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541.
Kathy Ring 《International Journal of Early Years Education》2006,14(1):63-84
This paper draws upon evidence from a three‐year longitudinal study of young children drawing across home, pre‐school and school. The study shows how the belief systems of significant adults and more able peers/siblings impact upon the child’s access to, use of and beliefs about drawing. Concentrating upon the children when in the Foundation Stage (aged between three and five), the paper highlights:
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the importance of the mother’s role in organizing the home space, the child’s time and his or her access to materials;
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gendered responses to an environment in which the mother is a constant presence in comparison with the limited presence of the father.
542.
Kathy Hall Beryl Webber Steve Varley Vanessa Young Peter Dormant 《Cambridge Journal of Education》1997,27(1):107-122
This paper is based on semi‐structured interviews with 59 Year 2 teachers across 45 schools in one LEA. It documents their practice of and attitudes to teacher assessment and it proposes a developmental model which describes and explains their approaches. The assessment of process skills is analysed and the effects of assessment on children's learning and teachers’ practice are discussed. The manageability of teacher assessment is also examined. The findings are linked with previous and subsequent studies on teacher assessment and suggestions for further research, based on these outcomes, are offered. 相似文献
543.
Alison Glover Yvonne Jones Jane Claricoates Jan Morgan Carl Peters 《Innovative Higher Education》2013,38(1):75-86
Mainstreaming Education for Sustainable Development in higher education is vital if graduates are to possess the abilities, skills, and knowledge needed to tackle the sustainability issues of the future. In this article we explain the development and piloting of a baselining tool, the Education for Sustainable Development and Global Citizenship Development Framework, developed with support from the Higher Education Funding Council for Wales. We draw comparisons with the Sustainability, Tracking, Assessment and Rating System Program, developed by the North American Association for the Advancement of Sustainability in Higher Education. The resulting framework offers consistency with existing Welsh Government strategic documentation, builds on increasing momentum, and has relevance across the higher education sector globally. 相似文献
544.
Rebecca J. Glover 《Community College Journal of Research & Practice》2013,37(6):505-514
Although debate continues regarding the degree of trauma associated with the transitions into and through adulthood, there is widespread agreement that these developmental shifts represent a complex period as individuals seek to develop a sense of identity distinct from their families of origin. Society appears to further complicate these tasks with its lack of clearly defined indices of adulthood and its apparent lack of support for individuals in transition. This article reviews major developmental tasks of adults during early adulthood along with issues associated with transition into middle and later adulthood and provides suggestions for community college counselors working with these individuals. 相似文献
545.