排序方式： 共有79条查询结果，搜索用时 562 毫秒
1.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
2.
Kelli Cargile Cook 《Technical Communication Quarterly》2002,11(1):5-29
This article proposes a theoretical frame for technical communication peda- gogy based on six layered literacies: basic, rhetorical, social, technological, ethical, and critical. The layered literacies frame advocates diverse instruction in technical communication programs, ranging from the ancient art of rhetoric to the most contemporary of technologies, from basic reading and writing skills to ethical and critical situational analyses. The article also suggests how the frame can be applied to a program of study or individual course in order to establish teaching objectives; develop course and lesson activities; and assess pedagogical materials, students, and programs. 相似文献
3.
4.
Roberts J. Kyle Henson Robin K. Tharp Barbara Z. Moreno Nancy P. 《Journal of Science Teacher Education》2001,12(3):199-213
Journal of Science Teacher Education - 相似文献
5.
The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors. 相似文献
6.
Kelli A. Rushek 《Diaspora, Indigenous, and Minority Education》2017,11(3):139-147
This conceptual research paper explores educational reformation through the theoretical work of Appadurai (1996) and Castells (2000) in the flows and connectivity of global networks. It discusses the global, national, and local effects of the neoliberal ideological reformations in education and their effects on the African American student population from underserved communities, specifically drawing from the author’s experience as a high school teacher in Chicago Public Schools (CPS). Competition between nation-states and the creation of a so-called model minority have led to a rise in accountability measures in education, resulting in a high-stakes testing regime. The unintended negative consequences of these reformations belie the educational preparation for a student in the global sphere, leading to the further marginalization of African American students in underserved communities. 相似文献
7.
Kelli Cargile Cook 《Technical Communication Quarterly》2013,22(1):55-82
This article argues that the online environment is optimal for teaching prospective instructors how to develop and implement online courses. To support this claim, the author draws on hypertext theories to define the online course archive as a constructive hypertext and to describe the work the course archive is able to do when used to instruct prospective online instructors. The claim is further supported through a quantitative and qualitative analysis of a course archive. 相似文献
8.
In the open marketplace of visuals where the most valued photographs “rise to the top” via tweets, likes, and retweets rather than being dictated by professionals, the study of what makes an image go really social is merited. One occurrence during which professional photojournalism and nonprofessional photography truly coexist, intermingle, and blur is that of a natural disaster. A body of research exists that has examined the visual framing of disasters, but none has addressed how these differently framed photos go social online or by whom. In this study, 1,078 Twitter photos shared by professional media outlets and nonprofessional tweeters were examined to see what portrayals of photos are elevated in the network. Established frames and new frames were examined: depictions of people, emotional hierarchy, novelty, victims, ordinary people, uniforms, emergency professionals, valence, pragmatic, human interest, and political. The results add empirical evidence to the different ways that professional members of media and other visual sharers understand, visually communicate, and react to disaster and add to the visual framing literature an element of really social visual framing. 相似文献
9.
Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development
(Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games
for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into
daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs
for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation
and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s
diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive
academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an
atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for
the growth and development of the early childhood learner. 相似文献
10.
Mitchell L. Thom Blair A. Kimble Kelli Qua Susanne Wish-Baratz 《Anatomical sciences education》2021,14(5):552-561
In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward. 相似文献