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181.
Over the last decade, research related to personal epistemological beliefs has offered insight into how to promote effective teaching and learning across educational settings. Personal epistemological beliefs reflect an individual's views about what knowledge is, how knowledge is gained, and the degree of certainty with which knowledge can be held. However, there has been no research that specifically investigates the relationship between such epistemological beliefs and early childhood practice. This paper draws together current research findings on epistemological beliefs and tertiary learning to provide a conceptual framework which can be used in early childhood teacher education programs to provide a basis for investigating early childhood teachers' understanding about their own learning and how they use this knowledge in their practice.  相似文献   
182.
One of the most common obstacles people face in their careers is a bad relationship with their boss. Difficult relationships with supervisors lead to missed advancement opportunities,  相似文献   
183.
ABSTRACT

This article discusses a public service review and redesign that resulted in a blended service desk combining reference and circulation functions, staffed by nonlibrarians. The redesign implements a number of organizational structures that encourage service excellence, as found in the business literature and in examples of nonlibrary organizations that excel in customer service. The article identifies key organizational structures that have been shown to support or hinder good service and discusses the process of implementing these structures in practice and the results of an assessment process designed around determining success.  相似文献   
184.
Theoretical constructs derived from the work of Turner (1960) and Hopper (1971) are discussed to clarify how community colleges may contribute to the social reproduction—the perpetuation and legitimation—of inequalities in wealth, power, and status. Data collected on two selective-entry community-college-allied-health-career programs are presented to illustrate the utility of examining the structural effects and ideological bases of educational programs in terms of contest and sponsored modes of social reproduction. Findings indicate that ethnic group inequalities are reinforced in both programs, but in different ways. In one program, nonwhites are discriminated against at the admission stage; but when they are admitted, white and nonwhite students receive equivalent sponsorship toward completing the degree. In the other program, nonwhites are not only less likely to be admitted, but among those admitted, nonwhites are more likely to drop out or be eased out before completing the contest. The ideologies of implementation and legitimation drawn upon by key gate-keepers to explain each program appear to correspond to the systems of social reproduction evidenced in the respective program's structural effects.An earlier version of this paper presented at the Annual Meeting of the American Educational Research Association, Montreal, April 11–15, 1983.  相似文献   
185.
Quality of Center Child Care and Infant Cognitive and Language Development   总被引:13,自引:0,他引:13  
The relations between quality of center-based child care and infant cognitive and language development were examined in a sample of 79 African-American 12-month-old infants. Both structural and process measures of quality of child care were collected through interviews with the center director and observation of the infant classroom. Results indicated that quality of infant care positively correlated with scores on standardized assessments of cognitive development ( Bayley Scales of Infant Development ), language development (Sequenced Inventory of Communication Development), and communication skills (Communication and Symbolic Behavior Scales). In addition, quality of care in child care centers and at home was positively related. Analyses that adjusted for this association between quality of care at home and in child care suggested that the process measure of quality of child care independently related to the infant's cognitive development, and one structural measure, the infant-adult ratio, independently related to the infant's overall communication skills. Neither child nor family factors was found to moderate the association between child care quality and infant development. These findings, in conjunction with the growing child care literature, suggest that researchers and policymakers should focus on how quality of child care can be improved to enhance, not impair, infant development.  相似文献   
186.
187.
The present movement in alternative higher education is predominantly an accomodation for the unrest which surfaced during the sixties. Generally, the creators and participants of alternatives, both inside and outside of conventional universities, fell comfortably into a process of cooptation which alleviated the more obvious symptoms of alienation and silenced dissent. This paper discusses alternative higher education in light of 1) improvement of communication within the alternative community and with others in the larger society, 2) attention paid to critical analysis, theory and research, to avoid the pitfalls of subjectivism, 3) development of the organization and power to survive, rather than becoming trapped by excessive preoccupations with criticizing the conventional or with justifying ourselves to those in positions of power, and 4) creation of an integrity in our purposes and methods by fashioning a systematic and socially critical methodology of theory-and-practice, involving in part a serious consideration of Marxist thought.Joanne Kowalski, John Bilorusky, and Victor Acosta are three of the founders of the Western Regional Learning Center, an independent experimental university and center for people involved in community change and educational innovation.  相似文献   
188.
Research has shown that people differ in their psychological orientations toward sensory perception. Opposite perceptual types are extreme Haptics-normal-sighted individuals who use their eyes only when compelled to do so and otherwise depend on touch and kinesthesis — and extreme Visuals — those who depend entirely on visual experiences and would be completely lost in the dark. Since Haptics have been shown to have particular difficulty retaining visual images mentally, materials presented in a linear format may be ineffective for them. This study explored the possibility that Haptics would perform better on a visual location task when the materials were presented in a multiple image format.  相似文献   
189.
This article discusses how students and teachers in an Advanced English as a Foreign Language (EFL) class in Cape Town, South Africa, construct meaning through mobile phones. Drawing on Cultural-Historical Activity Theory (CHAT), mobile phones are viewed as cultural artefacts that learners and teachers engage in the construction of meaning-making practices resulting in contradictions that potentially lead to radical transformation in the object and subject positions offered in the classroom. The case study was located in a Cape Town EFL institution with 14 adult foreign language learners and two foreign language teachers as participants. The findings indicated potential primary contradictions in division of labour and object owing to the teachers’ uptake of communicative language teaching (CLT) practices and their institutional roles. As contradictions must necessarily lead to change in a system, the authors propose that the use of mobile technology has the capacity to shift pedagogy in this context.  相似文献   
190.
Setting the Record Straight for the Rights of the Child Summit   总被引:1,自引:0,他引:1  
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