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Jocelyn Robson Bill Bailey Heather Mendick 《British Journal of Educational Studies》2008,56(3):304-322
ABSTRACT: This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees' constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners' tendency to 'idealise' their learning support workers is understood as a strategy for coping with the anxiety generated by a range of previous experiences. The implications for policy-makers are discussed. 相似文献
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Early Childhood Education Journal - Research and practice emphasize the importance of family involvement in early intervention for children with autism spectrum disorder (ASD). However, in order to... 相似文献
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Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the workplace. In this article, we discuss how college and career readiness standards have transformed expectations for literacy instruction in K–5 classrooms, especially for students from diverse cultural and linguistic backgrounds. Given that students of color have been historically underserved in schools, we contend that these children need more equitable and enriched opportunities to learn academic literacies, content knowledge, and communication skills to achieve their future college aspirations and career goals. To that end, we offer key principles (i.e., community-oriented classrooms, close reading of complex texts, content-rich inquiry, and cultural connectedness) that elementary educators can use to design engaging learning environments and robust literacy lessons that advance the college and career readiness of all students. 相似文献
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Mary Breunig Jocelyn Murtell Constance Russell Ryan Howard 《Environmental Education Research》2014,20(3):372-386
In Canada, there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of two case studies of Ontario ESPs that analyze the impact of ESP participation on students’ attitudes to, and relationships with, the environment and the extent to which program participation informs domestic pro-environmental behaviors and/or emancipatory social and environmental actions are presented. The results from the focus group sessions indicate that students believe that they can effect environmental change but that they struggle with ways to meaningfully enact that change in light of ‘real world’ constraints. 相似文献
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Jocelyn L. N. Wong 《Asia Pacific Education Review》2010,11(2):131-139
The concept of “professional learning community” (PLC) has been suggested as a tool to improve teachers’ professional competency
and students’ learning outcomes since the mid-1990s. In such a community, teachers can share their individual practices with
the aim of searching for “good practice” based on the outcome of collective inquiry. Such a learning process will result in
a reculturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher
isolation and individualism. China already has a long tradition of teachers working and learning collaboratively, so investigating
collaborative efforts in this context may provide a view of how to contextualize professional development of teachers in schools.
This study attempts to access teachers’ lenses in order to explore their views on the effects of subject-based professional
learning activities. This also helps to explain how teachers work and openly share their practices aiming at improving their
professional competency and student learning outcomes within their communities. Also, factors influencing the sustainability
of a professional learning community will be discussed. 相似文献
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Magnetic compass orientation in C57BL/6J mice 总被引:1,自引:0,他引:1
We report evidence for a robust magnetic compass response in C57BL/6J mice. Mice were trained to build their nests in one
of four magnetic directions by creating a light gradient along the long axis of a rectangular cage and positioning a nest
box at the opposite (dark) end. The mice were then tested overnight in a circular, visually symmetrical arena in one of four
magnetic field alignments. The positions of the nests built in the test arena showed strong unimodal orientation in the magnetic
direction coinciding with the dark end of the training cage. 相似文献