Using early care and education quality measures with dual language learners: A review of the research     

Ellen Peisner-Feinberg  Virginia Buysse  Allison Fuligni  Margaret Burchinal  Linda Espinosa  Tamara Halle  Dina C. Castro 《Early childhood research quarterly》2014

As the number of young dual language learners (DLLs) in early care and education (ECE) programs is increasing, it is critical to examine how well measures of the quality of practices in these settings reflect the needs of the diverse groups of children being served. This review of the research literature addressed these questions for ECE settings serving children birth-five: whether quality differs for settings serving high proportions of DLLs compared to typical samples, whether existing quality measures exhibit similar psychometric characteristics and associations with child outcomes in settings serving DLL and non-DLL children, and whether DLL-specific measures perform differently than general measures of quality. The search procedure produced 10 research studies that met the criteria for inclusion in the review out of approximately 3800 that were found initially and more than 300 that were reviewed. These studies included 10 out of 46 identified measures of ECE quality, including both general and DLL-specific measures. Findings suggested that widely used general ECE quality measures function similarly for DLLs compared to typical populations with regard to overall quality, psychometric characteristics, and child outcomes. Further research is needed to broaden the knowledge base for a wider variety of measures, beyond center-based settings, and beyond Spanish-speaking DLLs, as well as to enhance methodological approaches. There appear to be potential research opportunities through numerous existing studies that included DLL populations but had not analyzed their data in regard to these groups.  相似文献   

Bricoleurs in preschool: girls poaching horror media and gendered discourses     

Allison S. Henward  Laurie MacGillivray 《Gender and education》2014,26(7):726-742

Children's experiences and understandings are often marginalised in discussions of their own television viewing. Moreover, rarely is attention paid to the meaning children make from and with the ideas and images in media, much less in horror movies. This inquiry examines the horror media talk of a preschool girl in a poor and working-class preschool programme in a conservative Christian area in the Southern United States. One extended story by Jakaysha, a five-year-old African-American girl, is the focus of this paper. Using multiple post-structural theories including Davies' fluidity and Bakhtinian text mapping, we examine the contrasting gendered discourses in her narrative. Combining characters ‘poached’ from various media with discourses from her local community, she creates new horror media. In one reading of her tale, she uses horror to justify a departure from feminised subjectivities, while in another feminised expectations prevail, speaking to the multiple gendered subjectivities for girls.  相似文献   

Nature of Science,Scientific Inquiry,and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry     

Norman G. Lederman  Allison Antink  Stephen Bartos 《Science & Education》2014,23(2):285-302

The primary focus of this article is to illustrate how teachers can use contemporary socio-scientific issues to teach students about nature of scientific knowledge as well as address the science subject matter embedded in the issues. The article provides an initial discussion about the various aspects of nature of scientific knowledge that are addressed. It is important to remember that the aspects of nature of scientific knowledge are not considered to be a comprehensive list, but rather a set of important ideas for adolescent students to learn about scientific knowledge. These ideas have been advocated as important for secondary students by numerous reform documents internationally. Then, several examples are used to illustrate how genetically based socio-scientific issues can be used by teachers to improve students’ understandings of the discussed aspects of nature of scientific knowledge.  相似文献   

Repeated Exposure to Daytime Soap Opera and Shifts in Moral Judgment Toward Social Convention     

Ron Tamborini Ph.D.  René Weber Ph.D.  M.D.  Allison Eden M.A.  Nicholas David Bowman Ph.D.  Matthew Grizzard M.A.  Ph.D. 《广播与电子媒介杂志》2013,57(4):621-640

This study examined the influence of prolonged exposure to soap opera on character dispositions and real-world moral judgments. Eight groups viewed from 0–7 weeks of soap opera prior to a final week after which participants completed measures of disposition towards show characters as well as perceptions of morality in real-world situations. Results demonstrated the effect of prolonged exposure on both the polarization of dispositions toward characters and a trend in moral judgments toward social convention. These findings highlight the role of disposition within social cognitive theory, and the importance of dispositional considerations in understanding learned morality.  相似文献   

Cognitions,Emotions, and Applications: Participants' Experiences of Learning about Strengths in an Academic Library     

Allison Sharp  Jeanine Williamson 《The Journal of Academic Librarianship》2013

This study examined academic library employees' experiences during “strengths education,” a process of learning about individual strengths during a positive psychology intervention. Participants took the Clifton StrengthsFinder test, attended a workshop, and then were interviewed about what they considered to be the effects of the strengths training. The focus of the qualitative analysis was the interviewees' statements about the intrapersonal and interpersonal effects of learning about their strengths. We categorized and coded these statements as cognitions formed, emotions experienced, and applications envisioned. Our findings raise interesting implications for job satisfaction and employee self-esteem, especially during times of change.  相似文献   

The ‘World Politics’ course: changing thinking on international relations education in Ontario Secondary Schools, 1850–1970     

John Allison 《History of education》2013,42(6):731-750

ABSTRACT

What do secondary school students in Ontario, Canada, need to know about the world in which they live in? How did a secondary school ‘World Politics’ course that emerged in Ontario in the 1960s address this question? The ‘World Politics’ course that emerged in the 1960s clearly came about as a result of societal and educational developments. Educators in nineteenth-century Ontario felt no need for such a course. In more recent times, post-Second World War, the discipline of history underwent dramatic upheavals. The opportunities for new courses meant possibilities to reach out to new groups of students. Simultaneously, with this change, the importance of international relations in the history curriculum was reduced but this also allowed for its re-emergence elsewhere. Finally, ‘World Politics’ emerged as one of the responses to the need for an understanding of a much more complex world.  相似文献   

A Review of “Navigating Environmental Attitudes”     

Matt Ferkany  Allison L. Freed  Sarah Riggs Stapleton 《The Journal of environmental education》2013,44(2):134-137

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Introduction to the Peabody Journal of Education 93(4): Tensions Between School Choice and Neighborhood Schools Research     

Ryan Coughlan  Molly Vollman Makris  Allison Roda 《Peabody Journal of Education》2013,88(4):345-348

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PUSH(ing) Limits: Using Fiction in the Classroom for Human Behavior and the Social Environment     

Natasha S. Mendoza  Kimberly Bonta  Philip Horn  Erin Moore  Allison Gibson  David Simmons 《Journal of Teaching in Social Work》2013,33(4):376-391

The use of fiction and autobiography in social science course work has been shown to enhance students' learning experience. Using the novel PUSH, by Sapphire, we designed a curriculum supplement for the social work course, human behavior and the social environment (HBSE) that encourages students to integrate course content in an innovative way and enables them to apply the material to life-like situations. The HBSE supplement allows students to explore poignant and problematic issues that push them past intrapersonal and interpersonal limits. Classes are infused with energy and the critical consciousness of the students. Final projects are a systematic case study of a chosen character (or characters) in the book and are a testament to student critical thinking and creativity. Methods, assignments, and student experiences in an introductory BSW course are described.  相似文献   

Cognition in Context: Students’ Perceptions of Classroom Goal Structures and Reported Cognitive Strategy Use in the College Classroom     

Jennifer A. Lyke  Allison J. Kelaher Young 《Research in higher education》2006,47(4):477-490

This study examined contextual and personal factors related to the use of cognitive strategies by undergraduates. Specifically, students’ goal orientations (intrinsic or extrinsic) and perceptions of the classroom environment (i.e., task or performance structured) were evaluated as predictors of student use of deep or surface level cognitive strategies. Results confirmed earlier work, which indicated intrinsic goal orientation was related to use of deep cognitive strategies and extrinsic goal orientation was related to use of rehearsal. There was no interaction between intrinsic and extrinsic goal orientations on use of either cognitive strategy. In addition, students’ perceptions of classroom environment were significantly correlated with students’ goal orientations. In particular, task structure of classrooms was significantly positively correlated with use of both types of cognitive strategies. Thus, student goal orientation, perception of classroom structure, and use of cognitive strategies appear interdependent, with intrinsic goal orientation moderating the effect of perceived classroom structure on the use of deep cognitive strategies. Results of this study suggest the need for university instructors to be more aware of the roles of both personal and contextual factors affecting student motivation and learning.  相似文献