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211.
Abstract This paper explores the Ecology of Human Development Model (Bronfenbrenner, 1979) as applied to the lives of students enrolled in the Early Childhood Education program at James Madison University (Virginia). This model provided insights into who our students are, their experiences, beliefs and values and how they define themselves; secondly, the process of reflection provided an opportunity for students to examine their lives as part of a larger social context; and thirdly, by valuing the process, it is hoped that students would recognize the importance of coming to know the children they teach. It is imperative that students are well prepared for teaching an increasingly diverse population (NCATE Standard I.E.2). Our belief is that in order for prospective teachers to appreciate diversity in classrooms, they need first to examine the context of their own lives. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
212.
Doris M. Martin 《Journal of Early Childhood Teacher Education》2013,34(3):321-330
This article examines issues surrounding the recruitment and employment of men in early childhood education, including special education, child care, and preschool through primary grade classrooms. Earlier research from the United States, Canada, and Australia concerning men in early education is reviewed. Issues discussed include the limitations of traditional gender roles, concerns of homosexuality, fear of sexual abuse accusations, salaries, and isolation. Initiating dialogue, identifying and remedying prejudices and practices that favor women, and activating support networks are among the activities suggested to increase the number of male teachers in early childhood classrooms. 相似文献
213.
Overcoming the potential dilemma of awarding the same grade to a group of students for group work assignments, regardless of the contribution made by each group member, is a problem facing teachers who ask their students to work collaboratively together on assessed group tasks. In this paper, we report on the procedures to factor in the contributions of individual group members engaged in an integrated group project using peer assessment procedures. Our findings demonstrate that the method we used resulted in a substantially wider spread of marks being given to individual students. Almost every student was awarded a numerical score which was higher or lower than a simple group project mark would have been. When these numerical scores were converted into the final letter grades, approximately one-third of the students received a grade for the group project that was different from the grade that they would have received if the same grade had been awarded to all group members. Based on these preliminary findings we conclude that peer assessment can be usefully and meaningfully employed to factor individual contributions into the grades awarded to students engaged in collaborative group work. 相似文献
214.
This paper analyses urban waste systems to explore how local authorities can resolve challenges related to climate change, urbanization and resource depletion. The paper investigates how different public governance regimes affect local authorities’ ability to move upwards in the waste hierarchy. It identifies three different governance regimes – traditional bureaucracy, new public management and networked governance – and uses the insights from innovation in urban waste in three Norwegian city regions – Oslo, Drammen and Bergen – to illuminate how these regimes possess both strengths and weaknesses in how they affect system optimization and system change. The observed working practices signal that the issue of urban waste systems is perceived as a challenge of system optimization rather than system change. Viewing this as a challenge requiring system change would probably have ensured a stronger directionality and a broader anchoring of actors. Such an approach is likely to have arrived at a waste prevention mode earlier than the step-by-step-solutions implemented so far. The paper concludes that there is not one best governance regime, but a need to acknowledge their co-existence and carefully consider the characteristics of the respective regimes in order to arrange urban waste systems for long-term dynamic and sustainable city regions. 相似文献
215.
Michael W. Martin 《学校用计算机》2014,31(1-2):23-42
This article details the administration and results of an experiment conducted to assess the impact of three video game design concepts upon learning outcomes. The principles tested include game aesthetics, player choice, and player competition. The experiment participants were asked to play a serious game over the course of a week, and the learning outcomes were measured by comparing their pretest and posttest scores. The results of a one-tailed t test indicated, with a p value of 0.043, that there was a statistically significant effect of the aesthetic presentation of the game upon the learning outcome. There was no indication of a significant effect by the player choice or player competition conditions, but the results from these experiment groups point to some potentially interesting interactions between the conditions and learning, as well as possible future lines of experimental inquiry. 相似文献
216.
Derwin K. C. Chan Alfred Sing Yeung Lee Duncan J. Macfarlane Martin S. Hagger Kyra Hamilton 《Journal of sports sciences》2020,38(14):1666-1673
ABSTRACT Two studies were employed to test the reliability and validity of the Swimming Competence Questionnaire (SCQ) among primary school children. Study 1 was a cross-sectional survey in 4959 primary school children. Study 2 was a pre-post-test quasi-experiment among 1609 primary school children who underwent a 20-lesson learn-to-swim programme. In Study 1, exploratory structural equation modelling revealed excellent goodness-of-fit and scale reliability for a two-factor model comprising distance and skill factors, which supported the construct and convergent validity. SCQ scores were significantly and positively correlated with swimming outcomes (i.e., self-efficacy, intention, swimming frequency), which supported SCQ’s concurrent and criterion validity. Average variance extracted for the SCQ factors exceeded cut-off criteria supporting discriminant validity. In Study 2, pre-test SCQ scores correlated significantly and positively with the SCQ scores, self-efficacy, intention, and swimming frequency at post-test, which supported SCQ’s test-retest reliability and predictive validity. Positive intraclass correlation between SCQ scores and coach ratings at post-test provided evidence for SCQ’s inter-rater reliability. SCQ scores significantly improved at post-test, which supported SCQ’s ecological validity. In conclusion, findings indicate that the SCQ is a valid and reliable measure to assess primary school children’s swimming competence, in terms of swimming distance and basic water survival skills. 相似文献
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219.
Martin Thrupp 《Discourse: Studies in the Cultural Politics of Education》2002,23(3):339-345
Making the Difference (Connell et al., 1982 ), a sociological study of Australian families and schools, generated considerable interest and some controversy when it was published in 1982. This essay revisits the way the book was reviewed at the time and considers its contribution two decades later. In the 1980s it provided a substantial account of the relevance and limitations of reproduction theory to Australian education and it was also seen internationally as an exceptionally insightful study of the class-based and gendered relationship between families and schools. Although the research agenda signalled by Making the Difference was subsequently disrupted by the rise of the New Right, it is argued that its theoretical and empirical concerns provided a foundation for recent work on the impact of postwelfarist education policy and in this sense it remains highly relevant to the sociology of education today. The book's policy stance, although not without problems, also anticipated some of today's debates about the best form of educational provision for diverse social groups. It is concluded that Making the Difference was not only seen as a remarkable account in its time but in important respects was well ahead of its time. 相似文献
220.
Martin Storksdieck Kirsten Ellenbogen Joe E. Heimlich 《Environmental Education Research》2005,11(3):353-369
This paper discusses three case studies – an exhibition on biodiversity, a hotel water conservation program, and a partnership between a nature center and urban public schools – to establish parameters for designing learning experiences that accommodate the varied worldviews and attitudes of learners. Positive outcomes occurred in all three cases, but could best be interpreted if sub‐samples of participants were distinguished based on their readiness to embrace conservation messages. The studies demonstrated the limitations of narrowly defined learning outcomes as benchmarks for success or failure. The role that visitor/participant agendas, needs, abilities and interests play in shaping free‐choice learning experiences will be discussed. 相似文献