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111.
Service‐Learning (S‐L) pedagogy is attracting increased attention in teacher education. This article describes the implementation of S‐L in the preservice early childhood curriculum, which placed students in a birth‐5 years setting. It identifies a continuum of learning to care, which begins in infancy, as caring capacities emerge, through to adulthood, when preservice teachers learn from experienced mentors how caring characterizes their interactions with learners of all ages. Students’ journals indicate they believe S‐L experiences contribute to their personal, academic and professional development. Carefully implemented S‐L experiences validate students’ caring interactions, give them first‐hand experiences with young children during which they can apply theoretical constructs, provide experiences which help them clarify their own career goals, and make them feel better prepared to manage instructional and classroom management dimensions of working with young children. 相似文献
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Kevin Wilson 《Performance Improvement》2013,52(5):44-47
Where is your journey on the path to improvement taking you? Sometimes we need a new perspective to see the path more clearly. This book will help the reader focus on life's experiences that develop skills and promote improvement that will lead to future successes. Many resources are within reach in The School Improvement Specialist Field Guide, and the stories and experiences of others are rich in example and can help to parallel your own journey and professional improvement. The School Improvement Specialist Field Guide (2013; ISBN 978‐1‐4522‐4089‐3) is published by Corwin Press. $39.99. For a 15% discount, use code D13194 when you order a copy at http://www.corwin.com/books/Book238079?siteId=corwin‐press&subject=C00&qsupld=false&q=page&fs=1 . 相似文献
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Thomas W. Farmer Jill V. Hamm Kathleen L. Lane David Lee Kevin S. Sutherland Cristin M. Hall 《Journal of educational and psychological consultation》2013,23(2):115-139
Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model. 相似文献
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According to the United Nations Convention on the Rights of the Child, children have a right to have their views listened to, and studies have shown that doing so can improve their motivation and self‐esteem. Accordingly, this systematic literature review sought to investigate how the views of children with an autism spectrum disorder (ASD), who have difficulties with social communication, may be gathered. Searches of electronic databases yielded 20 studies which met the criteria for inclusion. Semi‐structured interviews (SSIs) were popular, but there is tentative evidence that these are better suited to older, or more academically able, participants. Some of the evidence suggests adaptations to make SSIs more accessible to young people with ASD. Initial evidence has also emerged regarding the suitability of focus groups and electronic diaries. More focused evaluation by researchers of the suitability of their chosen data‐gathering methods for participants with ASD would allow broader conclusions to be drawn. 相似文献
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