排序方式: 共有45条查询结果,搜索用时 15 毫秒
31.
An online survey of 457 parents identifies factors associated with parents' intentions to allow their children to watch 18 common television scenes. Results of an exploratory factor analysis indicated that, with some exceptions, parents identified the scenes as 3 distinct factors representing violence, nudity and sexuality-related, and family-oriented content. Further, results from hierarchical multiple regression analyses indicated that mediation style explained a greater portion of the variance in parents' likelihood to let their children watch this content than either family communication patterns (FCP) or relevant demographic characteristics. 相似文献
32.
Immigrant students' experience of schooling: a narrative inquiry theoretical framework 总被引:1,自引:1,他引:0
We explore immigrant students' experience of schooling focusing on Yang Yang and his family. We present insights into immigrant Chinese educational experience in Canada and bring forward a narrative‐inquiry framework for the study of student experience. We find that—contrary to some of the expectations of Chinese immigrants—family relations, student learning, and school policies are complicated, with families finding it difficult to translate Chinese educational values in the Canadian context and their children facing serious learning and social difficulties. 相似文献
33.
Joann E Donatiello Peter W Droese Soo H Kim 《Journal of the Medical Library Association》2004,92(2):257-265
Research documents the existence of racial and ethnic health disparities. As a result, policy makers are seeking to address these disparities. This list is a starting point for building or updating a collection that supports this policy development process. It is written for health policy librarians and researchers and includes annotated recommendations for books, periodicals, government publications, and Websites. Entries for print publications are primarily from 1998 to 2003. 相似文献
34.
Research in Higher Education - Students’ choice of college major is related to their interests (Porter and Umbach in Res High Educ 47:429–449, 2006), and students whose major is... 相似文献
35.
Preschool inclusion in the United States: a review of research from an ecological systems perspective 总被引:2,自引:0,他引:2
Samuel L. Odom Joann Vitztum Ruth Wolery Joan Lieber Susan Sandall Marci J. Hanson Paula Beckman Ilene Schwartz Eva Horn 《Journal of Research in Special Educational Needs》2004,4(1):17-49
Using an ecological systems conceptual framework proposed by Bronfenbrenner, research on the inclusion of preschool children with disabilities in programs with typically developing children was reviewed. Drawing mainly from studies conducted in the United States, research on child characteristics (biosystem), classroom practices (microsystem), family perspectives (mesosystem), social policy (exosystem), culture (macrosystem), and changes in variables across time (chronosystem) is described. Positive developmental and behavioral outcomes occur for children with and without disabilities in inclusive settings, although as a group, children with disabilities are not as socially integrated as their typically developing peers. Parent attitudes are generally positive although they voice some concerns about inclusion. Several social policy issues within the U.S. system (e.g., enforcement of standards, fiscal issues) serve as barriers to and facilitators of implementation of preschool inclusion, and cultural variables shape the nature of inclusive classrooms as well as family access to inclusive settings. 相似文献
36.
Ira Harkavy Matthew Hartley Rita Axelroth Hodges Joann Weeks 《Peabody Journal of Education》2013,88(5):525-540
This article explores the university-assisted community school approach as it has been developed at the University of Pennsylvania with its school and community partners in West Philadelphia since 1985, as well as adapted nationally. The approach is grounded in John Dewey's theory that the neighborhood school can function as the core neighborhood institution that provides comprehensive services, galvanizes other community institutions and groups, and helps solve the myriad problems schools and community confront in a rapidly changing world. Building on Dewey's ideas, the authors argue that all colleges and universities should make solving the problem of the American schooling system a very high institutional priority; their contributions to its solution should count heavily both in assessing their institutional performance (by themselves and others) and be a critical factor when responding to their requests for renewed or increased resources and financial support. Providing concrete examples from over 20 years of work in West Philadelphia, as well as from initiatives across the country, this article explores the potential of developing university-assisted community schools as an effective approach for school reform, pre-Kindergarten through higher education. 相似文献
37.
Narrative multiculturalism 总被引:1,自引:1,他引:0
Joann Phillion 《课程研究杂志》2013,45(3):265-279
This is the first of three papers based on a 20-month study of teaching and learning in a diverse classroom in a downtown community school in Toronto, Canada. The purpose of the study was to examine teaching and learning in a multicultural classroom and to document successful strategies in working with immigrant and minority students. The three papers detail the process by which this focus on classroom life led to a critique of the literature and to a new way to think about multicultural teaching and learning that I call 'narrative multiculturalism'. In this paper, I explore the place of multiculturalism in education and describe several limitations of the traditional ways of examining the issue. I also outline the understanding with which I began the study and describe the nature of my inquiry. I use my autobiographical experiences of multiculturalism and multicultural research to reflect on the literature of multicultural education. The narrative of my relationship with a teacher participant provides a conceptualization of the field and suggests the nature of narrative multiculturalism. 相似文献
38.
Julie Birkenmaier Noell L. Rowan JoAnn Damron-Rodriguez Frances P. Lawrance Patricia J. Volland 《Educational gerontology》2013,39(9):784-800
Palmore's Facts on Aging Quiz (FAQ) was used to measure aging knowledge outcomes of 323 practicum students engaged in aging-focused practica at pre- and posttest across 11 universities. Significant improvement in knowledge scores (p = .0001) was found for graduates of the enhanced field education programs. Taking aging course work was a significant (p = .0001) influence on knowledge outcomes. Combined with coursework, the practicum students experienced increased knowledge of aging. When experiential and didactic learning is combined, increased knowledge about facts of aging occurs. 相似文献
39.
Jennifer Wiggins Johnson Veronica Thomas Joann Peck 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):119-134
A recent trend among universities shifts from traditional MBA programs to specialized MBA offerings. Specialized programs are believed to cultivate stronger relationships with students, which lead to stronger alumni relationships and increased donations. This research tests this empirically by examining relationship perceptions and donation behavior among alumni of both traditional and specialized MBA programs from a university. The findings suggest that graduates of specialized programs are more likely to perceive relationships with their MBA programs than their traditional program counterparts. These graduates are also more likely to donate to their universities and to direct their donations toward their specialized MBA programs. 相似文献
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