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101.
Carol Hurni 《Pastoral Care in Education》2001,19(1):3-8
The social curriculum is taught implicitly in many schools and, whilst the new 'citizenship education' attempts to structure this 'hidden curriculum', secondary school break times seem to be providing pupils with opportunities to learn social and citizenship skills. The writer suggests that break times, especially in secondary schools, are an unused resource for developing values inherent in citizenship education. Currently there is little research which includes an investigation into the secondary school break time and which aims to understand the social value of break times. This paper reports such an investigation and suggests that break time is a potential location for the development of skills relating to citizenship. 相似文献
102.
Carl Parsons Ray Godfrey Keith Howlett Carol Hayden & Tim Martin 《Pastoral Care in Education》2001,19(4):4-15
This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases. 相似文献
103.
Many students pursuing social work and human services courses have experienced adverse childhoods. This article focuses on their learning about self-care, an important skill for future practice. Interviews with 20 undergraduate students with a history of childhood adversity found unmet needs both for conceptualizing self-care and developing strategies to implement self-care in their day-to-day lives. Many cited limited role modeling and little importance placed on self-care during childhood. Teaching self-care is conceptualized as not only a core skill for practice but also an equity issue for students with a history of childhood adversity. 相似文献
104.
Carol Wells Ikedola Animashaun Anneliese Gibb 《Action Learning: Research and Practice》2017,14(2):167-173
The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from October 2015 to September 2016, with the view of providing an opportunity for the 55–60 NQSWs to develop critical thinking, problem-solving and leadership skills. This paper gives an account of the journey from the perspective of the roles of the accoucheur and action learning lead, ASYE Programme Lead and Evaluator and identifies key learning points. In writing this paper, the authors acknowledge the contribution of their colleague facilitators and the NQSWs who participated in action learning sets. 相似文献
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107.
Carol Iannone 《Academic Questions》2011,24(2):125-128
The Issue at a Glance
The Issue at a Glance 相似文献108.
Carol Iannone 《Academic Questions》2011,24(4):385-387
THE ISSUE AT A GLANCE
The Issue at a Glance 相似文献109.
Carol Murphy 《British Educational Research Journal》2011,37(1):147-161
Efforts to meet the needs of children's learning in arithmetic has led to an increased emphasis on the teaching of mental calculation strategies in England. This has included the adoption of didactical tools such as the empty number line (ENL) that was developed as part of the realistic mathematics movement in the Netherlands. It has been claimed that the English use of the ENL differs from that of the Dutch. In this study curriculum guidance materials are examined to investigate these differences. Two examples of teaching sequences are provided to illustrate them further. It is proposed that the different uses stem from different pedagogical principles. The implications of the English use are discussed in relation to the presentation of mental calculation strategies in an algorithmic way. 相似文献
110.
The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth
through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations.
As professional educators, School Librarians should exemplify the vision for being life-long learners. Methods and means to
grow in the profession should be evaluated and examined for elements that lead to success in growth and maturity as professionals
in school library media. This article investigates the attributes of successful professional development experiences which
include learning environment, characteristics of learners, methodologies, and instructional design of staff development workshops. 相似文献