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201.
Howard P. Parette Amanda C. Quesenberry Craig Blum 《Early Childhood Education Journal》2010,37(5):335-343
Technology use permeates virtually all aspects of twenty-first century society, though its integration in early childhood
settings and recognition as a developmentally appropriate practice remains problematic. A position is taken that education
professionals may be ‘missing the boat’ by not embracing technology usage as a developmentally appropriate practice. Concerns
are presented that both preservice education and inservice professional development require substantial improvement if early
childhood education professionals are to both recognize the role of technology in developmentally appropriate practice and
develop skills in using it in classroom settings. 相似文献
202.
Amanda J. Henderson Heather Alexander Alison Haywood Peta Stapleton Marie Cooke Elizabeth Patterson Megan Dalton Debra K. Creedy 《Vocations and Learning》2010,3(2):141-156
This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting
learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare
settings. Often, clinicians’ work is so intense that the scope for providing close guidance for students is quite restricted.
The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized
through the provision of a clinical supervisor to assist clinicians develop collegial relationships and acquire skills in
guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of
learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload,
and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because
although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award
a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated
clinical supervisor qualified to perform such activities. 相似文献
203.
204.
The growing proportion of elderly people in society, together with recent advances in robotics, makes the use of robots in
elder care increasingly likely. We outline developments in the areas of robot applications for assisting the elderly and their
carers, for monitoring their health and safety, and for providing them with companionship. Despite the possible benefits,
we raise and discuss six main ethical concerns associated with: (1) the potential reduction in the amount of human contact;
(2) an increase in the feelings of objectification and loss of control; (3) a loss of privacy; (4) a loss of personal liberty;
(5) deception and infantilisation; (6) the circumstances in which elderly people should be allowed to control robots. We conclude
by balancing the care benefits against the ethical costs. If introduced with foresight and careful guidelines, robots and
robotic technology could improve the lives of the elderly, reducing their dependence, and creating more opportunities for
social interaction 相似文献
205.
Despite the potential impact nutrition may have on learning, there have been surprisingly few papers published directed towards the educational research community. In contrast, omega‐3 supplementation studies are being frequently cited in the media, leading to parents asking for advice and guidance. The purpose of this article is to review the evidence to date for any effect of using omega‐3 supplementation in school‐aged children. This article focuses on the research that has been undertaken, particularly in relation to behaviour, education and cognitive development, in both typically developing populations as well as in children with specific learning difficulties and developmental disorders. Recommendations for future studies in this area have been highlighted in view of current knowledge. In conclusion, it was found that there is a shortage of properly controlled omega‐3 supplementation trials, particularly with typically developing children, to advocate the supplementation of all children with omega‐3 fatty acids, but due to the known importance of omega‐3 fatty acids in the brain and early development, further research is required. 相似文献
206.
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208.
Patrick Griffin Leanne Murray Esther Care Amanda Thomas Pierina Perri 《Assessment in Education: Principles, Policy & Practice》2010,17(4):383-397
Outcomes and findings from an evidence‐based approach to targeting primary school students’ developmental reading comprehension levels for effective learning are described. Nineteen schools participated in a literacy assessment project designed to monitor and improve the reading comprehension achievement levels of their students. The project integrated a developmental approach to learning and teaching, information derived from standardised reading comprehension assessments, and professional development for teachers. Reading comprehension achievement across the schools increased at a higher rate than typically expected. Teacher discourse about teaching and learning changed from discrete skill and resource focused, to developmentally focused. The centrality of a professional learning team approach to change for the student, teacher and school is discussed. 相似文献
209.
Sara Delamont Amanda Coffey Paul Atkinson 《International journal of qualitative studies in education》2013,26(3):223-238
The growth and variety of qualitative research in education is used as a test case to challenge the narrative of ethnography proposed by Denzin and Lincoln. Their characterization of qualitative methods in terms of five (subsequently six) ''moments'' is not reflected in research on education. Ironically, their model is shown to be a modernist narrative that does not do justice do the diversity of qualitative research in the past. It is suggested that qualitative research has always been marked by greater diversity than is captured in unilinear developmental histories. 相似文献
210.