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排序方式: 共有83条查询结果,搜索用时 31 毫秒
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Tzu-Jung Lin Laura M. Justice Alyssa A. Emery Andrew J. Mashburn Jill M. Pentimonti 《Early education and development》2017,28(4):457-474
Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher–child managed whole-group language and literacy instruction on prekindergarten children’s social interaction with classmates. Teacher–child managed whole-group instruction that provides children with opportunities to engage with all of their classmates regularly may potentially deepen the social depth within a classroom (i.e., the frequency with which children regularly interact with each other). Provision of this type of instruction occurred via teachers’ implementation of a whole-class literacy curriculum twice weekly. Participants were 119 preschoolers who received an experimental literacy curriculum in 26 classrooms and 76 children in 17 business-as-usual control classrooms. Condition predicted the strength of children’s social interaction, suggesting that children in experimental classrooms had relatively stronger social ties with peers than children in control classrooms. Practice or Policy: The findings suggest that participation in ongoing teacher–child managed whole-group instruction could facilitate stronger social connections among preschool children. 相似文献
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Joel O. Bocanegra Aaron A. Gubi Gregory L. Callan Emery Clayson 《Psychology in the schools》2019,56(8):1287-1300
School psychology is experiencing a shortages crisis. Within this two‐part study, the Social Cognitive Career Theory was used to examine the impact of video interventions on students' choice and application to school psychology programs. A sub‐sample of participants were followed across 4 years. Findings suggest that, when measured immediately before and after, a short video intervention had a significant impact on participants' perceived knowledge and intentions to apply to a school psychology training program. However, when measured across several years, the video was not found to have a significant impact on actual application to a school psychology training program. Nevertheless, exposure to school psychology from multiple sources was still found to be the best predictor of actually applying to a school psychology program. Study results highlight the importance of concerted efforts throughout the career development pipeline to expose students to the profession of school psychology. 相似文献
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Mary E. Springer Pence 《About Campus》2004,9(3):24-26
Based on what they knew about today's generation of college students and sound educational practice, the orientation staff at the University of Louisville reoriented its program using a philosophy from Seattle's world‐famous fish market. 相似文献
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Deed Craig Blake Damian Henriksen Joanne Mooney Amanda Prain Vaughan Tytler Russell Zitzlaff Tina Edwards Marie Emery Sherridan Muir Tracey Swabey Karen Thomas Damon Farrelly Cathleen Lovejoy Valerie Meyers Noel Fingland Doug 《Learning Environments Research》2020,23(2):153-165
Learning Environments Research - Teaching practices respond to the prompts, resources and inherent potential of a school’s physical, social and cultural landscape. This study involved how... 相似文献
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Sampling Memories: Using Hip-Hop Aesthetics To Learn From Urban Schooling Experiences 总被引:1,自引:0,他引:1
Emery Petchauer 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):137-155
This article theorizes and charts the implementation of a learning activity designed from the hip-hop aesthetic of sampling. The purpose of this learning activity was to enable recent urban school graduates to reflect upon their previous schooling experiences as a platform for future learning in higher education. This article illustrates what these learning activities helped students learn from their urban schooling experiences, the epistemologies made available to students through sampling, and the concurrent barriers to learning that these activities also produced. These results contribute to the newest area of scholarship in hip-hop-based education with a focus on urban education. 相似文献
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