Sang‐Joon Nam 《Environmental Education Research》1995,1(1):109-122

In the past, environmental education in Korea was not effective, in part at least, because it was not dealt with as an independent subject. However, in the Sixth Curriculum for schools in Korea, which will take effect from 1995, ‘Environment’ subject is included as an optional course for junior high school students. This paper gives details of the curriculum of ‘Environment’ subject and describes the development of the course textbook which focuses on values and attitude change. The paper also discusses Ministry of Education plans for teacher education and training courses for teachers of the new subject. Despite the current lack of qualified teachers for the subject and the fact that it is not mandatory, the introduction of the ‘Environment’ subject in the national curriculum is seen to be of great significance. With rapidly increasing national concern about environmental issues, and with an increasing number of schools teaching ‘Environment’ subject, it is expected that environmental education in Korea will move more efficiently and profoundly towards realizing its ultimate purpose.  相似文献   

    

Jane Bernard‐Powers 《History of education quarterly》2013,53(1):111-114

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Patricia Garrett‐Peters  Roger Mills‐Koonce 《Monographs of the Society for Research in Child Development》2013,78(5):36-52

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Margaret Paccione‐Dyszlewski 《The Brown University Child and Adolescent Behavior Letter》2020,36(5):8-8

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Tori Haring‐Smith 《About Campus》2011,16(5):9-12

Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience.  相似文献   

Opening Oz's curtain: who’s really running the annual IEP meeting to discuss secondary transition issues?     

Jamie L. Doronkin  James E. Martin  Barbara A. Greene  Belkis Choiseul‐Praslin  Faye Autry‐Schreffler 《Journal of Research in Special Educational Needs》2020,20(3):206-216

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Margaret R. Paccione‐Dyszlewski 《The Brown University Child and Adolescent Behavior Letter》2016,32(7):8-8

There is hardly a child who crosses the threshold of a school who does not carry with them a reservoir of trauma. Whether this pain is the size of a pencil case, knapsack, or duffel bag, the odds are that some degree of trauma is present and that it hurts.  相似文献   

    

Margaret R. Paccione‐Dyszlewski 《The Brown University Child and Adolescent Behavior Letter》2016,32(1):8-8

It was the year 2000. I was standing in the inmate visiting area of what is now named the Howard R. Young Correctional Institution in Wilmington, Delaware. An attractive but tired‐looking young black woman entered the room carrying a preschooler. The little girl's eyes darted around the room and then dropped to the ground. I read anticipation and apprehension in her body language.  相似文献   

    

Hong‐Man Wang 《Health information and libraries journal》2016,33(2):92-99

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Allison Breit‐Smith  Anne van Kleeck  Jo‐Anne Prendeville  Wei Pan 《Journal of Research in Reading》2017,40(4):345-364

Twenty‐three preschool‐age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed and coded into story grammar elements and all parental extratextual utterances were transcribed and coded for (1) their relationship to the story grammar elements found within the storybook, and (2) the natural strategies parents used to direct their children's attention to these elements. Children's overall exposure to story grammar elements during book reading was also explored for its relationship to their language abilities. Results indicated that parents focused significantly more on the resolution, attempt, and consequence compared to the initiating event and plan, and most frequently used the text and pictures as strategies for recruiting their children's attention to the story grammar elements within the book. In addition, the frequency of parental utterances related to story grammar elements was negatively correlated with children's language abilities. This study did not examine the complexity or depth of parental utterances related to story grammar elements. These findings provide initial evidence that children may derive their understanding of story grammar at least in part through their parents' extratextual discussions during parent–child book reading.  相似文献