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91.
维多利亚·切维塔克 《自然科学博物馆研究》2018,(1):77-79
乌克兰拥有约5000家博物馆。作为现代社会发展背景下的一种需求,博物馆能否对大众产生真正的吸引力?科罗廖夫太空博物馆作为乌克兰国内处于领先地位的太空博物馆,其作为教育和文化中心的发展战略恰能满足这一需求。科学教育能使博物馆,特别是科技博物馆与普通公众的联系更密切,并可以带给公众积极的影响。开展国际合作将有助于借鉴世界各地的经验,并能促进博物馆发展成为普及科学的中心。 相似文献
92.
James Michael Nolan Stephanie J. W. Ford Victoria E. Kress Renee I. Anderson Theresa C. Novak 《Journal of College Counseling》2005,8(2):172-179
In response to the increase in severity and prevalence of student‐presented mental disorders on college campuses, a comprehensive campuswide identification and intervention program titled “The New Diversity Initiative” was developed to help college counselors and student personnel staff address students with severe mental disorders. Details of the program and recommendations for college counselors interested in implementing such a program are provided. 相似文献
93.
Victoria Pavlou 《The International Journal of Art & Design Education》2015,34(2):192-205
This article focuses on ways of building preservice primary teachers' confidence in teaching art with artworks and, in particular, on how to develop their pedagogical content knowing. It is suggested that through opportunities offered for engaging in observational and reflective practices with artworks an initial groundwork is set that can challenge pre‐service teachers' preconceptions about art and promote an aesthetic form of inquiry. A qualitative approach was followed which included in‐depth interviews with twenty pre‐service teachers regarding their attitudes and knowledge towards artworks. The findings indicate that enhancing teachers' abilities to practice factual inquiries and then move on to interpretive inquiries of artworks can help them learn how to learn about artworks and how to organise meaningful art viewing activities with children. Issues relating to the participants' level of aesthetic understanding are also discussed as participants were asked to engage with artworks and their aesthetic encounters were documented. 相似文献
94.
Victoria J. Molfese Jennifer L. Beswick Jill L. Jacobi-Vessels Natalie E. Armstrong Brittany L. Culver Jamie M. White Melissa C. Ferguson Kathleen Moritz Rudasill Dennis L. Molfese 《Reading and writing》2011,24(2):133-150
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores
from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing
were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis,
left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in
preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes
in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to
the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name
writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic
writing instruction in preschool curricula are discussed. 相似文献
95.
Michelle Rodrigues Nina Sokolovic Sheri Madigan Yiqi Luo Victoria Silva Shruti Misra Jennifer Jenkins 《Child development》2021,92(2):554-577
In a series of meta-analyses, paternal sensitivity was associated with children’s (age range: 7 months–9 years) overall cognitive functioning (N = 3,193; k = 23; r = .19), including language skills (k = 9; r = .21), cognitive ability (k = 9; r = .18), and executive function (k = 8; r = .19). Paternal sensitivity was not associated with children’s overall socioemotional functioning (N = 2,924; k = 24; r = −.03) or internalizing problems, but it was associated with children’s emotion regulation (k = 7; r = .22) and externalizing problems (k = 19; r = −.08). In the broad cognitive functioning, executive function, broad socioemotional functioning, and externalizing problems meta-analyses, child age was a significant moderator. 相似文献
96.
Alison Fox Sally Baker Koula Charitonos Victoria Jack Barbara Moser-Mercer 《British Educational Research Journal》2020,46(4):829-847
The rising numbers of forcibly displaced peoples on the move globally, and the challenges with providing access to education, reflect the shifting and complex times that we live in. Even though there has been a proliferation in educational research in the context of forced migration, in line with the increasing number of forced migrants, there has not been a commensurate focus on unpicking the increasingly complex ethical conditions within which researchers and participants operate. To examine this issue, the article provides three narrated accounts by researchers in this field and explores the interaction of researcher and author-researcher voice to critically appraise their research experience and identify critical reflections of understanding of ethics-in-practice in fragile contexts. These narratives are framed by the CERD (consequential, ecological, relational and deontological) ethical appraisal framework, which explores ethical thinking through four ethical lenses. The article contributes to a deeper understanding of ethics-in-practice as a central dimension in educational research. The implications of this work show how a one-size-fits-all approach to ethical appraisal is inappropriate for socially just educational research. This work also illustrates the importance of attending to relationships and voice of the forcibly displaced, both of which are often lacking in educational research in fragile contexts. 相似文献
97.
98.
Kathleen Moritz Rudasill Leslie Hawley Victoria J. Molfese Xiaoqing Tu Amanda Prokasky Kate Sirota 《Early education and development》2016,27(7):859-874
Research Findings: This study is an examination of (a) links between preschool children’s temperament (effortful control, shyness, and anger) and teacher–child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher–child conflict. Children (N = 104) were enrolled in 23 classrooms in 9 preschools in a midwestern city. Teachers provided ratings of children’s temperament and parents reported demographic information in the fall of the school year, classrooms were observed in the winter to assess instructional and emotional support, and teachers rated conflict with children in the spring. Multilevel models were estimated, and 3 main findings emerged. First, children’s effortful control was negatively associated with their level of conflict with teachers. Second, children’s effortful control was negatively related to teacher–child conflict in classrooms with low emotional support but unrelated to conflict in classrooms with high emotional support. Third, children’s effortful control was negatively related to conflict in classrooms with high instructional support but unrelated to conflict in classrooms with low instructional support. Practice or Policy: Findings highlight the importance of considering the interplay of children’s effortful control and preschool classroom instructional and emotional support in the development of early teacher–child conflict. 相似文献
99.
100.
Changing the way that academic libraries operate is necessary to accommodate increasing demands for resources with shrinking materials budgets. This article demonstrates how one library administration is managing change. It also shows that these methods can be adapted to fit the specific needs of other institutions. 相似文献