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Julia Wilkins Kathryn Howe Maddie Seiloff Shelly Rowan Elizabeth Lilly 《British Journal of Special Education》2016,43(3):233-249
The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses. 相似文献
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John P. Murray 《Communication Booknotes Quarterly》2013,44(5):50-51
TELEVISION AND BEHAVIOR: TEN YEARS OF SCIENTIFIC PROGRESS AND IMPLICATIONS FOR THE EIGHTIES (Washington: Government Printing Office, 1982—price not given, paper, two vols) John P. Murray, TELEVISION & YOUTH: 25 YEARS OF RESEARCH & CONTROVERSY (Bowys Town Center for the Study of Youth Development, Research Use and Public Service Division, Boys Town, Neb. 68010—$10.00, paper) TELEVISION'S IMPACT ON CHILDREN AND ADOLESCENTS: A SPECIAL INTEREST RESOURCE GUIDE IN EDUCATION (Oryx Press, 2214 N. Central at Encanto, Phoenix, Az. 85004—price not given, paper) 相似文献
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Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
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This study is designed to identify the underlying satisfaction dimensions gained through engagement in target shooting as a serious leisure pastime. The instrument design was based on the Leisure Satisfaction Scale. A total of 5502 useable surveys were collected through the Internet and a website related to target shooting and gun ownership. The results revealed eight dimensions: self-actualization, social interaction, location aesthetic, respite, physical benefit, connection and hedonic pleasure, which supplied the primary satisfiers of engaging in target shooting as a serious leisure activity. The demographic profile and dimensions of satisfaction may serve to dispel commonly held stereotypes of shooting hobbyists and those involved in gun ownership. The findings have important implications for leisure researchers and practitioners, to industry, both leisure and firearm related, and the target shooting community at large. This study adds to the literature of both target shooting and serious leisure. 相似文献
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Murray A. Straus 《Child abuse & neglect》1979,3(1):213-225
Data on 1, 146 families with a child age 3 through 17 at home are presented. Child abuse information was obtained for a randomly selected child in each family. Child abuse was defined as an attack by a parent involving punching, kicking, biting, hitting with an object, “beating up,” or using a knife or gun. Over 14 out of every 100 American children 3–17 are subjected to abusive violence each year. These figures are at least 26 times greater than those of the National Center For Child Abuse and Neglect. Even so, for reasons outlined in the paper, they are underestimates. Families in which child abuse occurred are compared with other families. The results suggest that child abuse is brought about by the very nature of the society and its family system. This has profound implications for the prevention and treatment of child abuse. Although psychotherapy may be appropriate in some cases, a more fundamental approach lies in such things as a more equal sharing of the burdens of child care, replacement of physical punishment with non-violent methods of child care and training, eliminating the stresses and insecurity which now characterize our economic system, and strengthening the ties of individual families to the extended family and the community. 相似文献
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Alvarez Adam Farinde-Wu Abiola Delale-O’Connor Lori Murray Ira E. 《The Urban Review》2020,52(5):880-903
The Urban Review - Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case... 相似文献