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Gail Zaiman Dorph 《Religious education (Chicago, Ill.)》2013,108(1):63-85
Teaching the Torah in liberal settings demands a set of skills and a sophisticated knowledge of the Bible. It presupposes an open approach to the text that posits multiple interpretations, and demands close reading and explication of the text as in a literary-critical approach. In this article, the author describes the knowledge and beliefs of six different cohort groups of prospective Jewish educators regarding the authorship of the Torah and their understandings of two central narratives in the book of Genesis. She explores the tenacity of their early beliefs in the face of a variety of pedagogic interventions question and speculates about the nature of that tenacity. 相似文献
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Jennifer Grisham-Brown Rena Hallam Robyn Brookshire 《Early Childhood Education Journal》2006,34(1):45-51
The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children’s progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented. 相似文献
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In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance domains, and mathematical and spatial reasoning ability have demonstrated predictive validity for achievement in science, technology, engineering, and mathematics (STEM) domains. We note that domains of talent have unique trajectories and discuss four critical aspects of domain-specific giftedness. These include the developmental nature of giftedness (giftedness moves from potential to competency to expertise and possibly to eminence over time); the temporal nature of giftedness (that domains vary in their starting, peak, and ending points); the contextual aspect of giftedness (societal value of some domains over others, changing of domains and emergence of new domains, and the environmental influences in fostering domain-specific achievement); and the relative nature of giftedness (childhood giftedness is advancement relative to age peers, and adult giftedness is exceptional achievement relative to other domain experts). Finally, we present some implications of a domain perspective on giftedness for educational practice. 相似文献
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Muhamad Hugerat Salman Ilaiyan Rena Zadik Saleem Zidani Raid Zidan Zehava Toren 《Journal of Science Education and Technology》2004,13(2):277-283
In this project, we suggest building a real model of solar village inside schools, which use only solar energy. Such projects emphasize the importance of energy for a technological society and the advantage of alternative energy sources. In this study, we report on pupils in the 6th grade in three elementary schools in Israel who were active participants in building systems that use solar energy. The study objective was to examine the educational, social, and scientific impact of this project on students, parents, and teachers. The study results showed that the three groups (students, parents, and teachers) highly appreciate the project, educationally and socially. Parents supported the project because they observed the positive impact on their children's learning. Teachers rated the project highly because of students' interaction and involvement, as well as their increases in learning skills such as developing reading plans and executing research and writing reports. 相似文献
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Rena L. Repetti 《Child development》1996,67(4):1467-1482
The hypothesis that perceived failure experiences at school would increase the likelihood of aversive parent-child interactions after school was supported in a study of 167 fourth, fifth, and sixth graders. Children completed measures of mood, school events, and parent-child interaction 3 times each day for 2 consecutive days. Reports of social and academic failure experiences at school (e.g., peer problems and difficulty with schoolwork) were associated with increases in child self-reports of demanding and aversive behavior toward parents that evening. There was no evidence of the reverse effect, aversive child behavior did not predict an increase in reports of negative events the next day. When children rated more academic failure events at school, they also described their parents as more disapproving and punishing after school. However, this effect was only partially mediated by increases in the child's aversive behavior. It is argued that the findings cannot be explained solely by a response bias caused by the child's general mood or frame of mind that day. First, school-to-home mood spillover effects were controlled in the analyses. Second, reports of problems at school were not associated with other aspects of parent-child interaction (e.g., the parent's positive behavioral and emotional involvement with the child). In addition to its substantive findings, the study illustrates use of an unbiased method for assessing child responses to daily stressors. 相似文献
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In this article we draw on longitudinal, retrospective, and cross-sectional studies to address the relationship between giftedness in childhood and adulthood. Evidence points to the fact that children who became eminent adults did not necessarily fit conceptions of giftedness driving programs that currently exist in our schools. These findings suggest that special kinds of educational experiences and social contexts, access to tacit knowledge from mentors and parents, grouping with true intellectual or talent peers, appropriate support networks, and select personality dispositions of talented individuals need to be incorporated into our understandings of the talent development process. 相似文献
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In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (2017). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg’s proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific, particularly at later stages in the talent development process; (c) the challenge in applying ACCEL in the real world of schools; and (d) whether the arts and other performance areas are compelled to have an ethical theme in order to be valuable. 相似文献