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121.
Susan A. Colby 《Teaching Education》2013,24(4):351-362
Although Vygotskian principles involving the Zone of Proximal Development (ZPD) are hailed as tenets undergirding teaching and learning within a constructivist setting, these principals have not been implemented widely within school classrooms. Tharp and Gallimore, building on the notion that learning can be maximized when a teacher has a heightened awareness of a student's ZPD and stimulates new learning based upon this understanding, argue that true teaching is a matter of “assisting performance”. This study examines the efforts of one university instructor to assist the performance of her graduate students as they learned to teach, scaffold and support struggling readers. The findings suggest that the university instructor successfully assisted her students by providing supportive feedback, extending their learning and providing appropriate resources through ongoing Email correspondence and face‐to‐face meetings and tutoring sessions. Success was attributed to the instructor's extensive knowledge of supporting struggling readers, awareness of her students' ZPD's in relation to the context of their learning and her efforts to consistently provide appropriate and specific feedback through iterative dialogue. 相似文献
122.
During the years 1994‐1996 the Federal Government of Australia conducted the National Professional Development Program (NPDP) for teachers. This paper reports on a project concerned with investigating the views of significant stakeholders about the issue of accreditation of teacher learning in NPDP projects and developing a means by which such accreditation could take place. The project was carried out in the final year of the NPDP and sought to provide a vehicle for teachers to gain university credit for their workplace learning in many of the projects conducted during the three years of the NPDP. 相似文献
123.
Susan Evans 《Curator: The Museum Journal》2013,56(2):189-197
How does what we remember about history relate to true historical understanding, and how can the museum become a location for these conversations? During the summer of 2011, the National Museum of American History challenged audiences to consider issues of historical memory and national history through the performance of an interactive museum theater program, The Time Trial of John Brown. Using the Time Trial approach as a case study, this article reveals that interactive theater in museums can provide a platform from which audiences assert their own historical understanding while learning firsthand about their role in creating a shared knowledge of American history. As the role of museums evolves in the twenty‐first century, new attention must be paid to this personal process of examining and creating history and memory through performance. It is through performance and participation that history and memory are both examined and created by the audience. 相似文献
124.
Barbara Kensington-Miller Joanna Renc-Roe Susan Morón-García 《International Journal for Academic Development》2013,18(3):279-290
This paper builds on discussions of academic developers’ identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and conflict. While there are elements that sustain them in their job, the categorisation of their role can impact on their ability to do their job, undermining their credibility. This can prevent them from engaging in research that could enrich practice in their institutions and inform institutional strategy or change the culture in teaching and learning. Instead they are forced into discomfit: having to defend their right to be involved in the institutional discussions. The most worrying issue is the pervasive trend in the change of academic developers’ status (from tenure-track academic peers to professionals). 相似文献
125.
Sixty-four neglected and abused children with a mentally retarded parent seen from one to seven years earlier, were followed to determine placement outcomes. At the time of follow-up, 11 of 64 children remained with their low functioning parents. Six children had been relinquished voluntarily for adoption and courts had terminated parental rights for 34, resulting in a total of 40 who had been adopted. Nine children were in foster care at the time of the study; two had been awarded to their nonretarded parent following divorce; and two had died. All families had received public financial assistance and medical care and used an average of 10 other services per family. Because of their cognitive limitations, most of these retarded parents were unable to benefit sufficiently from community services to enable them to care for their children. These findings point up the need for a mechanism whereby the retarded adult's right to parent and the child's right to nurturance and protection may both be preserved. Until this dilemma can be resolved, decisions to terminate parental rights in such cases should be made more quickly. 相似文献
126.
Sarah Lam Susan Tracz Christopher Lucey 《International journal for the advancement of counseling》2013,35(3):172-187
This study explored the counselling self-efficacy of students in a counsellor education programme, in regard to age, gender, and ethnicity characteristics. To assess counselling self-efficacy, the Counselling Self-Estimate Inventory (COSE) of Larson et al. (Counsellor Education & Supervision 41: 120–130, 1992) was administered at the end of a semester to counselling students engaged in different stages of a counsellor training program. No significant differences were found in regard to gender and age-group categories, but significant differences were found among ethnic groups. It was found that Asian and White students generally had similar and also lower counselling self-efficacy means than the other ethnic groups in the sample in regard to several counselling-specific categories. Implications for counsellor educators in training counselling students of diverse characteristics are discussed. 相似文献
127.
Susan Clayton Jerry Luebke Carol Saunders Jennifer Matiasek Alejandro Grajal 《Environmental Education Research》2014,20(4):460-475
Societal response to climate change has been inadequate. A perception that the issue is both physically and temporally remote may reduce concern; concern may also be affected by the political polarization surrounding the issue in the USA. A feeling of connection to nature or to animals may increase personal relevance, and a supportive social context may counteract political tensions. Zoos may provide opportunities for both sense of connection and social support. We surveyed over 7000 zoo and aquarium visitors to examine the ways in which a feeling of personal connection among zoo visitors may encourage concern about climate change. Results show that feeling connected to animals at the zoo is significantly associated with cognitive and emotional responses to climate change, as well as with other social groupings and social responses. Overall, the zoo seems to present a supportive social context for considering the topic. 相似文献
128.
129.
Albrecht Heeffer 《Science & Education》2011,20(9):863-880
Historical studies on the development of mathematical concepts will help mathematics teachers to relate their students’ difficulties
in understanding to conceptual problems in the history of mathematics. We argue that one popular tool for teaching about numbers,
the number line, may not be fit for early teaching of operations involving negative numbers. Our arguments are drawn from
the many discussions on negative numbers during the seventeenth and eighteenth centuries from philosophers and mathematicians
such as Arnauld, Leibniz, Wallis, Euler and d’Alembert. Not only does division by negative numbers pose problems for the number
line, but even the very idea of quantities smaller than nothing has been challenged. Drawing lessons from the history of mathematics,
we argue for the introduction of negative numbers in education within the context of symbolic operations. 相似文献
130.
As an essential department at a higher education institution and an informal learning space, little is known about how academic libraries contribute to student learning on campus. The Olin Library sought to learn the role of library space in our users' learning. We surveyed users about their learning behaviors in a specific space prior to a scheduled renovation and then in the same space after. We wanted to determine how the renovation changed users' perceptions of their learning behaviors in that space. 相似文献