東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Cognitive Work Analysis of a Pedag...

Picher, Mary Elizabeth.

Linked to FindBook

Google Book

Amazon

博客來

A Cognitive Work Analysis of a Pedagogical Documentation Technology in Ontario's Kindergarten Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Cognitive Work Analysis of a Pedagogical Documentation Technology in Ontario's Kindergarten Program./
Author:	Picher, Mary Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	277 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27540652
ISBN:	9781392428450

A Cognitive Work Analysis of a Pedagogical Documentation Technology in Ontario's Kindergarten Program.
Picher, Mary Elizabeth.

A Cognitive Work Analysis of a Pedagogical Documentation Technology in Ontario's Kindergarten Program. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 277 p.

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2019.

This item must not be sold to any third party vendors.

Research has shown that factors related to the home learning environment are roughly twice as significant in influencing the social and cognitive development of young children as any factors related to preschool (Siraj-Blatchford, Taggart, Sylva, Sammons, & Melhuish, 2008). Therefore, maintaining a reciprocal connection between the home learning environment and school has become a critical component of early childhood educational programs in Canada. Recently, early childhood practitioners have been turning to pedagogical documentation technology (PDT) to forge this connection. This study examined the impact of a PDT, called Storypark, on the home-school connection in 11 kindergarten classrooms at four schools in a large, urban school district in Ontario. By applying Vicente's (2003) Human-tech framework to cognitive work analysis (CWA), this study followed a design research methodology to examine the impact of and promising practices for PDT use in Ontario's Kindergarten Program. Eight lessons pertaining to PDT and two lessons pertaining to CWA resulted from these analyses.PDT lessons showed that PDT supported: 1) Parent-educator communication, 2) The parent-educator relationship, 3) Parents' understanding of their children's classroom learning, 4) Educators' and parents' understanding of The Kindergarten Program curriculum, 5) Conversations between parents and their children, 6) Student learning and 7) Parents' involvement in their children's learning. However, while PDT supported these areas of the home-school connection, the eighth PDT lesson showed that the Human-tech relationship could be improved to support a stronger home-school connection. CWA lessons showed that CWA: 1) Predicted the extent to which a PDT was successfully adopted and 2) Provided useful information about which Human-tech factors need to be modified in order to support a more effective adoption of PDT. More specifically, factors pertaining to the political and organizational levels of the work environment were identified. This thesis makes important contributions to a growing evidence base, which demonstrates the positive impact that PDT can have in promoting educator-parent communication and partnerships, parent-child conversations and student learning in early childhood educational settings. Furthermore, it is the first study of its kind to identify promising practices for PDT use in the context of an early learning program in Canada.

ISBN: 9781392428450Subjects--Topical Terms:

516948
Developmental psychology.
Subjects--Index Terms:

Digital documentation

A Cognitive Work Analysis of a Pedagogical Documentation Technology in Ontario's Kindergarten Program.
LDR:03585nmm a2200349 4500 001 2270594
005 20200930060344.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392428450
035 $a (MiAaPQ)AAI27540652
035 $a AAI27540652
040 $a MiAaPQ $c MiAaPQ
100 1 $a Picher, Mary Elizabeth. $3 3547968
245 1 0 $a A Cognitive Work Analysis of a Pedagogical Documentation Technology in Ontario's Kindergarten Program.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 277 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
500 $a Advisor: Woodruff, Earl.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Research has shown that factors related to the home learning environment are roughly twice as significant in influencing the social and cognitive development of young children as any factors related to preschool (Siraj-Blatchford, Taggart, Sylva, Sammons, & Melhuish, 2008). Therefore, maintaining a reciprocal connection between the home learning environment and school has become a critical component of early childhood educational programs in Canada. Recently, early childhood practitioners have been turning to pedagogical documentation technology (PDT) to forge this connection. This study examined the impact of a PDT, called Storypark, on the home-school connection in 11 kindergarten classrooms at four schools in a large, urban school district in Ontario. By applying Vicente's (2003) Human-tech framework to cognitive work analysis (CWA), this study followed a design research methodology to examine the impact of and promising practices for PDT use in Ontario's Kindergarten Program. Eight lessons pertaining to PDT and two lessons pertaining to CWA resulted from these analyses.PDT lessons showed that PDT supported: 1) Parent-educator communication, 2) The parent-educator relationship, 3) Parents' understanding of their children's classroom learning, 4) Educators' and parents' understanding of The Kindergarten Program curriculum, 5) Conversations between parents and their children, 6) Student learning and 7) Parents' involvement in their children's learning. However, while PDT supported these areas of the home-school connection, the eighth PDT lesson showed that the Human-tech relationship could be improved to support a stronger home-school connection. CWA lessons showed that CWA: 1) Predicted the extent to which a PDT was successfully adopted and 2) Provided useful information about which Human-tech factors need to be modified in order to support a more effective adoption of PDT. More specifically, factors pertaining to the political and organizational levels of the work environment were identified. This thesis makes important contributions to a growing evidence base, which demonstrates the positive impact that PDT can have in promoting educator-parent communication and partnerships, parent-child conversations and student learning in early childhood educational settings. Furthermore, it is the first study of its kind to identify promising practices for PDT use in the context of an early learning program in Canada.
590 $a School code: 0779.
650 4 $a Developmental psychology. $3 516948
650 4 $a Early childhood education. $3 518817
650 4 $a Canadian studies. $3 2122858
653 $a Digital documentation
653 $a Kindergarten
653 $a Ontario
690 $a 0620
690 $a 0518
690 $a 0385
710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 3168339
773 0 $t Dissertations Abstracts International $g 81-05A.
790 $a 0779
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27540652