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61.
In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based
on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special
education teacher, and two university professors, one traditional early childhood and one specializing in early childhood
special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive
early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed,
collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources. 相似文献
62.
Sharon Farnel Ali Shiri Sandra Campbell Cathy Cockney Dinesh Rathi Robyn Stobbs 《Cataloging & classification quarterly》2017,55(5):289-306
This article describes the Digital Library North (DLN) project, a collaboration among researchers at the University of Alberta, staff at the Inuvialuit Cultural Resource Centre, and communities within the Inuvialuit Settlement Region (ISR) to develop a culturally appropriate metadata framework for a digital library of cultural resources. It will discuss gathering of data to inform the first iteration of the metadata framework and digital library prototype, as well as revisions made to both the framework and the digital library based on feedback obtained through community interaction with the prototype. 相似文献
63.
Recent studies exploring the effects of instructional animations on learning compared to static graphics have yielded mixed results. Few studies have explored their effectiveness in portraying procedural-motor information. Opportunities exist within an applied (manufacturing) context for instructional animations to be used to facilitate build performance on an assembly line. The present study compares build time performance across successive builds when using animation, static diagrams or text instructions to convey an assembly sequence for a handheld device. Although an immediate facilitating effect of animation was found, yielding a significantly faster build time for Build 1, this advantage had disappeared by Build 3. 相似文献
64.
Cathy A. R. Brant 《The Educational forum》2017,81(1):35-51
This article describes a study that investigated preservice teachers' understandings and self-efficacy related to lesbian, gay, bisexual, transgender, or queer (LGBTQ) students and families. The preservice teachers indicated a broad range of understandings in relation to LGBTQ terms. They reported a relatively high sense of self-efficacy in working with LGBTQ students, with slightly lower self–efficacy in identifying biases in curricular materials and school contexts and in teaching LGBTQ content in their classrooms. 相似文献
65.
While there is an extensive literature on intergenerational transmission of economic outcomes (education, health and income for example), many of the pathways through which these outcomes are transmitted are not as well understood. We address this deficit by analysing the relationship between socio-economic status and child outcomes in university, based on a rich and unique dataset of university students. While large socio-economic differences in academic performance exist at the point of entry into university, these differences are substantially narrowed during the period of study. Importantly, the differences across socio-economic backgrounds in university grade attainment for female students is explained by intermediating variables such as personality, risk attitudes and time preferences, and subject/college choices. However, for male students, we explain less than half of the socio-economic gradient through these same pathways. Despite the weakening socio-economic effect in grade attainment, a key finding is that large socio-economic differentials in the earnings expectations of university students persist, even when controlling for grades in addition to our rich set of controls. Our findings pose a sizable challenge for policy in this area as they suggest that equalising educational outcomes may not translate into equal labour market outcomes. 相似文献
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BACKGROUND: Graduate students are expected to have basic information literacy skills. Knowing how to access and select relevant information and then utilize that information is a necessary skill in today's knowledge and information-age world. In the health-care sector, the rise in evidence-based medicine has brought into focus the importance of information literacy skills for nurses. In the case described, information literacy skills are embedded in the curriculum and strengthened in collaboration with library staff. AIMS: To identify graduate student nurses' use of the library, and the library's response to findings. METHODS: A case-study approach was used with both quantitative and qualitative data. An anonymous questionnaire was distributed to all nurses enrolled in graduate courses in the second semester of 2002. Interviews were then undertaken with library staff. RESULTS: The university library services were not used by 43% of graduate nursing students and the library responded by developing a number of initiatives. CONCLUSIONS: Finding a deficit in use of the library by graduate nurses, this paper outlines the response by the library to improving awareness of services, access and providing education in a bid to improve literacy skills. 相似文献
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