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131.
Previous Possessions, New Obligations was launched by Museums Australia Inc. in 1993, the International Year for the World's Indigenous People, as a policy framework to guide the development of relationships between museums in Australia and Indigenous Australians. The policy was based on consultation with Indigenous people to develop protocols, policies and procedures for more sensitive collection management and for including Indigenous people in research and public programs; and to address issues of governance. It expressed the values that would underpin new relationships between museums in Australia and Indigenous Australians. An evaluation of the policy was conducted in 2000 in a collaboration between the Australian Museum Audience Research Centre, Sydney, and Museums Australia Inc., Canberra. The evaluation found that the policy had substantially met its goals, particularly in establishing the primary rights of Indigenous people to control their cultural material in museum collections. However, a range of substantially new issues emerged which require new policy responses and initiatives. 相似文献
132.
Kelly L. Heider 《Early Childhood Education Journal》2009,36(6):513-518
The rapid growth of information over the last 30 or 40 years has made it impossible for educators to prepare students for
the future without teaching them how to be effective information managers. The American Library Association refers to those
students who manage information effectively as information literate. Information literacy instruction has been a priority in many secondary schools since the American Association of School
Libraries published the Information Literacy Standards for Student Learning in 1998. Although these standards were written for grades K-12, information literacy is still not the focus in many early
childhood classrooms. This article discusses the importance of information literacy instruction in early childhood education.
Research suggests that early information literacy instruction, using informational texts and collaborative, teacher–librarian
curriculum planning, promotes critical thinking and increases the ability to problem-solve—two skills necessary for survival
in today’s Information Age. 相似文献
133.
This paper draws upon data from a research project, undertaken in 2 Year 6 classrooms during the 2006 World Cup, to analyse how children used complex sentence structures in their writing on a football web‐log. We explore how the confluence of a temporary, popular, global event and an online forum for communication created a moment of linguistic empowerment where pupils began to use high‐level forms of language, and we consider the implications of transience and interactivity for the teaching and learning of sentence grammar. 相似文献
134.
Kelly Y.L. Ku 《Thinking Skills and Creativity》2009,4(1):70-76
The current paper discusses ambiguities in critical thinking assessment. The paper first reviews the components of critical thinking. It then discusses the features and issues of commonly used critical thinking tests and to what extend they are made compatible to the conceptualization of critical thinking. The paper argues that critical thinking tests utilizing a single multiple-choice response format measures only recognition or level of knowledge, and do not adequately capture the dispositional characteristics of test-takers. Multiple-choice response format does not reveal test-takers’ underlying reasoning for choosing a particular answer, nor does it reflect test-takers’ ability to think critically under unprompted situations. Whereas measurement that allows for responses in both multiple-choice and open-ended format makes it possible to assess individuals’ spontaneous application of thinking skills on top of their ability to recognize a correct response. Assessment consists of multi-response format should be pursued for effective evaluation of students’ critical thinking performance. 相似文献
135.
Cultural and linguistic diversity in early childhood teacher preparation: The impact of contextual characteristics on coursework and practica 总被引:1,自引:0,他引:1
Chih-Ing Lim Kelly L. Maxwell Harriet Able-Boone Catherine R. Zimmer 《Early childhood research quarterly》2009
The population of children in early childhood settings is becoming increasingly culturally and linguistically diverse, and these changes in demographics have warranted teachers becoming more culturally responsive and better prepared to work with diverse young children and families. Teacher preparation programs across the nation have responded differently to this critical issue, in part because of the different contexts in which they exist. Analyses were conducted using data from the National Prekindergarten Center’s (NPC) National Study of Early Childhood Teacher Preparation Programs and the National Center for Educational Statistics (NCES) Integrated Post-Secondary Education Dataset (IPEDS). Geographical, program, and institutional characteristics were analyzed from a sample of 416 Bachelor’s degree programs to determine how these variables were associated with the amount of diversity content and experience required in teacher preparation programs. Results indicated that the presence of non-White full-time faculty was positively related to more required coursework focused on working with children and families from culturally diverse backgrounds, while degree of urbanization, governance of institutions, and National Council for Accreditation of Teacher Education accreditation were associated with required coursework focused on working with bilingual children and English language learners. The percentage of the non-Hispanic White population in a state and geographic region were both associated with practica requirements focused on working with bilingual children and English language learners. Implications and recommendations for policy, future research, and early childhood teacher preparation are discussed. 相似文献
136.
Brian E. Vaughn Nana Shin Mina Kim Gabrielle Coppola Lisa Krzysik António J. Santos Inês Peceguina João R. Daniel Manuela Veríssimo Anthon DeVries Eric Elphick Xiomara Ballentina Kelly K. Bost Wanda Y. Newell Ellaine B. Miller J. Blake Snider Byran Korth 《Child development》2009,80(6):1775-1796
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children. 相似文献
137.
“Spinning Themselves into Poetry”: Images of Urban Adolescent Writers in Two Novels for Young Adults
Kelly Wissman 《Children‘s Literature in Education》2009,40(2):149-167
In contrast to the educational research and policy literature depicting urban adolescents as reluctant and struggling readers
and writers, young people in recent young adult novels claim writing as an efficacious practice for self-discovery and social
understanding. Analysis of the images of writers and writing in Locomotion and Call Me María provide insights into both urban adolescents and literacies as social practices. Framed by New Literacy Studies, analysis
of the novels finds that the characters use writing to document and process life-altering events; to seek meaning and inspiration
in their surroundings; to resist ascribed identities; and to search for a sense of belonging in the sociopolitical landscape
in which they are often marginalized due to their race, gender, youth, and/or language. This article argues that the novels
humanize and dramatize adolescent literacies in ways that test results and crisis language often disguise and distort. 相似文献
138.
ObjectivesTo describe the outcome of referral to the statutory authorities for infants under 2 years with non-accidental head injury (NAHI), and to establish whether the authorities held sufficient information to develop a risk profile for these cases.MethodsRetrospective review of cases admitted to hospital in Auckland, New Zealand from 1988 to 1998. Records from the hospital admission, child protective services and Police were reviewed, up to 19 years from diagnosis.ResultsOf 39 infants, 33 survived to leave hospital. Documentation of risk factors was erratic, and sometimes incongruent between agencies. Inter-agency case conferences took place in 17/39 (44%). The Department of Child, Youth and Family Services (CYF) used an informal family agreement to secure safety in 15/33 survivors (45%). Family Group Conferences occurred in 17/33 (52%). Nine of 33 were placed permanently outside the home (27%), two (6%) with unrelated caregivers. Charges were laid in 18/39 cases (46%). Fifteen cases came to trial, with 14 convictions (36%). Of the survivors, 44% were later renotified to CYF. There was no obvious relationship between type of intervention and re-notification.ConclusionsEnsuring the safety of an infant with NAHI, and identifying and taking appropriate action with regard to the offender, are complex tasks. In New Zealand, data collection is often incomplete and inter-agency practice and collaboration is variable. Although the rate of prosecution was relatively high by international standards, many children were later notified again for further concerns of abuse or neglect, suggesting that our interventions have been only partially successful.Practice implicationsThis paper suggests that all infants admitted to hospital with non-accidental head injury should become part of a prospective inter-agency research study, using a standardised data collection instrument. This should include the systematic collection of all data known or suspected to be associated with risk of child abuse, and incorporate long-term prospective follow-up, regardless of child protective or legal outcomes. Without large numbers followed prospectively and according to sound methodology, it is difficult to prove which forms of intervention are better than others at reducing the risk of further abuse. 相似文献
139.
Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council''s BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students'' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses. 相似文献
140.
Steven J. Kelly 《Performance Improvement》2010,49(9):15-23
Senior performance technologists often take on real societal challenges, with enormous multilevel needs and minuscule funding. Front‐end assessment is conducted under demanding time frames with small teams. Successfully isolating critical gaps and formulating realistic solutions requires a melding of science and art. This article traces the author's journey to blend early military intelligence techniques with classical HPT methods—defining a craft approach to assessment likened to performance technology jazz. 相似文献