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121.
One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture. Capra (2000) argues, “To become ecologically literate we must learn to think systemically – in terms of connectedness, context and processes” (p. 270). We have attempted to structure connected learning experiences through our transdisciplinary approach to teaching for learning science, mathematics and ecological aspects of society and environment. We support Jucker's (2002) view that we must have lateral rigor across disciplines and vertical rigor within disciplines in order to best prepare students for teaching. This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment. 相似文献
122.
Christin DePouw Cheryl Matias 《Educational Studies A Journal of the American Educational Studies Association》2016,52(3):237-259
Parenting is often discussed in the field of education, but frequently in terms of family or community deficiency, rather than strengths (Bonilla Silva, 2006; Few, 2007), particularly when communities of color are being examined. In this conceptual article, we advocate for the use of critical race theory (CRT) in discussions of parenting and utilize counterstorytelling to validate the lived experiences of parents like ourselves, who are critical race scholars as well as mothers of children of color. Our counterstories will be embedded throughout the discussion as a way to highlight the relationships between academic research and lived experience. Through reviews of academic research and counterstorytelling, we explain the relevance of critical race parenting and the ways in which the inclusion of CRT can support more historically situated, contextual, and complex engagements with the interplay between race and parenting of children of color. 相似文献
123.
Yi-Hwa Liou Alan J. Daly Esther T. Canrinus Cheryl A. Forbes Nienke M. Moolenaar Frank Cornelissen 《Teachers and Teaching》2017,23(6):635-657
This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers’ social relationships and perceptions of peer trust and efficacy are associated with performance on a high stakes mathematics teaching assessment. Findings suggest that social and emotional support through close social ties, peer trust, and self-efficacy are significantly and positively associated with pre-service teachers’ teaching performance. Our work further contributes to the development and discourse about teacher education in university-based teacher preparation programs. 相似文献
124.
John P. Dougherty Ned F. Kock Cheryl Sandas Robert M. Aiken 《Education and Information Technologies》2002,7(2):137-154
Information technology holds the promise of increased productivity. However, rapidly evolving tools require a professional able to incorporate these tools into their careers effectively, which signals the need for IT curriculum development initiatives that incorporate the use of complex, domain-specific IT applications in specific professional fields. This paper reports on a study that addresses this need, by developing, assessing and refining a curriculum development framework. The Information Technology Fluency (ITF) framework is a methodology for constructing components (case studies) for inclusion into existing or newly proposed courses to help students develop the skills needed for this challenge. Results obtained using the framework are reported, compared to similar work at a different institution, and used to suggest improvements to the framework. 相似文献
125.
Wenonah N. Campbell Cheryl Missiuna Tracy Vaillancourt 《Psychology in the schools》2012,49(4):328-341
Developmental coordination disorder (DCD) is a chronic disability that impacts children's performance of everyday motor‐based activities and is associated with the development of secondary social and mental health problems. The purpose of this study was to investigate peer victimization and depression in children who were and were not at risk for DCD. Selected from a population‐based sample, 159 at‐risk fifth graders were matched for age and gender to 159 controls. Children completed measures of depression and frequency of peer victimization. Results showed that children at risk for DCD reported more symptoms of depression and more frequent verbal and relational victimization than their peers. Being at risk for DCD and being bullied more frequently, especially relationally, significantly predicted increased depression symptoms. Findings highlight the importance of school psychologists remaining aware that children with DCD are at increased risk of experiencing bullying and depression. © 2012 Wiley Periodicals, Inc. 相似文献
126.
This article describes how a detailed notebook analysis was used to assess and compare the opportunity to learn of a sample of grade 6 students from 126 classes in South East Botswana and North West Province, South Africa. Students’ mathematics notebooks provided the main data source for estimating how much time is spent on the subject during the 6th grade year, and what mathematics is covered relative to what the study’s student test asked the sample of students. The notebook analysis shows that in sample classes in both countries, most teachers were giving an average number of mathematics lessons that was considerably lower than the number officially programmed under each country’s ministry guidelines. It also reveals that, on average, teachers in both samples of classes covered just over a third of the possible topics related to the test items between the pre-test and post-test. Nevertheless, substantial differences in students’ opportunities to learn in the two countries are evident. 相似文献
127.
128.
A new spatial ability test was administered online to 223 undergraduate students enrolled in introductory science courses. The 30-item multiple choice test measures individual differences in ability to identify the two-dimensional cross section of a three-dimensional geometric solid, a skill that has been identified as important in science, technology, engineering and mathematics (STEM) fields. Bivariate and partial correlations suggest that the test measures a skill that is distinct from three-dimensional mental rotation and change in view perspective. Test items varied along two scales: complexity of the geometric solid to be sliced and orientation of the cutting plane. Internal reliability of both the overall test and its subscales was satisfactory. Performance was higher on figures cut by orthogonal, rather than oblique, planes. Patterns of performance across more and less complex items, and patterns of sex differences on these items, suggest that items on the test are differentially amenable to imagistic and analytic strategies, with males outperforming females on items that are less amenable to analytic strategies. The test shows promise for online administration and for adaptation to younger populations. 相似文献
129.
The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed. 相似文献
130.
Harold Lloyd and Wesley W. Stout, An American Comedy originally published in 1928 and to be re-issued this Spring by Benjamin Blom Inc., 4 West Mount Eden Ave., Bronx, N. Y. 10452 for $W75–copies being available to teachers at half price) 相似文献