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81.
Donna Gwyn Wiggins 《Early Childhood Education Journal》2007,35(1):55-64
Emergent literacy may be nurtured in an early childhood environment that integrates literacy experiences with meaningful music
activities in which young children develop skills necessary for success in both areas simultaneously. Early childhood educators
can develop the knowledge and skills needed to bring music into the classroom as an engaging and stimulating element of literacy
education. 相似文献
82.
Contemporary early childhood teachers are facing new challenges as children who test HIV positive or who have AIDS enter the
classroom. Providing appropriate health care and educational programs for these children is a major concern of teachers. This
article presents a brief discussion of guidelines and issues that might be addressed in an in-service for teachers in general
education to prepare them for a student with HIV or AIDS in their classrooms. 相似文献
83.
Donna?RooneyEmail authorView authors OrcID profile Marie?Manidis Hermine?Scheeres 《Vocations and Learning》2016,9(2):167-184
This empirically driven paper is about workplace learning with specific focus on the ‘work’ of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Schatzki (1996, Organization Studies, 26(3), 465-484, 2005, Organization Studies, 27(12), 1863-1873, 2006) and Gherardi (Human Relations, 54(1), 131-139, 2001, 2006, Learning Organization, 16(5), 352-359, 2009). The paper frames consuming practices as ‘dispersed’ (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of ‘integrative’ (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning. 相似文献
84.
Conclusion It is our hope that more practitioners in the field of learning disabilities will include the diagnosis and treatment of dyscalculia
as they work with children and older individuals. Although there is much more to be explored, we believe that our clinical
experience indicates that information-processing deficits may be a contributory factor in the disability and thus warrant
further investigation. Furthermore, we believe that insights gained in the treatment of specific language disability may be
fruitfully applied in the treatment of dyscalculia.
This paper is a condensed version of a presentation at the 29th Annual Conference of The Orton Society, November 1978, at
Minneapolis, Minnesota. 相似文献
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AbstractMassive open online courses (MOOCs) offer opportunities for professional development of environmental educators globally, yet we lack understanding of participants? cognitive and social learning processes and of how instructors can enhance these processes. Based on the Community of Inquiry framework, we used a survey and coded participant discussion board and Facebook posts to examine the cognitive, social, and teaching presence in the Environmental Education: Transdisciplinary Approaches to Addressing Wicked Problems MOOC, offered by Cornell University. Rather than train educators in a specific curriculum, the goal of the MOOC is to expand educators? critical and transdisciplinary thinking about the field of environmental education and to enhance social interactions to support learning, educators, and knowledge co-creation. Results indicate that cognitive presence is higher on the discussion board whereas social presence is higher on Facebook. Over half of cognitive posts focused on exploration, a lower level of learning, whereas just less than a fifth reflected higher level integration, suggesting room for enhancing cognitive learning. Our results suggest strategies to encourage higher levels of thinking and more meaningful social interactions to foster learning, educator support, and co-creation of knowledge, thereby improving online professional development. 相似文献
90.
Nick Hopwood Donna Rooney David Boud Michelle Kelly 《Educational Philosophy and Theory》2016,48(2):165-178
This article presents a sociomaterial account of simulation in higher education. Sociomaterial approaches change the ontological and epistemological bases for understanding learning and offer valuable tools for addressing important questions about relationships between university education and professional practices. Simulation has grown in many disciplines as a means to bring the two closer together. However, the theoretical underpinnings of simulation pedagogy are limited. This paper extends the wider work of applying sociomaterial approaches to educational phenomena, taking up Schatzki’s practice theory as a distinctive basis for doing so. The question ‘What is being simulated?’ is posed, prompting discussion of multiple bodies, performances and experiences. The potential of adopting such a framework for understanding simulation as a pedagogic practice that brings the classroom and workplace together is illustrated with reference to clinical education in nursing. 相似文献