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Grace Feuerverger 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,25(4):357-375
The objective of this research study is to offer a glimpse into the lives of some newly-arrived students of different racial,
linguistic and religious backgrounds as they confront the process of immigration and therefore personal and social displacement
within the context of a Toronto inner-city high school. These students carry with them hidden but enduring scars that influence
all aspects of their educational lives. In many cases their experience is steeped in trauma. Using auto-ethnographic methodology,
this research is devoted to giving voice to these students who inhabit a space filled with suffering and loss but also resilience
and cautious hope. If we really care about these vulnerable students in our classrooms, we must rethink and reshape our understanding
of teaching and learning that is more fundamentally linked to the lived experiences of students coming from places of war
and other oppressions. These issues are crucial for the future of nation-building and citizenship education in pluralistic
Western societies such as Canada, both in and out of school. 相似文献
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Grace Oakley Mark Pegrum Shannon Johnston 《Asia-Pacific Journal of Teacher Education》2014,42(1):36-50
E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered. Lessons learnt from the implementation are outlined and recommendations are proposed. 相似文献
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In 2004 a collaborative, statewide outreach project in Delaware was undertaken where consumer health librarians were embedded in public libraries. In order to explore the effect of the embedded librarians on the quality of health information provision, unobtrusive reference visits were made to half of the public libraries in the state. The query “Do vaccines cause autism?” was posed to library staff; resources provided were recorded. In 67 percent of visits, public library staff provided authoritative health information resources. It appears the embedded librarians had a positive residual effect on the provision of authoritative health resources for addressing an ambiguous query. 相似文献
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Initial-link response allocation in concurrent chains becomes less extreme as the absolute duration of the initial links increases
(Fantino, 1969). The present study asked whether initial-link duration affected how quickly response allocation reached asymptote
(i.e., acquisition of preference). Six pigeons were trained on a concurrent-chains procedure in which the terminal links were
fixed-interval (FI) 8 sec FI 16 sec or FI 16 sec FI 8 sec and were reversed every 20 sessions. Across conditions, all possible
combinations of transitions between variable-interval (VI) 8-sec (short) and VI 24-sec (long) initial-link schedules were
studied. Overall, the rate of acquisition was faster when the durations of the initial links preceding the reversal were short
rather than long, and when the durations of the initial links following the reversal were long rather than short. By contrast,
initial-link duration had no effect on acquisition or asymptotic measures of temporal control of terminal-link responding.
These results support the core principle of delay-reduction theory (Fantino, 1969) that the impact of a conditioned reinforcer
varies directly with initial-link duration, but also suggest that temporal learning during the terminal links proceeds independently
of initial-link duration. nt]mis|These data were presented at the annual meeting of the Association for Behavior Analysis,
Boston, May 2004. 相似文献
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