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31.
Enhancing children's literacy skills: designing the Q‐Tales ecosystem for children's e‐book design and publication
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This article describes the conceptualisation and development of a pedagogical framework to support the design of e‐books for children to enhance literacy development. It emerged from research undertaken within the Q‐Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high‐quality, educational e‐books for children. The pedagogical framework described here sought to answer the question “What concepts and principles undergird the effective design of pedagogically impactful e‐books for children?” It is grounded by the theoretical underpinnings of socio‐constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e‐books are also central to the pedagogical framework. As well as informing the design of the Q‐Tales infrastructure for children's e‐book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e‐books to enhance children's emerging literacy. 相似文献
32.
Within the education of students pursuing a career in human services, social work, or other helping professions, there has historically been a divide between the emphasis in training placed on content and values-based competencies, often referred to as professionalism. This article will define these competencies and emphasize the importance of values-based priorities in the training of helping professionals. Suggestions will be offered for providing a context to integrate these principles into educational standards and practices. Implications for how emphasizing professionalism promotes the success of community college students pursuing further education and gaining entrance into the helping professions will also be discussed, especially in light of changing trends in higher education. 相似文献
33.
Abstract Data were collected from 335 collegiate female athletic directors utilizing a questionnaire designed to assess trends in selecting coaches for female athletes between 1974 and 1979. These demographic results revealed: (a) a 37% increase in the number of coaches for female athletes, (b) a greater increase at the assistant (229%) rather than head (8%) coach level, (c) a substantial increase in male coaches (724) in comparison to their female counterparts (44), (d) a significant decline (294) in female head coaches, and (e) a large increase in the number of male head coaches (437). As the bases for this present investigation, current practices and affirmative action strategies were discussed (i.e., gender employment trends, de facto discrimination, federal civil rights legislation). Possible explanations of these findings were offered. 相似文献
34.
Abstract The major purposes of the present study were to determine to what extent and in what ways an individual's personality is affected by the working environment. Three questions were asked about the effect of working environment on: (a) realism or accuracy of self-concept, (b) agreement between real self and ideal self, and (c) functionality of personality characteristics. Subjects were 49 physical education faculty in three inner-city and three suburban Los Angeles area high schools. The Holmen Adjective Check List (HACL) was used to assess self-concept, real-ideal self discrepancy, and functionality. Results showed that: (a) suburban teachers had more accurate self-concepts than did inner-city teachers, (b) suburban teachers were seen as being more like their “ideal selves” than were inner-city teachers, and (c) individuals experienced in a given work setting were not necessarily seen as better adapted to that environment than those not working there. 相似文献
35.
To understand the physical activity culture in the lives of Hong Kong Chinese children and their parents, 48 young people between the ages 9 and 16 and their parents, with different socio-economic backgrounds and geographical locations, were interviewed for this study. By applying Confucianism and postcolonialism, this study aimed to investigate the meaning of physical activity in the lives of Hong Kong children and their parents. The results showed that parents value physical activity as a factor which contributes to their children's well-being and provides balance to their life. There were differences though, in this attitude, for different age groups. Junior students (aged 9–12) expressed their interest in physical activities. However, older students (12 or above) in secondary school, think or are told that academic study is the most important aspect of their life and that physical activities are not a priority. When examining parents' and children's involvement in physical activity, the barriers to the parents' involvement in their children's physical activities included lack of time and a habitual sedentary lifestyle at home. 相似文献
36.
Bonnie Amelia Dean Kathryn Harden-Thew Lisa Thomas 《International Journal for Academic Development》2017,22(1):31-42
AbstractWith the burgeoning casualisation of the higher education workforce, the precarious nature of casual teaching has become increasingly well documented. Universities are recognising that enhancing quality learning and teaching must include attention to the provision of services, support, and professional development for teachers employed on a sessional or casual basis. This paper presents a study investigating an online course for supporting and connecting dispersed and diverse casual teachers at an Australian university. The study explores the role of community and the impact of professional development for casual teachers across discipline boundaries in an institution-wide online course. 相似文献
37.
38.
Creative literacy activities promote positive reading attitude in children learning English as a foreign language
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Bonnie Wing‐Yin Chow Anna Na Na Hui Barbie Hiu‐Tung Chui 《Journal of Research in Reading》2018,41(2):278-289
This study investigated the effects of creative literacy classroom activities on the acquisition of English as a foreign language. Ninety Chinese second graders were tested on reading attitude and English receptive vocabulary knowledge. They were randomly assigned to either a control group or an experimental group, which engaged in English creative classroom activities for 10 weeks. Repeated measures analyses showed a significant interaction effect for reading attitude, providing empirical evidence that English creative classroom activities can enhance reading attitude. This study extends past research by demonstrating the links between creative activities and reading attitude, as well as highlights the feasibility of incorporating creative literacy activities within foreign language education. This provides a new direction for researchers and educators to develop instructional practices that incorporate a stimulating environment for English‐as‐a‐foreign‐language students. Future longitudinal research could examine whether these benefits can be maintained over a longer period. 相似文献
39.
Elizabeth Mack Helen Augare Linda Different Cloud-Jones Dominique Davíd Helene Quiver Gaddie Rose E. Honey Angayuqaq O. Kawagley Melissa Little Plume-Weatherwax Lisa Lone Fight Gene Meier Tachini Pete James Rattling Leaf Elvin Returns From Scout Bonnie Sachatello-Sawyer Hi’ilani Shibata Shelly Valdez Rachel Wippert 《Cultural Studies of Science Education》2012,7(1):49-70
There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research documenting how these programs are being developed and the ways in which culture and Western science are incorporated into the activities. This study outlines effective practices for using Native ways of knowing to strengthen ISE programs. These effective practices may also be used to promote change in formal education. The authors combine an overview of current research in informal science education with personal interviews with educators engaged in ISE programs offered to youth both on and off tribal reservations as well as experts in Indigenous education. Participating individuals and programs included Native communities across the United States, including Alaska and Hawai??i. Keeping in mind that each community is unique, ISE programs that are grounded in Native ways of knowing will benefit by utilizing the effective practices outlined here as a guide for starting or strengthening existing ISE programs relevant to the needs of their communities. 相似文献
40.
This article provides an extended, comprehensive example of how teachers, schools, districts, and external factors (e.g., parental pressure and policy mandates) shape curriculum research in the U.S. It retrospectively examines how three different middle school curriculum units were implemented and scaled‐up in a large, diverse school system. The curriculum materials were cognitively based, hands‐on, guided inquiry units; each focused on a different “big idea” in science. The units met some criteria for instructional strategies rated by the Project 2061 Curriculum Analysis. Using evidence‐based decisions, two of the units were found to be effective and equitable, and went to scale, but one was not effective. However, the course of scale‐up was also affected by a changing policy climate, and proceeded in unpredictable ways, with small scale effects not found at large scale, and experienced teachers less effective than inexperienced teachers. Four years after funding ended, none of the units were sustained within the school district. The interactions between the demands of the units and of the school district's policy environment suggests reasons why this occurred, despite evidence that two of the units were successful with diverse learners. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 305–332, 2012 相似文献