Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s     

Leah O’Toole  Diane McClelland  Deirdre Forde  Suzanne O'Keeffe  Noel Purdy  Carl Anders Säfström  Thomas Walsh 《British Educational Research Journal》2021,47(4):1021-1038

Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.  相似文献   

The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers     

Traga Philippakos  Zoi A.  Voggt  Ashley 《Reading and writing》2021,34(7):1791-1822

Reading and Writing - The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genre-based strategy...  相似文献   

Maintaining Professional Standards in Early Childhood Teacher Preparation: Evaluating Adaptations to Fieldwork-Based Experiences During COVID-19     

Callaway-Cole  Larisa  Kimble  Ashley 《Early Childhood Education Journal》2021,49(5):841-853

At institutions striving to maintain face-to-face field placements and instruction amidst the COVID-19 pandemic, circumstances changed daily in response to new developments at the university, local school districts, and personal circumstances. This mixed-methods study explored and evaluated the adaptations made to early childhood teacher preparation courses in an undergraduate program in order to provide relevant training through a variety of instructional modalities including face-to-face, virtual, hypothetical, and mixed reality. Focused on maintaining professional standards through adapted coursework designed to meet student learning outcomes, instructors reflected on multiple instructional modalities and analysis of demonstrable learning outcomes for students in a four-year bachelor’s degree program resulting in state teacher certification. Data were collected from students from three different cohorts (n?=?26) through course assignments, reflections, and instructor- and self-assessments. Results highlight several areas where students found success in meeting professional standards in new ways including: knowledge of development, relevant and responsive curriculum, collaborative engagement, cultural and familial knowledge, inclusive and individualized design, and flexibility and adaptability. Students were prepared to teach in the following ways: designing curriculum, implementation, and reflective practice. Students felt unprepared to teach citing needing more practice and continued skills development. These findings highlight the need for flexibility in the face of the pandemic and underscore the importance of using the new knowledge and practices generated about student learning to reinvent early childhood teacher education programs when faced with post-pandemic realities.

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Correction to: Incremental Beliefs,STEM Efficacy and STEM Interest among First-Year Undergraduate Students     

Lytle  Ashley  Shin  Jiyun Elizabeth 《Journal of Science Education and Technology》2020,29(2):282-282

Journal of Science Education and Technology - The original version of this article unfortunately contained a mistake in the article title. The word “Students” was inadvertently deleted.  相似文献   

Polydipsia and autoshaping: Drinking and leverpressing as substitutes for eating     

James Allison  Roy Mack 《Learning & behavior》1982,10(4):465-475

Three experiments delivered food at fixed or random intervals independently of the rat’s behavior, always less than the amount eaten with food freely available. The results revealed a Polydipsie response to this experimental suppression of eating, and total drinking decreased as total eating increased. When we added a lever that signaled each food delivery, leverpressing and drinking rose far above their baseline levels; both responses decreased as total eating increased. When a similar schedule presented lever and food independently, rats still became Polydipsie, but showed no sign of autoshaped leverpressing. A fourth experiment revealed a hypophagic response to schedules that suppressed drinking; total eating increased with total drinking. As mutual substitutes in the economic sense, one behavior falls as the other rises; as mutual complements in the economic sense, the two behaviors rise or fall together. We discuss polydipsia and autoshaping in terms of drinking as an intrinsic substitute for eating, and leverpressing as a learned substitute for eating. The results suggest a revision of conservation theory, which views drinking and eating as substitutes when the schedule suppresses eating but as complements when the schedule suppresses drinking.  相似文献   

Exploring the Connections Between Action Research and Teacher Leadership: A Reflection on Teacher-Leader Research for Confronting New Challenges     

Rachel Wolkenhauer  Ashley Pennypacker Hill  Nancy Fichtman Dana  Marisa Stukey 《The New Educator》2017,13(2):117-136

ABSTRACT

This reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance of adjusting to, and studying, the professional development they provided to help teachers deal with a challenging transition to a radically different school space. This article examines the ways practitioner inquiry supported these teachers to be leaders in the new architectural space designed to promote innovative instruction for twenty-first-century teaching and learning. We posit that coupling teacher leadership and teacher research enables teachers (a) to lead with literature, (b) to lead from data, (c) to lead through sharing, and (d) to lead by example.  相似文献   

Examining the Relationship Between 2-year College Entry and Baccalaureate Aspirants’ Academic and Labor Market Outcomes: Impacts,Heterogeneity, and Mechanisms     

Xu  Di  Solanki  Sabrina  Harlow  Ashley 《Research in higher education》2020,61(3):297-329

Research in Higher Education - Using the Education Longitudinal Study of 2002 (ELS:2002), this paper analyzes students’ baccalaureate attainment and early labor market performance, comparing...  相似文献   

Cultural teaching: the development of teaching skills in Maya sibling interactions   总被引：2，自引：0，他引：2  

Maynard AE 《Child development》2002,73(3):969-982

Psychology has considered the development of learning, but the development of teaching in childhood has not been considered. The data presented in this article demonstrate that children develop teaching skills over the course of middle childhood. Seventy-two Maya children (25 boys, 47 girls) ranging in age from 3 to 11 years (M = 6.8 years) were videotaped in sibling caretaking interactions with their 2-year-old brothers and sisters (18 boys, 18 girls). In the context of play, older siblings taught their younger siblings how to do everyday tasks such as washing and cooking. Ethnographic observations, discourse analyses, and quantification of discourse findings showed that children's teaching skills increased over the course of middle childhood. By the age of 4 years, children took responsibility for initiating teaching situations with their toddler siblings. By the age of 8 years, children were highly skilled in using talk combined with manual demonstrations, verbal feedback, explanations, and guiding the body of younger learners. Children's developing competence in teaching helped their younger siblings increase their participation in culturally important tasks.  相似文献   

Factors that Increase the Probability of a Successful Academic Library Job Search     

Max Eckard  Ashley Rosener  Lindy Scripps-Hoekstra 《The Journal of Academic Librarianship》2014

Finding a position in an academic library can be challenging for recent Library and Information Science (LIS) graduates. While LIS students are often encouraged to seek out experience, network, and improve upon their technology skills in hopes of better improving their odds in the job market, little research exists to support this anecdotal advice. This study quantifies the academic and work experiences of recent LIS graduates in order to provide a better understanding of what factors most significantly influence the outcome of their academic library job searches. The survey results demonstrate that the job outlook is most positive for candidates who applied early, obtained academic library experience (preferably employment), participated in professional conferences, and gained familiarity with committee work.  相似文献   

Addressing the big picture: Deaf children and reading assessments     

Ashley Greene-Woods  Natalie Delgado 《Psychology in the schools》2020,57(3):394-401

In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student populations presents some potential issues, particularly the question of whether or not the students’ actual literacy abilities are being identified. The focus is to spotlight a frequently used approach for measuring reading fluency and present an alternative approach.  相似文献