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551.
Kathleen Walker Karen S. Myers-Bowman Judith A. Myers-Walls 《Early Childhood Education Journal》2008,35(4):377-382
Early childhood educators are in a unique position to provide peace education to young children and have been called to do
so by their professional organizations. This article is intended to support early childhood educators in these endeavors by
providing an overview of young children’s conceptions of peace, war, and peacemaking strategies. In addition, a theoretical
framework for assessing young children’s conceptions of peacemaking is presented and recommendations for encouraging young
children in their peacemaking efforts are suggested. 相似文献
552.
Jo Lunn Brownlee Eva Johansson Charlotte Cobb-Moore Gillian Boulton-Lewis Sue Walker Joanne Ailwood 《Education 3-13》2013,41(2):164-183
While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education. 相似文献
553.
Edwin Anderson Otto C. Bassler Ruth Fulgham Walker Gerd Frankel Stewart E. Fraser J. E. Windrow 《Peabody Journal of Education》2013,88(3):181-190
Changing Aims in Religious Education. Edwin Cox. New York: Humanities Press, 1967. 102 pp. $3.50. Contemporary Mathematics for Elementary Teachers. Howard F. Fehr and Thomas J. Hill. Boston: D. C. Heath and Company, 1966. 394 pp. $7.95. Creative Encounters in the Classroom: Teaching and Learning Through Discovery. Bryon G. Massialas and Jack Zevin. New York: John Wiley &; Sons, Inc., 1967. 274 pp. $3.50. Gods and Rituals: Readings in Religious Beliefs and Practices. John Middleton, New York: The Natural History Press, 1967. 468 pp. $6.95. Language and Learning. Janet A. Emig, James T. Fleming, and Helen M. Popp, editors. New York: Harcourt, Brace and World, Inc., 1966. 301 pp. $3.50. Schools of Europe. Richard Emerson Werstler. Adrian, Michigan: Swenk‐Tuttle Press, 1967. 203 pp. $10.00. Teaching Adults to Read. Wayne Otto and David Ford. Boston: Houghton‐Mifflin Company, 1967. 176 pp. $3.95. What Is a Teacher? Henry W. Simon. New York: Collier Books, 1966. 96 pp. $.95. Paul A. Witty, editor. The Educationally Retarded and Disadvan‐taged The Sixty‐Sixth Yearbook of the National Society for the Study of Education, Part 1. Chicago: The University of Chicago Press, 1967. 384 pp. Report of the Harvard Committee. The Graduate Study of Education. Cambridge: Harvard University Press, 1966. 125 pp. $2.75. 相似文献
554.
S. Walker J. Brownlee C. Whiteford C. Cobb-Moore E. Johansson J. Ailwood 《Teachers and Teaching》2013,19(2):263-275
There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers’ beliefs about moral values teaching and learning. The aim of the current study was to investigate the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children’s moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naïve or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments. 相似文献
555.
Nancy Feldman PhD Mary Barron Diane CArol Holliman Shelley Karliner Uta M. Walker 《Journal of Teaching in Social Work》2013,33(2):119-133
The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the survey. Programs reported coverage of HIV/AIDS content in various foundation content areas, including human behavior in the social environment, populations at risk, and social work practice. The authors also surveyed use of various pedagogical methods, and respondents reported the most use of guest speakers, lectures, and readings in delivering HIV/AIDS content. More than 70% of bachelor and master of social work programs reported having at least 1 field placement specific to HIV/AIDS. In addition, the authors evaluated social work textbooks for specific content on social work with HIV/AIDS, and recommendations are made for inclusion of more HIV/AIDS specific content. 相似文献
556.
Melanie Walker Monica McLean Arona Dison Rosie Peppin-Vaughan 《International Journal of Educational Development》2009,29(6):565-572
This paper reports on a research project investigating the role of universities in South Africa in contributing to poverty reduction through the quality of their professional education programmes. The focus here is on theorising and the early operationalisation of multi-layered, multi-dimensional transformation based on ideas from Amartya Sen's capability approach. Key features of a professionalism oriented to public service, which in South Africa must mean the needs and lives of the poor, are outlined. These features include: the demand from justice; the expansion of the comprehensive capabilities both of the poor and professional capability formation to be able to act in ‘pro-poor’ ways; and, praxis pedagogies which shape this connected process. This theorisation is then tentatively operationalised in a process of selecting transformation dimensions. 相似文献
557.
L. Oriana Linares Nicole Rosbruch Marcia B. Stern Martha E. Edwards Gillian Walker Howard B. Abikoff Jose Ma. J. Alvir 《Psychology in the schools》2005,42(4):405-417
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005. 相似文献
558.
This article explores the potential correlation between key aspects of the creative process and the requirements of GCSE Art and Design Specifications as determined and defined by stated assessment objectives. It considers approaches that might be employed to more effectively establish a link between pupils’ creative endeavours and their necessary evidencing of attainment in respect of these objectives. In order to illustrate and amplify this enquiry reference is made to specific examples of candidates' work that was selected by the Assessment and Qualifications Alliance (AQA) to exemplify and disseminate GCSE Art and Design standards for teachers in 2006. It concludes with a set of implications for consideration. 相似文献
559.
Early Behavioral Inhibition and Emotion Regulation: Pathways Toward Social Competence in Middle Childhood 下载免费PDF全文
Elizabeth C. Penela Olga L. Walker Kathryn A. Degnan Nathan A. Fox Heather A. Henderson 《Child development》2015,86(4):1227-1240
This study examined emotion regulation (ER) as a mediator in the relation between early behavioral inhibition (BI) and later social competence (N = 257), and whether this mediation varied depending on BI levels. Maternal report and observational measures were used to assess BI (ages 2 and 3). Children's ER strategies (age 5) and social competence with an unfamiliar peer (age 7) were measured using observational measures. Results showed that BI predicted less engaged ER strategies during a disappointment task, and engaged ER predicted higher social competence. Engaged ER mediated the effect of BI on social competence, but only for highly inhibited children. Findings elucidate developmental trajectories of risk and resilience, and suggest targeting regulatory strategies in early prevention efforts with highly inhibited children. 相似文献
560.
Adeline Rosenberg Joanne Walker Sarah Griffiths Rachel Jenkins 《Learned Publishing》2023,36(1):109-118
- Plain language summaries (PLS) are accessible, short, peer-reviewed summaries of scholarly journal articles written in non-technical language.
- The aim of PLS is to enable a broader audience of experts and non-experts to understand the original article.
- Here, we outline the evidence base for the value and impact of PLS and how they can enable diversity, equity, inclusion and accessibility in scholarly publishing.
- PLS can diversify readership and authorship, address information inequity, include typically under-represented stakeholders and provide an accessible route into scholarly literature.