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391.
Cheryl Wright Chiara Bacigalupa Tyler Black Michael Burton 《Early Childhood Education Journal》2008,35(4):363-369
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention
this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The
University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA,
1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in
the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written
about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations
that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential
trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships. 相似文献
392.
Native Americans create, preserve, and organize knowledge within the context of community, thereby ensuring the inclusion of Native American philosophies. Historically, mainstream cataloging and classification systems have not adequately represented this knowledge. The Mashantucket Pequot Thesaurus of American Indian Terminology was designed to incorporate an Indigenous perspective into mainstream controlled vocabularies. Using story as pedagogy, this article examines the conceptual foundations, theoretical framework, and application of the Thesaurus to a museum setting. 相似文献
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395.
Crystal Mata Kreitler Cheryl K. Stenmark Allen M. Rodarte Rebecca Piñón DuMond 《Journal of moral education》2014,43(4):447-467
Numerous examples of unethical organizational decision-making highlighted in the media have led many to question the general moral perception and ethical judgments of individuals. The present study examined two forms of a straightforward ethical decision-making (EDM) tool (ACED IT cognitive map) that could be a relatively simple instrument for organizations to improve the moral and EDM of its members. Results revealed that participants utilizing either form of ACED IT were more likely to identify a moral dilemma than were control participants. Additionally, participants in the modified condition responded differently to the situation. Implications and other findings are discussed. 相似文献
396.
Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena; and encompassing transitions across roles. This paper demonstrates how the construct of ‘identity‐trajectory' which links a narrative approach with identity construction contributes to understanding how early career academics learn through experience and navigate their journeys. 相似文献
397.
Cheryl Bailey Gittens 《Peabody Journal of Education》2014,89(3):368-379
The quality of doctoral students’ academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author interviewed 18 former participants in Ronald McNair Programs (McNair Program),who completed their doctoral studies in order to determine how such programs can serve as a socializing agent to facilitate the successful completion of graduate study. Several themes emerge from the interviews conducted that distinguish McNair Programs from other interventions to promote integration or preparation, including the presence of academic and social integration. Such integration had a positive influence on the participants’ doctoral experience and contributed to the development of their competence, self-confidence, social and academic connectedness, and academic identity. Participants derived the greatest benefits from academic program components and academic counseling. Moreover, social components such as mentoring, cultural activities, and personal encounters in summer research internships also contributed to a positive doctoral experience. 相似文献
398.
Matías López Patricia Gasalla Mercedes Vega Cheryl L. Limebeer Erin M. Rock Katharine J. Tuerke Holly Bedard Linda A. Parker 《Learning & behavior》2010,38(2):177-186
The present experiments, using the latent inhibition (LI) paradigm, evaluated the effect of nonreinforced exposure to saccharin
on the acquisition of an LiCl-induced saccharin aversion as measured by conditioned disgust reactions in the taste reactivity
test and conditioned taste avoidance in a consumption test. When rats were preexposed to saccharin by bottle exposure (Experiments
1 and 3), LI was evidenced only by conditioned taste avoidance (bottle testing), but not by conditioned disgust reactions
(intraoral [IO] testing). On the other hand, when rats were preexposed to saccharin by IO infusion (Experiments 2 and 3),
LI was evidenced only by conditioned disgust reactions, but not by conditioned taste avoidance. Experiment 4 showed that LI
of conditioned disgust reactions does not appear to be affected by a context shift from preexposure to testing phases. These
results show that the expression of LI of both conditioned taste avoidance and conditioned disgust reactions depends critically
on a common method of flavor exposure during preexposure and testing. 相似文献
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