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961.
Carmen Mills 《Asia-Pacific Journal of Teacher Education》2008,36(4):261-275
As populations in contemporary Western societies grow more diverse, the need for teachers to better understand and work with difference productively becomes increasingly critical (Allard & Santoro, 2006; D'Cruz, 2007). However, the literature on teacher education shows that historically, teacher education programs have aimed to address diversity with add‐on or piecemeal approaches, with little success (McDonald, 2005). Moreover, some authors (e.g. Lortie, 1975) have argued that “the predispositions teacher education students bring to teaching are a much more powerful socializing influence than either pre‐service education or later socialization in the workplace” (Johnson, 2002, p. 154). This article explores research and scholarship in this area and argues that we must move beyond the fragmented and superficial treatment of diversity if we are to encourage dispositions in all pre‐service teachers that are more closely aligned with a recognitive view of social justice. 相似文献
962.
Cofounder of the Centre for Research into and Promotion of the Peasantry (CIPCA). Author of, among other works, Los mil rostros del quechuaand Lengua y sociedad boliviana,and editor of Raíces de América: el mundo Aymara and Para comprender las culturas rurales en Bolivia. 相似文献
963.
Huang Fang Sánchez-Prieto José Carlos Teo Timothy García-Peñalvo Francisco J. Sánchez Eva María Torrecilla Zhao Chen 《Educational technology research and development : ETR & D》2020,68(6):3547-3565
Educational technology research and development - As an emerging learning method, mobile technologies allow students to gain knowledge via both formal and informal learning. In spite of the... 相似文献
964.
Laura De Pablos Escobar María Gil Izquierdo 《British Journal of Sociology of Education》2016,37(5):721-742
This paper explores the changes in intergenerational mobility seen in Spain during the last century. It examines educational and occupational mobility, paying particular attention to the existence of a differentiated gender effect. The magnitude of the historical changes that have taken place in Spain during the twentieth century and the scarcity of studies in this field increase the value of this paper. More specifically, the paper seeks to describe how the situation has changed with the social–economic and education policy developments in democratic Spain, especially with regards to women. The main results show that while educational mobility has improved, there has been no such significant change in occupational mobility. 相似文献
965.
Carmen M. P. Damhuis Eliane Segers Femke Scheltinga Ludo Verhoeven 《School Effectiveness & School Improvement》2016,27(3):441-454
We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children’s vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval activities and received semantic feedback for words they did not learn during the classroom vocabulary program. Eighty-seven children were in the experimental condition, and 115 children were in the classroom vocabulary control condition. Results showed the adaptive word retrieval intervention to stimulate higher learning gains than the classroom vocabulary program on the learning of the target words. Children in the experimental condition also showed transfer effects; they described more words on a standardized expressive vocabulary test than children in the control condition. The research findings suggest additional value of word retrieval with feedback for classroom vocabulary learning. 相似文献
966.
The Science of a Sundae: Using the Principle of Colligative Properties in Food Science Outreach Activities for Middle and High School Students
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Carmen L. Wickware Charles T.C. Day Michael Adams Alicia Orta‐Ramirez Abigail B. Snyder 《Journal of Food Science Education》2017,16(3):92-98
The opportunities for outreach activities for professionals and academics in food science are extensive, as too are the range of participants’ experience levels and platforms for delivery. Here, we present a set of activities that are readily adaptable for a range of students (ages 10 to 18) in multiple platforms (demonstration table and hands‐on workshop). Our activity, collectively called “The Science of a Sundae,” has three units, one for each of the three parts of a sundae: the caramel sauce, the cherry, and the ice cream. In each unit we use these familiar food items to illustrate how colligative properties (or, simply, “solutions” for younger students) impact the chemical, microbiological, and sensorial properties of food. We have used these activities to present to over 1000 students and their parents/chaperones. Grade levels of student participants have ranged from 5th grade through high school, and these activities have been presented in the form of a demonstration table at science events as well as a set of three 45‐minute workshops in a classroom setting. Educational impact of these activities was evaluated with 7th grade students (n = 77) who participated in the 3‐phase workshop. On average, students who took the posttest (after participation in the workshop) scored 36% higher than students who took the pretest (prior to participation in the workshop). These results and instructor observations suggest the merit of this lesson and its adaptability among ages and platforms. 相似文献
967.
Jessica Navarrete Angélica Vásquez Efraín Montero Daniel Cantero 《British Journal of Religious Education》2020,42(1):90-102
ABSTRACTThe object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils’ everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion. 相似文献
968.
Previous research has extensively evaluated the impact of delay on the value of positive reinforcers, but the study of its impact on the value of aversive consequences is scarce. The present study employed a modification of Evenden and Ryan’s procedure (1996, Psychopharmacology, 128(2), 161–170) to obtain data on temporal discounting of an aversive consequence, with rats as experimental subjects. In the first phase of the procedure, rats chose between one-pellet and four-pellet alternatives; when subjects developed preference for the larger-amount alternative, a shock was added to it, resulting in a loss of preference. In the first experimental condition, the delay to shock was progressively increased within each session from zero to 40 s (ascending delays), which resulted in a recovery of the preference for the larger-amount + shock alternative as the delay to shock was increased. In a subsequent condition (descending delays) the delay to shock was progressively decreased within each session, from 40 to 0 s. In both conditions, the preference for the smaller-amount no-shock alternative was well described by a hyperbolic function. The order of presentation of the delays within the session, ascending or descending, did not alter the relationship between preference and delay to shock. The temporal discounting curve obtained in the present study could represent a baseline for analyzing the impact that diverse environmental and pharmacological variables have on the temporal discounting of aversive consequences. 相似文献
969.
The Impact of Early Social Interactions on Later Language Development in Spanish–English Bilingual Infants
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Nairán Ramírez‐Esparza Adrián García‐Sierra Patricia K. Kuhl 《Child development》2017,88(4):1216-1234
This study tested the impact of child‐directed language input on language development in Spanish–English bilingual infants (N = 25, 11‐ and 14‐month‐olds from the Seattle metropolitan area), across languages and independently for each language, controlling for socioeconomic status. Language input was characterized by social interaction variables, defined in terms of speech style (“parentese” vs. standard speech) and social context (one‐on‐one vs. group). Correlations between parentese one‐on‐one and productive vocabulary at 24 months (n = 18) were found across languages and in each language independently. Differences are highlighted between previously published monolingual samples, which used the same methods as the current study of bilingual infants. The results also suggest cultural effects on language input and language development in bilingual and bicultural infants. 相似文献
970.