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191.
Elizabeth L. Black 《Public Services Quarterly》2020,16(3):161-171
AbstractThe purpose of this paper is to describe how the Understanding by Design instructional design framework can be applied to design high-quality single-session information literacy instruction. The author describes the Understanding by Design process in detail, noting modifications for single instructional session design with examples from the application of this instructional design process to design co-curricular instruction sessions for undergraduates. 相似文献
192.
Renée Depalma Elizabeth Atkinson 《Discourse: Studies in the Cultural Politics of Education》2007,28(4):499-514
This paper analyses patterns of participation on a voluntary anonymous Web-based discussion forum, open to students and faculty in one UK university, concerning sexualities equality in schools. Analysis revealed that participants often rejected the security of anonymity and strategically embodied themselves and others (as gay, straight, parents, etc.) to provide authority and ethical grounding for certain arguments. These embodied arguments invited engagement and promoted dialogue. We found that while personal embodiments were crucial for meaningful interaction, they also brought the risk of personalizing systematic inequality and fostering a victimization discourse. In the light of this, we argue that both individual and collective perspectives are crucial for promoting sexualities equality in school. 相似文献
193.
Amy E. Blevins Elizabeth Kiscaden Jason Bengtson 《Medical reference services quarterly》2017,36(4):313-322
In 2015, two librarians at the Hardin Library for the Health Sciences at the University of Iowa turned their dreams into a reality and secured funding to build a zombie-themed evidence-based medicine game. The game features a “choose your own adventure” style that takes students through a scenario where a disease outbreak is taking place and a resident is asked to use evidence-based medicine skills to select a screening and diagnostic tool to use on potentially infected patients. Feedback on the game has been positive, and future plans include building additional modules on therapy, harm, and prognosis. 相似文献
194.
Julie C. Dunsmore Ryoichi J. P. Noguchi Pamela W. Garner Elizabeth C. Casey Naureen Bhullar 《Early education and development》2008,19(2):211-237
Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills. 相似文献
195.
There is growing concern regarding the amount and type of violence that young children are exposed to on a daily basis. Through
media, popular toys and video games violent images are consistently present in children’s lives starting at a very young age.
This paper discusses (a) the growing presence of young children’s exposure to media violence, (b) the influence of media violence
on early childhood development and well-being, (c) the impact of media violence on young children with disabilities, and (d)
recommendations for addressing this national dilemma within the context of family-professional partnerships. A list of related
web resources is also included. 相似文献
196.
Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model 总被引:1,自引:1,他引:0
Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the
age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement
of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study
focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate
instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest
that mindfully adapting activities to children’s needs advances children’s emergent literacy development. 相似文献
197.
Many school‐aged children have experienced the cruelty of bullying. The impact and effects of bullying have been described extensively in scholarly literature. Unfortunately, the impact of bullying has also made contemporary headlines with the recent rash of school shootings and other forms of school‐based violence. The current body of students brings an additional threat to bullying. Due to their sophisticated use of technology, today's students are using contemporary delivery systems to taunt, tease, and threaten their classmates. Cyberbullying is the newest form of bullying, and it brings additional challenges for school personnel. Because of the unique aspects of cyberbullying, school psychologists need strategies to guide school communities faced with this threatening behavior. © 2008 Wiley Periodicals, Inc. 相似文献
198.
The research studies how outstanding teachers from Hong Kong conceptualize teacher success or effectiveness. This study adds to the knowledge base concerned by raising the importance of the coexistence of personal attributes and professional qualities as well as contextual factors, in bringing out the success of a teacher. It draws the attention of teacher educators/trainers and school administrators to the necessity of viewing the concept of teacher success from a broader perspective, instead of focusing narrowly on the professional qualities of a teacher. It also provides insights for school administrators in selecting teachers or supporting their work. 相似文献
199.
Frances A. Campbell Barbara H. Wasik Elizabeth Pungello Margaret Burchinal Oscar Barbarin Kirsten Kainz Joseph J. Sparling Craig T. Ramey 《Early childhood research quarterly》2008
Adult benefits for participants in Project CARE were compared with those of the Abecedarian Project, a closely related randomized study of early childhood educational intervention for children from low-income families who were at risk of developmental delays and school failure. CARE replicated Abecedarian's young adult treatment-related educational and vocational attainment gains. CARE data also supported the Abecedarian reduction in marijuana use. Treated individuals in both studies reported adopting a more active life style. The average age at birth of a first child, the number of children, and the proportion of teen parents were positively affected in the Abecedarian sample but not in CARE. Finding significant educational and vocational gains lasting into young adulthood in the CARE study reinforces Abecedarian young adult findings and strengthens the case for early childhood intervention for children from low-income families. 相似文献
200.
Elizabeth J. Meyer 《Gender and education》2008,20(6):555-570
This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. Some of the external barriers include: lack of institutional support from administrators; lack of formal education on the issue; inconsistent response from colleagues; fear of parent backlash; and negative community response. By gaining a better understanding of the complex factors that shape how teachers view and respond to gendered harassment, we can work towards more effective solutions to reduce these behaviours in schools. 相似文献