Theodore W. Frick  Rajat Chadha  Carol Watson  Ying Wang  Pamela Green 《TechTrends》2009,53(3):30-32

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Carol A. Sommer  Lee Covington Rush  Daphne H. Ingene 《Counselor Education & Supervision》2011,50(4):259-273

Pedagogic approaches that draw on reflective practices and experiential activities are valued for their perceived ability to enhance multicultural understanding. The use of food‐based assignments is not uncommon in multicultural counseling courses; however, the authors contend that although these activities may be experiential in nature, they are often devoid of any meaningful in‐depth discussion about related contextual elements, such as power dynamics, economic systems, familial structures, cultural values, and religious meaning. This article describes a food‐based assignment used in a multicultural counseling course incorporating firsthand experience with members of various cultures. Anecdotal evidence, as well as suggestions for practice, is included.  相似文献   

    

Youssef Tazouti  Caroline Viriot-Goeldel  Cornélie Matter  Anémone Geiger-Jaillet  Rita Carol  Dominique Deviterne 《European Journal of Psychology of Education - EJPE》2011,26(2):199-213

The present article investigates the effects of individual and contextual variables on children’s early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the learning of reading, writing and arithmetic at primary school. We also evaluated educational family practices and parents’ expectations of their children’s pre-school education. In order to take into account the hierarchical structure of our data, multilevel models were used in the analysis, which was carried out using MLwiN software version 2.02 (Rasbash et al. 2005). Although French nursery schools emphasise academic learning, we did not find any significant differences in overall performances between the French and German samples. However, significant differences were obtained for some subscale results. In addition, our results indicate that individual and contextual variables have an impact on the differences observed between children from the two countries.  相似文献   

    

Christy Crutsinger  Julie Glass  Carol Anne Costabile‐Heming  Dawna Wilson 《The Department Chair》2015,25(3):9-10

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Declercq ER  Sakala C  Corry MP  Applebaum S 《The Journal of perinatal education》2007,16(4):15-17

With permission from Childbirth Connection, the concise version of the Listening to Mothers II \"Survey Methodology\" is reprinted here. Harris Interactive(R) conducted Listening to Mothers II: Report of the Second National U.S. Survey of Women's Childbearing Experiences on behalf of Childbirth Connection. The survey consisted of 1,373 online interviews and 200 telephone interviews with women who had given birth in U.S. hospitals in 2005, with weighting of data to reflect the target population. Interviews were conducted from January 20 through February 21, 2006. The methods used to conduct the survey and analyze the data collected are described.  相似文献   

    

Carol A. Lundberg 《About Campus》2007,11(6):8-12

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Mark W. Ellis  Carol E. Malloy  Judith L. Meece  Patricia R. Sylvester 《Learning Environments Research》2007,10(1):1-15

As part of a research project examining relationships between instructional practices and student cognitive and social outcomes in middle-school mathematics classes, external observers and students reported perceptions of teachers’ instructional practices. The extent to which students in classrooms identified by external raters as reform-oriented actually perceive instruction in ways aligned with reform principles has not been established. A 25-item observation protocol aligned with the reform practices called for in the Standards of the National Council of Teachers of Mathematics (NCTM) was used to develop a quantitative profile of instructional practices across two lessons in each of 28 classes of 15 participating teachers. Students in each of the observed classes completed a 49-item survey of their perceptions of instructional practices. As items for both the observation protocol and Student Survey were designed to measure alignment with the same dimensions of reform practice, the convergence of these two data sets was examined as a means to confirm the observation ratings. The findings show moderately strong correlations between ratings of external observers and perceptions of sixth-grade students across three dimensions (pedagogy, tasks and mathematical interactions) of reform-oriented teacher practice in mathematics classrooms. Implications of these findings for future research are discussed. The research in this article was supported by the National Science Foundation (NSF) under grant REC 0125868. The opinions expressed here are those of the authors and do not necessarily reflect the view of NSF. The research was also supported by the Roysters’ Fellowship to Mark Ellis from the Graduate School at the University of North Carolina at Chapel Hill.  相似文献   

    

Gayle A. Buck  Diandra L. Leslie‐Pelecky  Yun Lu  Vicki L. Plano Clark  John W. Creswell 《科学教学研究杂志》2006,43(8):852-873

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006  相似文献   

    

Marschark M  Leigh G  Sapere P  Burnham D  Convertino C  Stinson M  Knoors H  Vervloed MP  Noble W 《Journal of deaf studies and deaf education》2006,11(4):421-437

Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly higher performance by deaf students than the other two conditions, but performance by deaf students in all conditions was significantly below that of hearing peers who saw lectures without any support services. Experiment 2 compared interpreting and two forms of real-time text, C-Print and Communication Access Real-Time Translation, at immediate testing and after a 1-week delay (with study notes). No significant differences among support services were obtained at either testing. Experiment 3 also failed to reveal significant effects at immediate or delayed testing in a comparison of real-time text, direct (signed) instruction, and both. Experiment 4 found no significant differences between interpreting and interpreting plus real-time text on the learning of either new words or the content of television programs. Alternative accounts of the observed pattern of results are considered, but it is concluded that neither sign language interpreting nor real-time text have any inherent, generalized advantage over the other in supporting deaf students in secondary or postsecondary settings. Providing deaf students with both services simultaneously does not appear to provide any generalized benefit, at least for the kinds of materials utilized here.  相似文献   

    

Roger M. Addison  Carol Haig 《Performance Improvement》2006,45(10):38-47

The first two editions of the Handbook of Human Performance Technology helped define the rapidly growing and vibrant field of human performance technology—a systematic approach to improving individual and organizational performance. Exhaustively researched and edited by Dr. James A. Pershing, CPT, this third edition not only updates key foundational chapters on organizational change, evaluation, instructional design, and motivation, but features breakthrough chapters on “performance technology in action” and addresses many new topics in the field, such as certification, Six Sigma, and communities of practice. In this chapter, reprinted with permission of John Wiley & Sons, Inc. (copyright 2006), Roger Addison and Carol Haig take you on a journey through the key elements of a full performance process with its pitfalls and how to avoid them.  相似文献