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Nina Yssel Jayne R. Beilke Kathy L. Church Jay S. Zimmerman 《The Teacher Educator》2013,48(4):295-305
Abstract School districts throughout the United States have responded in different ways to recent acts of violence. Responses vary from external security measures, which include metal detectors, see‐through backpacks, and fences, to programs that train teachers and students to recognize potentially dangerous threats and behavior. Literature indicates that teacher education programs have generally failed to address this issue in preservice teacher education. The purpose of this article is to present a conceptual model for incorporating conflict resolution in preservice teacher education. The CoRE model offers teachers conflict resolution/ peer mediation skills in a four‐level approach: Foundational Knowledge, Integration, Contextual, and Implementation. 相似文献
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Julio González 《Cultura y Educación》2013,25(10):57-70
El Reino Unido ha sido uno de los países pioneros en la utilización de los ordenadores y la electrónica para mediar y prolongar los procesos psicológicos de las personas con déficit y contribuir así a su desarrollo y normalización funcional. Un adecuado conocimiento del estado de la cuestión en ese país puede, además de facilitar una información factual de los grandes avances producidos en comunicación y control del entorno, servir como modelo o banco de sugerencias para la acción en nuestro país. 相似文献
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Abstract This study examined the perceptions of certified public accountants concerning deterrents to participation in Web‐based continuing professional education. A survey instrument was mailed to a random sample of the Georgia Society of Certified Public Accountants’ membership, and 444 usable surveys were returned. Four broad dimensions of deterrence to participation in Web‐based education were identified through factor analysis. The two most influential deterrents were Concerns about Electronically Mediated Communication and Concerns about the Quality of Course Offerings. The other two were Concerns about Access to Technology‐Associated Resources and Concerns about the Availability of Necessary Personal Resources. The vast majority of respondents reported that they had access to the technology and that they perceived themselves as having the personal characteristics necessary for participation in Web‐based education activities. However, the proportion of respondents using Web‐based education for continuing professional learning in 1998 was minimal. 相似文献
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Hernández-March Julio Martín del Peso Mónica Leguey Santiago 《Tertiary Education and Management》2009,15(1):1-16
Tertiary Education and Management - This paper presents the main results obtained from 40 in-depth interviews with persons in charge of human resources and/or company directors, and from a... 相似文献
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Roberta Michnick Golinkoff Erika Hoff Meredith L. Rowe Catherine S. Tamis-LeMonda Kathy Hirsh-Pasek 《Child development》2019,90(3):985-992
Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes. 相似文献
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