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31.
32.
Making Words Matter: Vocabulary Study in the Content Areas 总被引:1,自引:1,他引:0
Scott C. Greenwood 《Clearing house (Menasha, Wis.)》2013,86(5):258-263
33.
Teachers are influential in motivating and improving attitudes towards reading. This article reports on an investigation of eight teachers of 10‐ to 12‐year‐old students from five New Zealand schools and the strategies they used to improve attitudes to reading. Each school had been identified as implementing effective reading programmes by a panel of literacy experts and supported by standardised tests demonstrating overall improvements in reading achievement. A reading culture developed by using sophisticated picture books and novels for discussion and debate along with ready access to age‐related, high‐interest appropriate books in the classroom and school library. Teachers worked with children on a whole class, group and individually and demonstrated explicit teaching using texts that engage the reader. The research suggests that children need support by their teachers to negotiate them away from potential points of discouragement in learning to read. Also, teachers need to be aware that reading may not be considered ‘cool’ at this time of early adolescence and initiate strategies to make reading fun. 相似文献
34.
Gail Herrera Judy Greenwood 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1-2):9-24
The University of Mississippi Libraries began a patron-initiated purchasing program in 2009. After a successful year of purchasing, the authors evaluated both the criteria and workflows. The process included sharing results with subject librarians and the Collection Development Steering Committee. As a result, changes were made to both the criteria and the workflows. 相似文献
35.
Jo Fletcher Michael Grimley Janinka Greenwood Faye Parkhill 《Journal of Research in Reading》2013,36(2):149-171
This article focuses on a multicultural, low socioeconomic, intermediate school that over the 4 years of this longitudinal, qualitative, case study made substantial positive shifts in developing a more effective learning environment and improving students' reading achievement. The study found that the factors appearing to have the most influence on this improvement were: effective and collaborative school leadership; ongoing school‐wide professional development on teaching reading led by an externally appointed literacy expert; the appointment, within the school, of a literacy leader charged with supporting this development; assessment data being used to inform teaching and a school‐wide action plan directed at literacy improvement; the implementation of reading programmes that were regular, focused and sustained; the school leadership proactively ensuring school‐wide support for management of appropriate student behaviour; the fostering of home–school partnerships; and ongoing external reviews of school effectiveness. 相似文献
36.
Gavin Boyce Angela Greenwood Amy Haworth Jacky Hodgson Chris Jones Gary Marsh Maria Mawson Rosa Sadler 《The Journal of Academic Librarianship》2019,45(5):102046
Over the course of 2018 the University of Sheffield Library conducted a series of interviews and workshops with stakeholders as part of a strategic project to reflect on the value of the university library in the 21st century. Using a mixed methodology, participants were asked to reflect upon the future Higher Education (HE) environment for the university and, for academic participants, their discipline. In this context participants were also asked to reflect upon the future value of the University Library in a series of questions designed to elicit value statements using a tool which the project group have called the ‘Wheel of Value’. The resulting reflections upon the future environment have been grouped into four categories reflecting the drivers for change; Digitalisation, Student Experience, Diversification and Collaboration recognizing that there is considerable overlap and interconnection between these. The reflections on the future value of the library are presented by Wheel of Value higher order categorization. This approach proved useful in eliciting responses from participants in the face of recognized difficulty in getting beyond current views of the library and the approach is recommended to other universities looking to carry out a similar project. The results of this research will be used to inform the development of a view of the library for the purpose of engaging with our university community and key partners. 相似文献
37.
David A. Greenwood 《Cultural Studies of Science Education》2010,5(2):351-359
What is the role of education in wartime? To what extent should environmental and science educators directly address violent
conflict and a culture of prolonged war? This article gestures with empathy toward all educators who are working in wartime.
It posits that a critical pedagogy of place provides a theoretical framework that contextualizes all environmental work and
all education in the context of cultural politics. I argue that a fundamental component of a critical, place-based inquiry
must be acknowledging the contested history of colonization with respect to land (environment) and homeland (culture). I cannot
think of a place on the planet where this history is as complex and contested than it is in Israel and Palestine. However,
colonization and its legacy is a shared reality around the world, and acknowledging the context of colonization should not
be limited to inquiry in places where the bombs are still smoldering and where the rubble has yet to be cleared. Acknowledging
colonization may be especially appropriate in the US, where the historical record of militarized colonization remains hidden
behind the myths of global “progress” for the world’s remaining “superpower.” 相似文献
38.
Primrose Letcher Christopher J. Greenwood Helena McAnally Jay Belsky Jacqui A. Macdonald Elizabeth A. Spry Kimberly C. Thomson Meredith O'Connor Judith Sligo George Youssef Jennifer E. McIntosh Ella Iosua Delyse Hutchinson Joyce Cleary Ann V. Sanson George C. Patton Robert J. Hancox Craig A. Olsson 《Child development》2023,94(1):60-73
This study examined whether positive development (PD) in adolescence and young adulthood predicts offspring behavior in two Australasian intergenerational cohorts. The Australian Temperament Project Generation 3 Study assessed PD at age 19–28 (years 2002–2010) and behavior in 1165 infants (12–18 months; 608 girls) of 694 Australian-born parents (age 29–35; 2012–2019; 399 mothers). The Dunedin Multidisciplinary Health and Development Parenting Study assessed PD at age 15–18 (years 1987–1991) and behavior in 695 preschoolers (3–5 years; 349 girls) and their New Zealand born parents (age 21–46; 1994–2018; 363 mothers; 89% European ethnicity). In both cohorts, PD before parenthood predicted more positive offspring behavior (βrange = .11–.16) and fewer behavior problems (βrange = −.09 to −.11). Promoting strengths may secure a healthy start to life. 相似文献
39.
As educators, we need to stop fearing data and embrace its power. This article discusses how classroom teachers can design, implement, and analyze longitudinal assessments to diagnose issues related to student achievement and meet the demands of our evolving data-driven educational culture. Practical advice on exam production and data analysis provide a footprint which allows teachers to begin the process locally and immediately. 相似文献
40.
Dudley Moore Steve Decker Angela Greenwood Sandy Kirby 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):276-281
A questionnaire survey was conducted among a group of primary schools in south‐east England to try to establish what level of demand there would be for a counselling/educational therapy service, and whether headteachers would be prepared to allocate the required funding. The research shows that there is a significant number of children who could benefit from such a service and that there is some willingness to make funds available for this although, not surprisingly, there was a good deal of reservation about how much money could be allocated. 相似文献