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1.
Kristin Sue Farley Shayne Piasta Mine Dogucu Ann O’Connell 《Early education and development》2017,28(4):488-505
Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to calculate time spent in small-group literacy instruction. Educators completed questionnaires indicating classroom adult:child ratios, literacy beliefs, and feelings of self-efficacy. Classroom Assessment Scoring System scores for classroom organization and instructional support measured the quality of classroom management and instructional interactions, respectively. On average, educators provided 11.4 min (SD = 10.6) of small-group literacy instruction a day. It is notable that many educators provided little or no small-group literacy instruction. Negative binomial regression analyses indicated that educators with better classroom management, higher quality instructional interactions, and lower adult:child ratios were more likely to use small-group literacy instruction. Educators’ beliefs and feelings of self-efficacy were not associated with the use of small-group literacy instruction. Practice or Policy: Educators may be better able to provide small-group literacy instruction in contexts affording low adult:child ratios and high levels of classroom management and instructional support, all of which are malleable factors that can be changed via policy or professional development. 相似文献
2.
Tricia A. Zucker Laura M. Justice Shayne B. Piasta Joan N. Kaderavek 《Early childhood research quarterly》2010
This study examined the extent to which preschool teachers used literal and inferential questions during classroom-based shared reading. Specific foci included (a) investigating the association among the level of literal or inferential language in the text, teachers’ text-related questions, and children's responses using sequential analysis, and (b) examining the relation between teachers’ inferential questioning and children's vocabulary outcomes. Participants included 25 preschool teachers and 159 four-year-old children. Teachers videotaped their whole-class shared reading of an informational narrative text. Teachers and children's extratextual talk was analyzed and children completed standardized vocabulary assessments in fall and spring of the academic year. When reading this informational narrative text, teachers posed, on average, slightly more inferential questions than literal questions. Significant sequential associations were observed between the level of teachers’ questions and child responses, with inferential questions consistently eliciting inferential child responses. Few characteristics of teachers’ questions were associated with children's vocabulary outcomes. Results suggest that preschool teachers can use inferential questioning to encourage children to participate in conversation at complex, inferential levels; informational texts appear to provide a successful context for this inferential discourse. Implications for teachers and allied professionals are discussed. 相似文献
3.
A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR) 总被引：1，自引：0，他引：1
Jill M. Pentimonti Tricia A. Zucker Laura M. Justice Yaacov Petscher Shayne B. Piasta Joan N. Kaderavek 《Early childhood research quarterly》2012
Participation in shared-reading experiences is associated with children's language and literacy outcomes, yet few standardized assessments of shared-reading quality exist. The purpose of this study was to describe the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize the quality of classroom-based shared-reading sessions in early childhood settings. Participants included 105 preschool teachers. The quality of teachers’ videotaped, whole-class shared-reading sessions was examined using the SABR. Reliability levels for each of the SABRs five constructs were examined, as well as delayed alternate-form reliability and inter-rater reliability. The tools’ factor structure and construct validity were also assessed. Findings provide initial validation and preliminary evidence that the SABR is a reliable and valid tool. Potential uses for early childhood researchers, teachers, and allied professionals are described. 相似文献
4.
Shayne Pepper 《传播与批判/文化研究》2013,10(2):120-138
Between 1987 and 2013, HBO produced or distributed over twenty HIV/AIDS programs. These films trace a cultural shift from an early focus on AIDS as a public health issue to be dealt with through individual “safe-sex” practices and ethical citizenship to a later focus on AIDS as a global pandemic where the explicit strategy becomes a reliance on non-state actors to combat AIDS. This article argues that HBO's HIV/AIDS films are embedded within a cultural approach to AIDS that relies on governmental logics and neoliberal solutions – not direct action, but directing action. 相似文献
5.
Jessica A. R. Logan Shayne B. Piasta Kelly M. Purtell Robert Nichols Rachel E. Schachter 《Child development》2024,95(2):609-624
In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool-aged children's language gains, over a year of early childhood education, were associated with later performance on state-mandated, literacy-focused kindergarten readiness and Grade 3 reading achievement assessments, and (2) whether gains in language, a more complex skill, predicted these outcomes after controlling for more basic emergent literacy skills. There were 724 participating children (mean = 57 months; 51% male; 76% White, 12% Black, 6% multiple races, and 5% Hispanic or Latino). We found that language gains significantly predicted kindergarten readiness when estimated in isolation (effect = 0.24 SDs, p < .001), but not when gains in letter knowledge and phonological awareness were also included. 相似文献
6.
Outdoor leader decision-making is often cited as one of the most important competencies that professionals in the field possess. However, little discussion regarding the development of decision-making ability appears in the outdoor leadership literature. Psychologists in other fields have investigated the progression from novice to expertise and the following scenario illustrates differences: expert/novice decision-making as indicated with submarine commanders and air traffic controllers as subjects. This paper attempts to make theoretical connections between research in cognitive and social psychology, and outdoor leader development, and in doing so, discusses research in expert/novice differences in decision-making, situation assessment, naturalistic decision-making, and professional development. Implications and suggestions are made for application to current training practices; these include training for ill-structured problems, for a heavy workload, time stress and high stakes, as well as multiple players, and organizational norms. Suggestions for additional research are also included. 相似文献
7.
Shayne Galloway 《Journal of Adventure Education & Outdoor Learning》2013,13(1):19-28
Abstract Outdoor leader decision-making is often cited as one of the most important competencies that professionals in the field possess. However, little discussion regarding the development of decision-making ability appears in the outdoor leadership literature. Psychologists in other fields have investigated the progression from novice to expertise and the following scenario illustrates differences: expert/novice decision-making as indicated with submarine commanders and air traffic controllers as subjects. This paper attempts to make theoretical connections between research in cognitive and social psychology, and outdoor leader development, and in doing so, discusses research in expert/novice differences in decision-making, situation assessment, naturalistic decision-making, and professional development. Implications and suggestions are made for application to current training practices; these include training for ill-structured problems, for a heavy workload, time stress and high stakes, as well as multiple players, and organizational norms. Suggestions for additional research are also included. 相似文献
8.
Anita S. McGinty Laura M. JusticeShayne B. Piasta Joan KaderavekXitao Fan 《Early childhood research quarterly》2012,27(1):77
This study examined preschool teachers’ (n = 59) explicit print instruction during shared reading and considered whether the benefits of this practice to children's learning (n = 379) varied as a function of the classroom environment and children's developmental characteristics. Measures of explicit print instruction and the classroom environment (global classroom quality, literacy environment) were obtained by aggregating observations taken across the 30 weeks of the study. Child outcomes were measured as spring print knowledge performance, controlling for fall. Child developmental characteristics were measured directly (language ability) and indirectly (attentional skills) in fall and winter, respectively. Findings showed that explicit print instruction contributed to children's learning, but its benefits decreased as the quality of the classroom and children's attentional skills increased. Implications for research and practice are discussed. 相似文献
9.
Jennifer R. Ottley Shayne B. Piasta Christan Grygas Coogle Caitlin F. Spear Naomi L. Rahn 《Early education and development》2019,30(3):400-422
Research Findings: Bug-in-ear coaching implemented under highly controlled situations has a promising research base. Yet few researchers have examined its effects when implemented within less controlled environments using authentic professional development conditions. The purpose of this study was to examine the implementation and effects of bug-in-ear coaching when staff from a community organization served as community coaches for early childhood educators. We found that community coaches implemented bug-in-ear methods, but additional supports may be necessary to increase the intensity and quality of feedback provided. Effects of the intervention were observed for 1 of the 6 targeted outcomes for educators. However, effects did not translate to children’s communication outcomes. Practice or Policy: Bug-in-ear coaching is 1 method of providing early childhood educators with performance-based feedback. One benefit is that while community coaches observe educators live, they provide feedback that educators can immediately use to improve practice. However, bug-in-ear coaching poses challenges with respect to reviewing goals and reflecting on one’s performance. Community coaches and educators should systematically plan for reflection so that educators can create new implementation goals to improve their practice. Changing educator practice is a complex endeavor, but bug-in-ear coaching is a promising tool for doing so in a supportive manner. 相似文献
10.
Rachel E. Schachter Tara M. Strang Shayne B. Piasta 《Early Years: An International Journal of Research and Development》2019,39(1):80-96
This study used an embedded mixed method design to examine teachers’ experiences with a state-mandated kindergarten readiness assessment during its inaugural year. Participants were 143 kindergarten teachers from one county in a Midwestern state. In general, teachers did not perceive the Kindergarten Readiness Assessment as useful for one of its intended purposes of guiding instruction. Our findings did not indicate an adversity to assessment in general. Rather, perceptions that the new KRA was less useful for practice seemed to stem from administration issues, problems with the content assessed by the KRA, and participants’ misunderstandings regarding the purpose of the KRA. Furthermore, participants reported that the KRA took away valuable time needed to help students adjust to their first time in formal schooling and needed to create a classroom community. Implications for creating and implementing kindergarten readiness and other assessments as well as preparing teachers to use readiness assessments are discussed. 相似文献