otto 《Journal of Science Teacher Education》2005,16(3):241-258

The National Science Education Standards (National Research Council 1996, National science education standards. Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses.  相似文献   

Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens     

Jen Slater  Charlotte Jones  Lisa Procter 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):412-423

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Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children''s School-based Competence   总被引：5，自引：0，他引：5  

Charlotte J. Patterson  Janis B. Kupersmidt  Nancy A. Vaden 《Child development》1990,61(2):485-494

In the United States, being black, male, or growing up in a low-income and/or single-parent household have all been identified as risk factors for maladjustment during childhood. Interpretation of these findings is, however, often difficult because of the well-known associations among these variables. In the present study, we compared predictions of 3 different forms of children's competence from each of these 4 variables. In a sample of 868 black and white elementary school children from 2-parent and mother-headed 1-parent homes, we studied 3 aspects of school-based competence: conduct, peer relations, and academic achievement. Results showed that although the independent variables accounted for different amounts of variance in each domain of competence, income level and gender were better overall predictors of children's competence in conduct and peer relations than were ethnicity or household composition. Income level and ethnicity were better overall predictors of academic achievement than were gender or household composition, although each of the 4 variables made a significant contribution. Overall, income level and gender were thus the strongest predictors of children's competence. Black children were, however, more likely than white children to live in low-income homes. Our results thus highlighted some correlates of the unequal distribution of economic resources among black and white children growing up in the United States today.  相似文献   

An Innovative Course Featuring Action Research Integrated with Unifying Science Themes     

Charlotte A. Otto  Gail R. Luera  Susan A. Everett 《Journal of Science Teacher Education》2009,20(6):537-552

In this article, we describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying theme in science (AAAS in Science for all Americans. Oxford University Press, New York, 1989; NRC in National science education standards. National Academy Press, Washington, DC, 1996). The goals of the capstone course are to increase student knowledge of the unifying theme, improve written communication skills, and introduce students to educational research. We provide evidence that each of these goals is met. Student growth in theme knowledge is demonstrated through concept maps, questionnaires, and previously reported assessments. Improved writing ability is demonstrated using the spelling and grammar checking feature of Microsoft Word. The analysis of action research reports demonstrates that students are able to connect their action research project results to previous research.  相似文献   

Effectiveness of school‐based psychotherapy: A meta‐analysis of dissertation research     

Robert J. Reese  H. Thompson Prout  Emily H. Zirkelback  Charlotte R. Anderson 《Psychology in the schools》2010,47(10):1035-1045

A meta‐analysis was conducted with 65 school‐based psychotherapy and counseling dissertations over the last 10 years (1998–2008) to assess if a file‐drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school‐based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 meta‐analysis conducted with published school‐based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta‐analysis of school‐based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent psychotherapy outcome literature. Most of the dissertation studies evaluated group interventions and used a cognitive–behavioral or skills training intervention. Skills training and interventions with elementary‐school students yielded the largest effect sizes. Comparisons of the current study with previous school‐based intervention meta‐analyses are discussed as are suggestions for future research. © 2010 Wiley Periodicals, Inc.  相似文献   

Transitioning in higher education: an exploration of psychological and contextual factors affecting student satisfaction     

Charlotte R. Pennington  Elizabeth A. Bates  Lauren T. Bolam 《Journal of Further & Higher Education》2018,42(5):596-607

In view of recent changes in the higher education sector, such as increased tuition fees, a greater focus has been placed on widening participation initiatives and monitoring student satisfaction. The aims of the current study were twofold: (1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to examine longitudinally the factors associated with course satisfaction. Eighty-eight first-year psychology students completed a questionnaire measuring academic self-efficacy, social identity and student satisfaction at the start (Time 1, November 2015) and end (Time 2, March 2016) of the academic year. Findings indicated that students who participated in a pre-entry programme reported higher academic self-efficacy and satisfaction compared to typical route students. Moreover, academic self-efficacy predicted student satisfaction at the start of the academic year, whereas in-group affect (a facet of social identity) predicted this at the end of the academic year. The current findings indicate that pre-entry programmes may have a positive impact on students’ sense of academic self-efficacy. On a more general level, the findings also suggest that academic self-efficacy and social identity may be key indicators of student satisfaction. This highlights the complexities of the concept of ‘student satisfaction’, and demonstrates the utility of examining multiple factors relating to student satisfaction across different time points.  相似文献   

Threshold concepts in higher education: a synthesis of the literature relating to measurement of threshold crossing     

Kelli Nicola-Richmond  Geneviève Pépin  Helen Larkin  Charlotte Taylor 《高等教育研究与发展》2018,37(1):101-114

In relation to teaching and learning approaches that improve student learning outcomes, threshold concepts have generated substantial interest in higher education. They have been described as ‘portals’ that lead to a transformed way of understanding or thinking, enabling learners to progress, and have been enthusiastically adopted to inform teaching approaches and curriculum design. A growing body of literature has critiqued the relevance and applicability of the threshold concept theory and identified threshold concepts relevant to specific disciplines. More recent research has identified how students cross these thresholds and provided measures of the successful acquisition of threshold concepts. This literature synthesis critiques existing evidence on threshold crossing and acquisition to provide a succinct and informative overview of the outcomes to date. Key questions relevant to educators and researchers investigating whether students acquire the threshold concepts associated with their teaching, arose from the literature synthesis. These were: whether or not threshold crossing can be measured; how variation in student learning can be addressed during measurement; tools that can be used for measuring threshold crossing; whether the way units or concepts are taught should alter prior to measurement, and the challenges and limitations of measuring threshold crossing.  相似文献   

Interdisciplinary collaboration as a prerequisite for inclusive education     

Lotte Hedegaard-Soerensen  Charlotte Riis Jensen  Ditte Maria Børglum Tofteng 《欧洲特需教育杂志》2018,33(3):382-395

This article reports on findings from a research project on interdisciplinary collaboration between mainstream school teachers and special school teachers. The aim of the research project has been to examine the knowledge of special school teachers and how this knowledge can contribute to the development of an inclusive learning environment in mainstream schools. Not as a simple task of transferring knowledge, but as a process of transforming knowledge through interdisciplinary collaboration and co-teaching. The design of the study is inspired by the notion of participation within action research as a research approach. Thus the thick data generated from reflective activities in the study design are analysed within a narrative and practice directed strategy of analysis.  相似文献   

Behavioral synchronization and affiliation: Dogs exhibit human-like skills     

Charlotte Duranton  Florence Gaunet 《Learning & behavior》2018,46(4):364-373

Behavioral synchronization is evolutionary adaptive, fostering social cohesion. In humans, affiliation between partners is associated with a high level of behavioral synchronization; people show increased affiliation towards people who synchronize with them. Surprisingly, until recently, little was known about these phenomena at an interspecific level, which is, however, essential to better understand the respective roles of evolution and ontogeny. After presenting why dog–human dyads are a relevant biological model to study this field of social cognition, we review the recent findings about dog–human behavioral synchronization. We summarize recently published findings on behavioral synchronization and affiliation between dogs and humans. We also review results showing that genetic selection modulates behavioral synchronization propensity in dogs, emphasizing the role of genetic selection on dog’s social behaviors towards humans. Finally, we discuss the possible evolutionary influences and proximate mechanisms of this phenomenon. We conclude that, as in humans, behavioral synchronization acts as a social glue between dogs and humans. After dogs’ ability to use human-directional cues or to produce referential cues towards humans, we evidenced a new human-like social process in the dog, at the interspecfic level with humans.  相似文献