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531.
Envisioning Equitable Classrooms That Enhance All Students’ Wonderful Ideas: A Duckworth Perspective
Suzanne M. Nesmith Jason F. Trumble Sarah J. Haugh-Villareal Kelsie S. Porter Megan A. Schaum Erin M. Spencer 《Journal of Latinos & Education》2014,13(3):238-239
This synopsis centers on Eleanor Duckworth’s ideas about the relationship between education and intellectual development. Specifically, Duckworth described the essence of intellectual development as the “having of wonderful ideas” and the essence of pedagogy as the creation of occasions to “have wonderful ideas.” As opposed to accepting the persistent, pernicious educational belief that there is a single, best way to understand and a single, best way of explaining this understanding, Duckworth determined that all children can come to comparable, equally satisfactory, wonderful understandings when provided occasions to do so. 相似文献
532.
Suzanne Schneider 《Critical Studies in Education》2014,55(1):32-43
The recent critical turn toward post-secularism, particularly on behalf of theorists working from the perspective of Christian societies, has highlighted the difficulty of approaching the history of the Middle East through the binary of religion and secularism. This article argues that such terms are of little explanatory value in and of themselves, but rather must themselves be explained as unique historical objects. Through an analysis of the Arab public school system created by the government of Mandatory Palestine, this study demonstrates how the transformation of Islamic education occurred within a matrix of colonial domination that promoted its unique understanding of religion as a universal standard. By tracing the emergence of ‘religion’ as a distinct category of knowledge and human experience in modern Palestine, this article draws attention to the factors that distinguish the development of colonial secularism from phenomena observed in the Euro-American context. 相似文献
533.
Kristin Motte C. Brooke Caldwell Karen S. Lamson Suzanne Ferimer J. Chris Nims 《Journal of the Medical Library Association》2014,102(4):288-291
Objective:
This Association of Vision Science Librarians revision of the “Standards for Vision Science Libraries” aspires to provide benchmarks to address the needs for the services and resources of modern vision science libraries (academic, medical or hospital, pharmaceutical, and so on), which share a core mission, are varied by type, and are located throughout the world.Methods:
Through multiple meeting discussions, member surveys, and a collaborative revision process, the standards have been updated for the first time in over a decade.Results:
While the range of types of libraries supporting vision science services, education, and research is wide, all libraries, regardless of type, share core attributes, which the standards address.Conclusions:
The current standards can and should be used to help develop new vision science libraries or to expand the growth of existing libraries, as well as to support vision science librarians in their work to better provide services and resources to their respective users.The Association of Vision Science Librarians (AVSL)—whose more than 150 members represent ophthalmology, optometry, and industry libraries throughout the world—has defined standards for its libraries since 1976 1–3. AVSL recommends that vision science libraries (VSLs) have at least one active member in AVSL. Standards for this very specialized area of library service have evolved owing to the work of librarians who, since 1937, have been developing and refining standards for their libraries 4. The standards reported here reflect the changes that have taken place during the decade and a half since the last edition of these standards were published. Changes include recommended staffing and technology, and the addition of a section addressing online access to information.AVSL convened a task force to first evaluate whether a standards revision was needed. Once it was agreed to do so, the task force guided the process of the revision, which included member surveys and discussions at meetings over the span of two years.The standards are intended to provide qualitative information such as appropriate staffing levels and collection scope, which can be used to evaluate existing vision science libraries or to develop new vision science libraries. In addition, these libraries should reflect the purpose and mission of the institution to which each belongs, and each library should have policies in place that outline the various areas to support the education, research, and patient care information needs of their institutions. 相似文献534.
535.
Opening the black box of field experiences: How cooperating teachers' beliefs and practices shape student teachers' beliefs and practices 总被引:1,自引:0,他引:1
This study employed ethnographic methods to describe and explain changes to beginning science teachers' (n = 6) practices and beliefs during a year long internship. Teaching practices were strongly influenced by the cooperating teachers. Initially, all six interns attempted to re-enact lessons they witnessed their cooperating teachers teach, including following lesson structures and borrowing representations, anecdotes, and jokes. Later, they independently implemented instruction that emphasized similar strategies as their mentors, regardless of whether or not they were experiencing success. Interns who were successful also shifted their beliefs to match their mentors. 相似文献
536.
This study investigated whether seeing iconic gestures depicting verb referents promotes two types of generalization. We taught 3- to 4-year-olds novel locomotion verbs. Children who saw iconic manner gestures during training generalized more verbs to novel events (first-order generalization) than children who saw interactive gestures (Experiment 1, N = 48; Experiment 2, N = 48) and path-tracing gestures (Experiment 3, N = 48). Furthermore, immediately (Experiments 1 and 3) and after 1 week (Experiment 2), the iconic manner gesture group outperformed the control groups in subsequent generalization trials with different novel verbs (second-order generalization), although all groups saw interactive gestures. Thus, seeing iconic gestures that depict verb referents helps children (a) generalize individual verb meanings to novel events and (b) learn more verbs from the same subcategory. 相似文献
537.
The Urban Review - The majority of dual language education programs in the U.S. context include children coming together with the long-term goal of becoming bilingual, bicultural, and biliterate... 相似文献
538.
Leah O’Toole Diane McClelland Deirdre Forde Suzanne O'Keeffe Noel Purdy Carl Anders Säfström Thomas Walsh 《British Educational Research Journal》2021,47(4):1021-1038
Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland. 相似文献
539.
Serrano Corkin Danya M. Lindt Suzanne F. Williams Patrick S. 《Learning Environments Research》2021,24(2):299-313
Learning Environments Research - Understanding factors within college learning environments that can ameliorate maladaptive academic behaviours such as procrastination could contribute to enhancing... 相似文献
540.
Jeffrey Olivet Suzanne Zerger R. Neil Greene Rachael R. Kenney Daniel B. Herman 《The American journal of distance education》2016,30(4):237-249
This study examined the effectiveness of online education to providers who serve people experiencing homelessness, comparing online and face-to-face training of Critical Time Intervention (CTI), an evidence-based case management model. The authors recruited 184 staff from nineteen homeless service agencies to participate in one of two training conditions: (a) Online Training + Community of Practice or (b) Face-to-Face Training + Telephone Consultation. Each group received twenty-four hours of instruction and support. Through baseline, follow-up, and nine-month posttraining surveys, the authors examined satisfaction, knowledge gains, knowledge retention, and readiness to implement CTI. Although satisfaction rates were higher among participants in the face-to-face group, the two training conditions produced comparable pre/postknowledge gains. Furthermore, both groups showed increased knowledge retention scores at nine-month follow-up, with the online group scoring higher than the face-to-face group. 相似文献