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Tonia J. Land Tonya G. Bartell Corey Drake Mary Q. Foote Amy Roth McDuffie Erin E. Turner 《课程研究杂志》2019,51(4):471-493
Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB. 相似文献
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Harold E Hill Richard E. Clark Keith W. Mielke Erhard U. Heidt Wellesley R. Foshay 《Educational technology research and development : ETR & D》1980,28(1):62-74
Anyone who engages in or follows media research knows of the work of Gavriel Salomon. His publications are some of the most
frequently cited in the literature. Advance information about a new book by him prompted us to treat the book more elaborately
than usual. We asked Salomon’s colleague, Dick Clark, to do a review, and Keith Mielke and Erhard Heidt to comment on the
implications of the book for future research in media. — Ed 相似文献
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Ray McDermott Mary E. Henry Cynthia Dillard Paul Byers Freda easton Ida Oberman Bruce Uhrmacher 《The Urban Review》1996,28(2):119-140
In 1991, the first public Waldorf school was opened in the inner city of Milwaukee. Based on a week of observations by the
authors, this article reports the significant achievements of the school. In classrooms, we observed mostly whole-class lessons
well structured around the natural rhythms of body movement, language, and social interaction; most of the children were constantly
engaged with the curriculum. Misbehavior was handled directly and lovingly. The children performed remarkably well on standardized
tests. Faculty discussions on the nature of Waldorf education and its use in a racially charged and poor neighborhood were
both heated and productive. 相似文献
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We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education 总被引:1,自引:0,他引:1
ABSTRACT— Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought . Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments. 相似文献
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