Weaving new meanings: evaluating children's written responses to a story telling resource package     

Josephine Brady  Elaine Millard 《Literacy》2012,46(1):17-24

This paper documents an evaluation of children's written responses to a story telling package used in an intervention project set up by the National Association for the Teaching of English as part of the larger Inspire Rotherham literacy campaign. The brief was to provide a group of primary teachers with innovative and inspirational approaches to raise the aspiration of Key Stage 2 children (age range 7‐9) and to improve their skills in story writing. The schools, who were self‐ selecting, were given a DVD of a professional story teller narrating tales appropriate to the age group, used alongside drama and role play workshops which helped the teachers engage children in aspects of narrative. The children were asked to retell one of their own favourite stories in writing before hearing the DVD stories and then to repeat this activity at the end of the 6‐week project. They were asked to include both pictures and writing. Their texts were analysed to provide both quantitative and textual data. Children were shown to have adopted many features of the language of the oral narratives they had heard in the second task improving both the structure and imagery of the stories they produced.  相似文献   

Secrets and lies: sex education and gendered memories of childhood's end in an Australian provincial city, 1930s–1950s     

Josephine May 《Sex education》2013,13(1):1-15

There are few historical studies about the sex education of Australian youth. Drawing on a range of sources, including the oral histories of 40 women and men who attended two single‐sex, selective high schools in a provincial Australian city (Newcastle, New South Wales) in the 1930s–1950s, this paper explores the adolescent experience of sex education and gender relations. First, it outlines attempts by the New South Wales State Government and the Newcastle community to introduce sex education, especially during the moral panic about sexuality generated during World War Two. Second, it charts the experiential realm of growing up for adolescent females and males. Hegemonic gender ideology meant that sexual knowledge was mostly kept secret from adolescent girls, and that frightening lies about sexual matters proliferated in the vacuum created by sexual ignorance. For adolescent males, sexual knowledge, while still shrouded in myth and mystery, was more readily available. Indeed sex education classes were introduced at the boys' school in the 1950s, while the girls' school remained silent on the matter for the entire time. At the theoretical level, the paper suggests that the dominant ideology of femininity included sexual ignorance and was allied to the ideology of childhood innocence. Both ideologies were artefacts of patriarchal power.  相似文献   

How adolescent mothers feel about becoming a parent     

Devito J 《The Journal of perinatal education》2010,19(2):25-34

First-time adolescent mothers deal with challenges that place extra demands not only on their stage of adolescent development but also on their ability to adapt to their new role as a parent. The purpose of this study was to explore and better understand first-time adolescent mothers' meaning and experience of parenting during the 4-to-6-week postpartum period. A secondary content analysis was performed, using narrative data collected from a previously conducted study on factors that influence adolescent mothers' self-perceptions of parenting. Three themes emerged from the content analysis: "Being Caught Between Two Worlds," "Feeling Alone and Desperate," and "If I Knew Then What I Know Now." Findings revealed many adolescent mothers are unprepared for the demands of parenthood and, so, need extra guidance, instruction, and support from health-care providers and educators.  相似文献   

IV. THE IMPACT OF SOCIO‐COGNITIVE SELF‐REFERENCE ON PRESCHOOLERS’ MEMORY FOR OWNED OBJECTS     

Josephine Ross  James R. Anderson  Robin N. Campbell 《Monographs of the Society for Research in Child Development》2011,76(3):46-67

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‘I’d like to know why’: cultural capital and MA in education students’ interpretation of feedback commentaries     

Josephine Mirador 《Assessment & Evaluation in Higher Education》2014,39(6):715-728

This article discusses the results of an investigation into selected MA in Education students’ interpretation of feedback to their written assignments in a teaching and learning institution in the UK, using the framework of cultural capital and acculturation. A case study method was adopted to investigate four participants’ thoughts and experiences with feedback over a period of two semesters. Participants were asked to go through a think-aloud process while responding to feedback from tutors to their assignments. Results of the think-aloud were used as springboard for interviews conducted with students. The article argues that students’ diverse and variable interpretations of tutor feedback can be explained by Bourdieu’s notion of ‘connaissance’ or knowledge as cultural capital. Additionally, students were found to have subscribed to the ‘acculturation’ process modelled by tutors in feedback provision.  相似文献   

A survey study of evidence-based medicine training in US and Canadian medical schools     

Maria A. Blanco  Carol F. Capello  Josephine L. Dorsch  Gerald Perry  Mary L. Zanetti 《Journal of the Medical Library Association》2014,102(3):160-168

Purpose:

The authors conducted a survey examining (1) the current state of evidence-based medicine (EBM) curricula in US and Canadian medical schools and corresponding learning objectives, (2) medical educators'' and librarians'' participation in EBM training, and (3) barriers to EBM training.

Methods:

A survey instrument with thirty-four closed and open-ended questions was sent to curricular deans at US and Canadian medical schools. The survey sought information on enrollment and class size; EBM learning objectives, curricular activities, and assessment approaches by year of training; EBM faculty; EBM tools; barriers to implementing EBM curricula and possible ways to overcome them; and innovative approaches to EBM education. Both qualitative and quantitative methods were used for data analysis. Measurable learning objectives were categorized using Bloom''s taxonomy.

Results:

One hundred fifteen medical schools (77.2%) responded. Over half (53%) of the 900 reported learning objectives were measurable. Knowledge application was the predominant category from Bloom''s categories. Most schools integrated EBM into other curricular activities; activities and formal assessment decreased significantly with advanced training. EBM faculty consisted primarily of clinicians, followed by basic scientists and librarians. Various EBM tools were used, with PubMed and the Cochrane database most frequently cited. Lack of time in curricula was rated the most significant barrier. National agreement on required EBM competencies was an extremely helpful factor. Few schools shared innovative approaches.

Conclusions:

Schools need help in overcoming barriers related to EBM curriculum development, implementation, and assessment.

Implications:

Findings can provide a starting point for discussion to develop a standardized competency framework.  相似文献   

Seeking Understanding of Foreign Language Teachers’ Shifting Emotions in Relation to Pupils     

Maria Ruohotie-Lyhty  Aino Korppi  Josephine Moate 《Scandinavian Journal of Educational Research》2018,62(2):272-286

Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers’ emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation.  相似文献   

Social class discrimination in the schooling process: Myth and reality     

Josephine A. Amato 《The Urban Review》1980,12(3):121-130

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The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom     

Josephine Marie Moate 《欧洲师范教育杂志》2011,34(3):333-346

Content and language integrated learning (CLIL) has received significant interest in recent years as a practical means of creating a plurilingual European community. A key feature of CLIL is the non-native speaking teacher responsible for developing learners’ content and language knowledge in a foreign language mediated environment. Teachers often enter the CLIL classroom with established expertise in either content or language learning; however, the impact of entering the foreign language mediated environment is little explored in existing literature. This investigative research is based on six teacher interviews intended to access the teachers’ own understanding of how foreign language mediated teaching impacts their professional integrity. The interviews aimed to explore how CLIL teachers experience the change in language, how new demands are encountered and handled. This research found that foreign language mediated teaching affects teachers’ sense of professional integrity with regard to both the person and the practice of the teacher at a fundamental level.  相似文献   

Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance     

Suzanne Woods‐Groves  Taehoon Choi  Allison Leigh Bruhn  Josephine Fernando 《Psychology in the schools》2019,56(9):1434-1454

This study examined the relationship of teachers’ ratings of students’ 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods‐Groves, 2011) with student performance. Midwestern K‐11 teachers (n = 96) rated students (n = 1,689) via the HBRS: Brief and the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Students’ academic (i.e., standardized tests) and behavioral (i.e., office discipline referrals [ODRs] and absences) performance was compared with HBRS: Brief ratings. Hierarchical linear modeling revealed that teachers’ ratings of students’ 21st century skills were related to the following: (a) Persistence with SDQ conduct problems, academic performance, and absences; (b) curiosity with SDQ emotional symptoms; (c) externalizing affect with SDQ conduct problems, academic performance, and ODRs; (d) internalizing affect with SDQ emotional symptoms and academic performance, and (e) cognition with academics.  相似文献