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141.
Rachel Theilheimer teaches early childhood education at Borough of Manhattan Community College in New York City. Emma C. Winger has just completed fifth grade at P.S. 84 in Manhattan. 相似文献
142.
This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and institutional support including mentoring, collegiality, work-life integration, and college commitment to faculty members’ fields. High-consensus faculty members were less satisfied with promotion and tenure processes than were low-consensus faculty members (p?<?.01). Faculty members who were more satisfied with collegiality (p?<?.001) and with college commitment to their fields (p?<?.05) were more satisfied with promotion and tenure processes. Faculty members who were more satisfied with work-life integration and mentoring were more satisfied with reasonableness of expectations (p?<?.05). 相似文献
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146.
In an effort to establish a baseline of technology competency among our entering education students, our College of Education began implementing the Assessment of Technology Competencies (ATC) in Fall 2003. This performance-based assessment evaluates word-processing, presentation, spreadsheet, graphic/drawing, and Internet skills. Although students are not required to pass the ATC, failure impacts their final grade in an Introduction to Education course. This paper explores the impact this assessment has had on the students' use and development of technology in subsequent courses. Student perceptions of the ATC and its impact were elicited through a self-reported survey administered in a junior-level education course. Results indicate that the ATC has facilitated technology use among the participants. Respondents also revealed that their high school experiences with technology adequately prepared them for passing the ATC, despite the fact that most students are unable to pass the ATC in the first attempt. 相似文献
147.
Rachel Cumming 《Literacy》2007,41(2):93-101
This article begins by identifying that children have a spontaneous predilection for playing with language, engaging in poetic discourse even before their first poetry lesson. Although children's language play is relatively unresearched in the classroom, in a case study of two groups of pupils aged between 10 and 11, it was observed that children engaged in creative word play, and that this was generated in response to interaction with poetry and each other. This article suggests that children's poetical experiences may best be nurtured by building bridges between children's existing knowledge of language play and the specialised knowledge of poetry taught in the classroom through a teaching methodology based on socio‐constructivist principles. 相似文献
148.
Singing our song: the affordances of singing in an intergenerational,multimodal literacy programme 下载免费PDF全文
This exploratory case study examined the affordances of singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational programme that served a class of kindergarten children and community elders. The programme that was set up by the study in collaboration with a rural school and elders' organisation saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship‐building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in an elders' home where the projects were completed and in the kindergarten where project content and tools were introduced to the children and extended by the classroom teacher. Themes were identified through the juxtaposition of data in relation to the literature and study questions. Results indicate that singing provided opportunities for participants to form relationships and make meaning as a group while combining modes. Study findings foreground the communicative power of singing and suggest how singing, when viewed through a multimodal lens, might be a potent tool for multimodal literacy learning. 相似文献
149.
Mahmood Khalil Reuven Lazarowitz Rachel Hertz-Lazarowitz 《Journal of Science Education and Technology》2009,18(1):85-100
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning
topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC);
(b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey
of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society
(STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show
that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers
used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six
mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation
and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning
settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic
outcomes. 相似文献
150.
Rachel R. Hammer 《Anatomical sciences education》2010,3(3):151-153
If personalized medicine is the way of the future, and the physician's approach to each patient becomes more individualized and team‐based, so must the professors' approach to the medical student experience. Mayo Medical School has an innovative curriculum designed to respect and enhance the individual interests of its students. A former educator herself, and now a medical student, the author advocates for further creative curriculum design to enhance healthy student attitude learning in medical school. In her personal testimony to the healing power of art and story, she cautions institutions that ignore integrating humanities into their curriculum that their student physicians will build self‐protective barriers without self‐reflection. She argues students must have more avenues to express their emotions during difficult transitions and ethical dilemmas. This commentary describes extracurricular student projects during anatomy, and includes an example of student reflective writing in anatomy. The author suggests that narrative medicine as an emerging discipline would be an effective educational strategy when applied to any aspect of the medical curriculum, and should be considered by more medical schools for further progress in medical education. Anat Sci Educ, 2010. © 2010 American Association of Anatomists. 相似文献