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Mary Elizabeth Moore 《Religious education (Chicago, Ill.)》2013,108(4):510-515
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The aim of this small‐scale study was to assess the effectiveness of nurture groups in Northern Scotland. Data were collected from children (N = 19) and staff (N = 5) from three nurture groups. Pre‐ and post‐nurture group Boxall Profile information was also assessed for 33 children across two of the nurture groups. Analysis of the Boxall Profiles found that nurture group children had made significant gains. The majority of children reported that they feel happy and enjoy attending the nurture groups. Nurture group staff reported improvements in the children, and that parents are positive about the nurture groups. However, staff did report a number of challenges that the nurture group face. Overall, this study contributes to the evidence that nurture groups can be an effective intervention for improving social, emotional and behavioural outcomes for children. 相似文献
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This study investigated the extent of knowledge professors reported in regards to gifted and talented education. Participants were college professors and instructors (N = 62) from 4‐year teacher preparation institutions who taught elementary‐education methods classes. All participants were employed in Mid‐Continent Research for Education and Learning states (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming). Knowledge and demographic information was determined by using a 21‐item online questionnaire. Data revealed that professor knowledge was moderate. It further revealed that professors who had not discussed GT issues during their undergraduate coursework were likely to minimize discussion of GT issues in elementary methods courses and they were likely to be employed by institutions that did not place an emphasis on GT issues. 相似文献
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H. F. Moore 《The Educational forum》2013,77(2):109-119
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David Geelan Felicia Moore Mensah Jrène Rahm Maria Rivera Maulucci 《Cultural Studies of Science Education》2010,5(3):649-663
Classroom narratives and stories are rich and powerful in offering deep insights into classrooms and the reality of teaching—a
reality critically re-examined in this forum. Discussing Maria’s narratives led to reflections about what it takes to support
teachers to become agents of more equitable science practices. Factors such as time and identity-work are key dimensions of
the authors’ struggle, but they also address understanding students in profound ways. The ways in which contradictions at
different levels in the educational system can become sources of growth, reflection and action are discussed; yet no simple
answers follow. Teaching and becoming a teacher are best understood as life-long processes of reflection and action and as
political acts that entail challenging many boundaries. They also involve putting oneself into vulnerable roles and positions.
This dialogue opens up many questions about how we can collaborate, guide and support both novices and experienced professionals
in education as researchers, science staff developers, and teacher educators. It seeks to support the on-going quest to make
science education authentic and equitable. 相似文献