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141.
142.
Valarie L. Akerson J. Scott Townsend Lisa A. Donnelly Deborah L. Hanson Praweena Tira Orvil White 《Journal of Science Teacher Education》2009,20(1):21-40
This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature
of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops,
the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers’ views of nature of science,
inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific
modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences
in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers
added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme
was effective in providing positive influence on teachers’ views of inquiry and NOS. 相似文献
143.
Leigh IW Maxwell-McCaw D Bat-Chava Y Christiansen JB 《Journal of deaf studies and deaf education》2009,14(2):244-259
The number of children who have received cochlear implants (CIs) has increased dramatically in the past two decades. In view of potential concerns about their psychosocial adjustment, our aim was to assess the effect of implants on the adolescents' psychosocial functioning among a group of 57 deaf adolescents with and without CIs, using published and validated measures completed by the adolescents themselves, their parents, and teachers. Adolescents with CI tended to be more hearing acculturated, whereas those without CI tended to be more Deaf acculturated. Despite some differences in background characteristics between the two groups, there were no differences between them on the psychosocial variables assessed in this study, regardless of the reporting sources. Rather than having a direct effect on the psychosocial outcomes assessed in this study, it is through the mediating effect of acculturation and school setting that CI status exerts an influence over many of this study's outcomes. Recommendations for future research are made in light of our findings. 相似文献
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145.
As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement
evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered
interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated
the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline
design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was
documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained
following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood
settings. 相似文献
146.
There is little doubt of the educational and social merits of developing children and young people's social and emotional capabilities. But there lacks consensus on what these capabilities are; what should be assessed or shown to have developed over time; and the most appropriate methods for doing this. Through the conceptual framework of ‘social and emotional dispositions and skills’ (SEDS), and based on research in Wales, we present the argument for an alternative assessment methodology designed to challenge dominant discourses in the field and present a ‘minoritarian’ perspective of children and young people's social and emotional learning. The intention of this paper is to present a rationale for the co‐construction of an understanding of the concept of SEDS and engage in critical debate with researchers and practitioners from a wide range of services for children and young people. 相似文献
147.
Deborah P. Vossen 《体育哲学杂志》2013,40(3):325-346
The question of acceptability in respect to the strategic foul in sport has provoked a rich and seemingly irreconcilable dispute with normative theorists currently divided amongst three schools of thought including formalism, conventionalism and interpretivism. In this paper, I seek to transcend the three-way intellectual stalemate portrayed in the literature via a consideration as to whether or not the strategic foul qualifies as ‘Utopian’. More specifically, after demonstrating that Bernard Suits’ theory of game-playing is fully capable of embracing all three rival accounts, I seek to end the normative debate altogether via a conceptual analysis of the strategic foul as unacceptable via the higher-order point of view afforded by essentialism. 相似文献
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149.
Jane E. Atieno Okech Randall L. Astramovich Megan M. Johnson Wendy J. Hoskins Deborah J. Rubel 《Counselor Education & Supervision》2006,46(2):131-145
Counselor educators (N = 167) in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs were surveyed regarding research training received during their doctoral studies. Respondents shared perspectives regarding the quality and quantity of their research course work as well as suggestions on how to enhance research training in counselor education programs. Differences in the amount, type, and attitudes toward research were found according to programs from which educators were graduated and year of graduation. The influences of mentoring as a critical practice in research training also emerged. Implications for research training in counselor education are discussed. 相似文献
150.
Undocumented students, many of Hispanic origin, face among the strictest cost barriers to higher education in the United States. Lack of legal status excludes them from most state and all federal financial aid programs. Furthermore, most states require them to pay out-of-state tuition rates at publicly supported institutions. In a new direction, boards of trustees at universities in several states have bypassed the legislative process to lower the cost barrier. This policy article evaluates one such university-level innovation. 相似文献