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Nancy J. Ratcliff Cathy R. Jones S. Russell Vaden Heather Sheen Gilbert H. Hunt 《Early Years: An International Journal of Research and Development》2011,31(2):163-179
Millions of dollars are expended, in the USA and elsewhere, to provide paraprofessionals or ‘teaching assistants’ for regular early childhood classrooms. However, little consistent information exists related to best practice in the use of paraprofessionals in these early childhood settings. This article describes a study employing the use of 159 teacher and 161 paraprofessional surveys and classroom observations in 23 randomly selected kindergarten and four-year-old classrooms. Paraprofessionals delivered large amounts of group instruction and frequently managed student behavior. Furthermore, it was found that a lack of understanding of specific duties and expectations related to the roles of paraprofessionals was characteristic of both teachers and the paraprofessionals themselves. 相似文献
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David A. Leavens Lisa A. Reamer Mary Catherine Mareno Jamie L. Russell Daniel Wilson Steven J. Schapiro William D. Hopkins 《Child development》2015,86(5):1623-1638
van der Goot et al. (2014) proposed that distal, deictic communication indexed the appreciation of the psychological state of a common ground between a signaler and a receiver. In their study, great apes did not signal distally, which they construed as evidence for the human uniqueness of a sense of common ground. This study exposed 166 chimpanzees to food and an experimenter, at an angular displacement, to ask, “Do chimpanzees display distal communication?” Apes were categorized as (a) proximal or (b) distal signalers on each of four trials. The number of chimpanzees who communicated proximally did not statistically differ from the number who signaled distally. Therefore, contrary to the claim by van der Goot et al., apes do communicate distally. 相似文献
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Douglas A. Russell 《Community College Journal of Research & Practice》2013,37(9):703-714
The Michigan Technical Education Center (M-TEC) at Bay de Noc Community College is leading the way in workforce development for Michigan's Upper Peninsula. By leveraging resources through strategic alliances with industry, government, labor, and education, the M-TEC has become a powerful tool for training solutions. A March 1998 State of Michigan initiative sought applications from community colleges interested in a no more business as usual approach to technical skills training. The Michigan Economic Development Corporation (MEDC) awarded the M-TEC construction grant to Bay College in January 1999; groundbreaking took place in May 1999 and the center was dedicated in March 2000. The M-TEC concept - anytime, anywhere, customized training - proved itself through dramatic first-year increases in the number of workers trained (89%), total training hours (90% ), and MEDC training grant funds (500%). This has been accomplished in part through the impressive variety of resources the M-TEC leveraged from its strategic alliances. The M-TEC's sustaining partners, a group that has doubled in size after 1 year of operation (i.e., from 9 to 18), have increased the capacity of the center, even as they have contributed to its operation's budget. Equipment the center could not afford is now in use because the supplier wants its local customers to have access to it - and because the center could provide the training laboratories to house it. Dedicated computer laboratories make workforce training simple, with resources always available when needed by business and industry. The M-TEC is generating multiple revenue streams through nontraditional means to meet the state s 5-year mandate of self-sufficiency. 相似文献
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David G. Yellin Eric Bentley Elliott M. Sanger W.H. Russell George B. Prescott 《Communication Booknotes Quarterly》2013,44(8):8-9
“Larry Edmunds Cinema and Theater Bookshop”, Inc. 6658 Hollywood Blvd., Hollywood, Calif. 90028: This bookstore was mentioned earlier in BBB under cinema [I:6:5 and II:4:6] “Acres of Books”, 240 Long Beach Blvd., Long Beach, Calif. 90802: Dr. Kittross described this bookstore in an early issue of BBB [I:4:3] “The Book Shelf”, 1217 South Hawthorne Blvd., Hawthorne, Calif. 90250. “Gene de Chene Bookseller”, 11552 Santa Monica Blvd., Los Angeles, Calif. 90025. “Dawson's Book Shop”: 533 North Larchmont, Los Angeles, Calif. 90004. “Cosmopolitan Book Shop”: 7007 Melrose Ave., Los Angeles, Calif. 90038. “West Los Angeles Bookstore”, 1670 Sawtelle Blvd., Los Angeles, Calif. 90025. “Wilshire Books”, 3018 Wilshire Blvd., Santa Monica, Calif. 90406. 相似文献
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Russell Cross 《The Australian Educational Researcher》2012,39(4):431-445
Modern education is often characterized by a tension between learning and creativity (Connery et al. in Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts, 2010). ??The Arts????if attended to at all??is often positioned as a distinct element of the broader curriculum, and separate from teaching and learning within other curricular domains. Yet, despite being largely neglected within contemporary social constructivist literature, Vygotsky??s sociocultural theory of mind (Vygotsky in Mind in society, 1978; Vygotsky in The collected works of L. S. Vygotsky (Vol. 1: Problems of general psychology, 1987)) has as its core a fundamental concern for creativity, affect, and emotion as the basis for human development. This paper argues that Vygotsky??s understanding of catharsis??in particular, the transformative potential of emotion??gives cause to rethink the qualitative nature of pedagogy, and especially the importance of ??mundane creativity?? (Holzman in Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts, 2010, p. 27) at the core of teaching and learning. This, in turn, opens up new possibilities for conceiving of how creativity might be understood and realized within and across different dimensions of the curriculum more broadly. For an empirical example to explore these constructs, the paper considers data from a ??content and language integrated learning?? (CLIL) context. Emerging in the mid-1990s as a European response to the success of the Canadian French immersion method for teaching languages (Johnson and Swain in Immersion education: International perspectives, 1997), CLIL sets out several guiding principles for integrating second language (L2) with content to develop both simultaneously. With a focus on how Japanese mediates a unit of work on Geography, the study highlights how the integrated language/content focus affords a space for creative pedagogical engagement in terms of learners making their own creative choices on what language to use, and how it could be used, to facilitate the learning of both language and content (Bachman and Palmer in Language assessment in practice: Developing language assessments and justifying their use in the real world, 2010; Mahn and John-Steiner in The gift of confidence: A Vygotskian view of emotions, 2002). 相似文献
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