The influence of communal vs. individual learning context on the academic performance in social studies of grade 4–5 African-Americans     

A.?Wade?Boykin  Amy?J.?Lilja  Kenneth?M.?TylerEmail author 《Learning Environments Research》2004,7(3):227-244

Empirical research utilizing the communal learning construct suggests that culturally-informed pedagogy enhances academic performance for African-American children. The present investigation examined the effect of culturally-informed learning contexts on recall performance in geography lessons. The sample consisted of 69 African-American Grade 4–5 public school students. Weeks 1 and 2 consisted of both learning and testing phases. Week 3 consisted only of a testing phase. Analyses of variance techniques revealed that, overall, subjects in the communal learning context performed significantly better on each of the two weekly quizzes and on the comprehensive examination than those in the individual learning context. Limitations of the findings and future research directions are discussed.  相似文献   

Parent/teacher relationships     

Amy Laura Dombro 《Early Childhood Education Journal》1987,14(3):32-32

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Identifying social-emotional problems in young children: perspectives of a program coordinator     

Amy Harris-Solomon   《Early childhood research quarterly》2001,16(4):320

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Our room is it's people     

Amy Laura Dombro 《Early Childhood Education Journal》1980,8(1):8-9

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The U.S. Government Printing Office's initiatives for the Federal Depository Library Program to set the stage for the 21st century     

Ted Priebe  Amy Welch  Marian MacGilvray 《Government Information Quarterly》2008

It is estimated that the majority of federal information is born digital. To that end, the U.S. Government Printing Office is transforming into a 21st century electronic information agency. As part of this effort, the Federal Depository Library Program (FDLP) has been investigating new options for the dissemination of Federal information that incorporate digitization, preservation, electronic metadata, and information retrieval. The FDLP's efforts to find new solutions will improve acquisitions, information access, and collection development for depository libraries. This article describes just a few of the initiatives GPO has undertaken to increase access to electronic U.S. Government information.  相似文献   

Communicating Your Research with Social Media: A Practical Guide to Using Blogs,Podcasts, Data Visualisations and Video,by Amy Mollett,Cheryl Brumley,Chris Gilson,and Sierra Williams     

Amy M. Suiter  Mychal A. Voorhees 《Medical reference services quarterly》2018,37(1):116-117

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Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self     

Amy B. Dellinger  Jacquline J. Bobbett  Dianne F. Olivier  Chad D. Ellett 《Teaching and Teacher Education》2008

This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.  相似文献   

Structural and process features in three types of child care for children from high and low income families   总被引：3，自引：0，他引：3  

Chantelle J. Dowsett  Aletha C. Huston  Amy E. Imes  Lisa Gennetian 《Early childhood research quarterly》2008

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School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs   总被引：1，自引：0，他引：1  

Adam Winsler  Henry Tran  Suzanne C. Hartman  Amy L. Madigan  Louis Manfra  Charles Bleiker 《Early childhood research quarterly》2008

Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school pre-kindergarten programs. Within the context of a large-scale, university–community applied research and evaluation project, The Miami School Readiness Project, children receiving subsidies to attend center-based childcare (n = 1478), children attending free Title 1 public school pre-k programs (n = 1611), and children attending fee-supported public school pre-k programs (n = 749) were individually assessed at the beginning and end of their pre-kindergarten year in the areas of cognitive, language, and fine motor development. Parents and teachers reported on children's socio-emotional strengths and behavior concerns. Findings revealed that although children from all types of programs made considerable school readiness gains in most areas in terms of their national relative standing, children attending public school pre-k programs typically made somewhat greater gains in the areas of cognitive and language development. Results suggest that center-based childcare programs in the community may be beneficial for fostering school readiness within ethnically diverse children in poverty, and that public school pre-kindergarten programs may show even greater gains in some areas. Policy implications are discussed.  相似文献   

Mathematics Teaching as a Deliberate Practice: An Investigation of Elementary Pre-service Teachers' Reflective Thinking During Student Teaching     

Amy Roth McDuffie 《Journal of Mathematics Teacher Education》2004,7(1):33-61

In this case study I examine the reflectivepractices of two elementary pre-serviceteachers during their student teachinginternship. I extend current views ofreflective practice to create a framework for a`deliberate practitioner'. With this framework,I investigate the pre-service teachers'thinking with regard to reflective processesand how they use their pedagogical contentknowledge in their practices. My findingsindicate that the pre-service teachers usetheir pedagogical content knowledge inanticipating problematic events, and inreflecting on problematic events ininstruction. However, limits in pedagogicalcontent knowledge and lack of confidence impedethe pre-service teachers' reflection while inthe act of teaching. They were more likely toreflect on their practices outside of the actof teaching. Implications for teacher educatorsand pre-service teachers are discussed.  相似文献