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41.
James Joseph Scheurich Douglas E. Foley 《International journal of qualitative studies in education》2013,26(2):101-102
Second‐career individuals are entering the teaching profession in greater numbers. These older, mature individuals bring diffent experiences to teaching than do younger, traditional preservice and beginning teachers. Lyle, a second‐career teacher, began his first year of teaching in a junior high school, a setting that did not allow him to teach in ways that he believed he should. This paper presents a record of Lyle's struggles as he negotiates the role of teaching and his relationships with students. The conclusions examine some factors that mitigated against Lyles’ smooth transition into the teaching profession and suggest that second‐career teachers such as Lyle may be disadvantaged by traditional teacher education programs, the pressures under which they accept teaching positions, and their sometimes distant perspective of teachers, teacher's work, and students. 相似文献
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Shedid SM Saada HN Eltahawy NA Hammad AS 《Indian journal of clinical biochemistry : IJCB》2018,33(3):314-321
Radiation induced brain damage is associated with impairment of mitochondrial functions, variations in the level of neurotransmitters, and oxidative stress. Mitochondrial function is closely linked to the level of neurotransmitters since the precursors are supplied by the Kreb’s cycle intermediates. The objective of this study was to evaluate the influence of pantothenic acid, an essential component in the synthesis of Coenzyme A (CoA), on the activity of the Krebs cycle enzymes, isocitrate dehydrogenase (IDH), α-ketoglutarate dehydrogenase (α-KGDH), and succinate dehydrogenase (SDH); the level of aspartic, glutamic and GABA; the activity of transaminases, and oxidative stress, in the cerebrum of γ-irradiated rats. Pantothenic acid (26 mg/Kg) was orally administered to the rats, 2 h after irradiation and during the following 5 days. Animals were sacrificed the 7th day post-irradiation. The exposure of male albino rats to γ-rays (5 Gy) has triggered oxidative stress notified by a significant elevation in the level of malondialdehyde (MDA), an end product of lipid peroxidation, associated to a significant decrease in the content of phospholipids, and the antioxidant compound glutathione (GSH). The activity of IDH, α-KGDH, and SDH, has significantly decreased, while the level of aspartic, glutamic and GABA has significantly increased. In parallel to these changes, the activity of alanine and aspartate transaminase has significantly increased, compared to their values in the control rats. Pantothenic acid treatment, has significantly attenuated oxidative stress; enhanced the activity of IDH, α-KGDH, and SDH; minimized the increase in the level of amino acids and the activity of transaminases, compared to their values in the cerebrum of irradiated rats. In conclusion, pantothenic acid could improve the level of neurotransmitters amino acids, which depends on the enzymatic activities of Krebs cycle and linked to oxidative stress. 相似文献
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Through this study the authors aimed to determine the impact of a reading course and tutoring for elementary school youth enrolled in an after-school program in a low-income community. They conclude that multicultural field-based tutoring experiences connected to a content area course can increase teachers’ pedagogical knowledge and teacher efficacy when teaching low-income, African-American students. 相似文献
46.
Louis Foley 《The Educational forum》2013,77(1):53-58
Producing high-quality teachers should be a shared goal and a shared endeavor -between those who prepare teachers in universities and those who support teachers’ learning in schools. Yet, teacher education has been portrayed more as a dichotomy than a continuum of lifelong learning, beginning with the preservice teacher and continuing throughout an inservice teacher's career. When schools and universities work together, especially in professional development school -contexts, this goal can be actualized. 相似文献
47.
Megan Foley 《Quarterly Journal of Speech》2013,99(2):191-199
The concluding scenes of Sean O'Casey's play epitomize the central dialectic between actuality and illusion. The scenic juxtaposition emphasizes Juno's creative acceptance of life and the paycock's sterile evasion of reality. 相似文献
48.
Foley Griff 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):139-153
The author argues that a theory of popular education is emerging, the elements of which include (1) an emphasis on the relationship of education and learning to collective and emancipatory struggle, (2) an analytical framework which enables connections to be made between learning and education on the one hand, and analysis of political economy, micro-politics, ideology, and discourse on the other. The theory is tested through a case study of workers' informal learning during the restructuring of an Australian open-cut mine. 相似文献
49.
The potential of technology to connect people and provide access to education, commerce, employment and entertainment has never been greater or more rapidly changing. Communication technologies and new media promise to ‘revolutionize our lives’ by breaking down barriers and expanding access for disabled people. Yet, it is also true that technology can create unexpected and under‐critiqued forms of social exclusion for disabled people. In addition to exploring some of the ways that even (or especially) assistive technology can result in new forms of social exclusion, we also propose alternative ways of thinking about inclusive and accessible (as opposed to assistive) technology and provide some very practical ways that accessible technologies would promote greater access and flexibility for disabled students and adults. We contend that technology should be conceived of as a global, accessible and inclusive concept, not one that requires a qualifier based on who it is for. 相似文献
50.
This study examined the effects on child language and amount of food eaten by five preschool children in a day care setting of withdrawing two components of the regular mid‐day meal routine. The two components were having an adult seated at the table with the children and allowing children to serve their own food. Child language was more affected by withdrawal of the two components than was amount of food eaten. Withdrawal of the seated adult had a more powerful effect in reducing child language, than did withdrawal of self‐serving of food. Amount eaten was reduced only when both components were withdrawn simultaneously. Findings were discussed in terms of the implications of setting events for theory and practice of applied behaviour analysis. 相似文献