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Pittman Ramona T. Lindner Amanda L. Zhang Shuai Binks-Cantrell Emily Malatesha Joshi R. 《Reading and writing》2022,35(9):2075-2076
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Pittman Ramona T. Lindner Amanda L. Zhang Shuai Binks-Cantrell Emily Malatesha Joshi R. 《Reading and writing》2022,35(9):2049-2074
Reading and Writing - Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological.... 相似文献
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Positive Youth Development as a Strategy for Addressing Readiness and Equity: A Commentary 
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下载免费PDF全文 Karen J. Pittman 《Child development》2017,88(4):1172-1174
Attention to addressing child and youth disparities associated with race, gender, and class has significantly increased the demand for guidance on how to help local systems and organizations that already serve low‐income youth and youth of color sharpen program components and improve program practices in ways that address the broader and often more complex needs of these populations. In this commentary, the author reflects on how the research findings and themes in the articles included in the special section (a) advance our ability to answer specific questions such as how to improve social skill growth among trauma‐exposed children and (b) reinforce the importance of continuing to link positive youth development to the tenets of program quality and self‐transformation. 相似文献
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This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period. 相似文献
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Thomas R. Kratochwill Paul H. Pittman 《Journal of educational and psychological consultation》2013,23(1-2):69-95
Core characteristics of problem-solving consultation research, theory, and practice in psychology and education are reevaluated within the context of consultation training agendas. Features of problem-solving consultation must be reconceptualized for advances to occur in future consultation training. Specifically, the consultant-consultee relationship, coordinate power status, consultee's right to reject the consultant's suggestions, involvement of the consultee in the consultation process, the voluntary nature of consultation, and ethical issues are discussed within a broadened framework for consultation training that emphasizes a process in which consultation services can occur on a variety of consultee-client dimensions. These dimensions include case-centered consultation (e.g., teacher-based consultation, parent-based consultation, conjoint parent-teacher consultation, child-based consultation, and peer-mediated consultation), technology training with teachers and parents, and organizational consultation. The expanded conceptual framework for consultation involves not only a reconceptualization of traditional problem-solving consultation core characteristics for practice, but also agendas for new areas within consultation training curricula at both the preservice and inservice levels. Moreover, such a broadened framework demonstrates the necessity for incorporating empirical research from other areas of psychology, education, and organizational management within the area of school consultation. 相似文献
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Sarah J. Geenen Laurie E. Powers Jennifer M. Hogansen James O. E. Pittman 《Exceptionality》2013,21(1):17-30
Abstract This article focuses on the transition experiences of foster youth with disabilities, a group of students with disabilities who have often been neglected by researchers and policy makers. We begin by discussing transition outcomes for youth with disabilities, highlighting the progress that has been achieved in recent years, and noting that much of this progress is related to the effective transition planning practice of promoting self-determination. We then examine the challenging context children in foster care typically face as they move into adulthood, drawing attention to the neglect of policy and practices designed to promote self-determination for foster youth with disabilities. To do this, we describe 4 recent studies by our research group that involve this vulnerable population and stress key elements of self-determination that seem to be lacking in the context in which these youth function. We end by emphasizing the need to continue focusing on this at-risk group of young people, as well as on transition supports that promote their self-determination. 相似文献
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J. Brian Atwater Paul H. Pittman 《Decision Sciences Journal of Innovative Education》2006,4(2):273-292
This article identifies and describes three dimensions of systemic thinking—thinking holistically, thinking dynamically, and thinking in terms of feedback loops. We contend that within the field of business a significant amount of attention has been paid to holistic thinking, but relatively little to the other two dimensions. In addition, we present evidence that managers will need to more fully develop systemic thinking skills as business systems become even more interdependent in the 21st century. Tools are presented that can be used in any area of business to help students develop their systemic thinking skills and gain better insights in their respective fields of study. Examples of how to introduce and use these tools in the classroom are also provided. 相似文献
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Faculty evaluation: Some conceptual considerations 总被引：1，自引：0，他引：1
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Kim M. Pittman 《科学教学研究杂志》1999,36(1):1-22
Recently, a growing awareness of the relationship between assessment and learning has resulted in several major critiques of existing practice and proposals for reform in science education at national and regional levels. One initiative advocates the use of carefully constructed performance tasks that give students opportunities to demonstrate their understanding as they would in the world outside of school. The purpose of this study was to explore relationships among school students' (n = 189) acquisition of meaningful understandings of protein synthesis. Students were tested before and after protein synthesis instruction using a multiple choice assessment format and an open‐ended assessment format. The assessment instrument was designed to measure students' interrelated understanding of protein synthesis. An independent t‐test analysis was conducted on the posttests to measure retention of factual information and gender differences. Analysis of student‐generated analogies also revealed unique patterns in students' understandings of this topic. This research provides information for educators on students' acquisition of meaningful understandings of protein synthesis and has many implications for educators. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1–22, 1999. 相似文献