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Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It
is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may
consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’
experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and
self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate
storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide
historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and
can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included. 相似文献
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Neue Personalauswahl- und Einstellungsverfahren, an denen die Einzelschulen ma?geblich beteiligt werden, kommen bei der Besetzung
von Lehrerstellen in zahlreichen Bundesl?ndern seit Mitte der 1990er-Jahre zur Anwendung und haben mittlerweile die herk?mmlichen
zentralen Auswahl- und Zuweisungsverfahren zumindest in einigen von ihnen nahezu vollst?ndig abgel?st. Die Praxis und Wirkung
der neuen Auswahlverfahren wurde bislang allerdings nicht systematisch untersucht. In diesem Beitrag werden empirische Befunde
einer Untersuchung von Schulen in Nordrhein-Westfalen vorgestellt, die im Jahr 2002 freie Lehrerstellen über das neue Ausschreibungsverfahren
besetzt haben. Erfasst wurden unter anderem die in der Praxis angewandten Kriterien der Personalauswahl und die Inhalte der
Auswahlgespr?che, die Beurteilung des neuen Auswahl- und Einstellungsverfahrens durch die beteiligten Schulleitungen und Mitglieder
der Auswahlkommissionen, Einsch?tzungen und Erfahrungen der neu eingestellten Lehrkr?fte sowie der Verlauf ihrer Berufseinstiegsphase
und ihre Bew?hrung am neuen Arbeitsplatz. 相似文献
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N B Guterman 《Child abuse & neglect》1999,23(9):863-890
OBJECTIVE: Seeking to discern optimal programmatic strategies and inform the "universal versus targeted" debate in early home visitation services to prevent physical child abuse and neglect, a meta-analysis was conducted examining enrollment approaches in early home visitation studies and their reported outcomes. METHOD: Quantitative meta-analytic techniques were used to compare effect sizes from 19 controlled outcome studies across screening-based and population-based enrollment strategies. Effect sizes were calculated on protective services data and on child maltreatment related measures of parenting. RESULTS: On protective services report data, population-based studies reported a weighted mean effect size attributable to early home visitation of +3.72%, in comparison to -.07% for screening-based studies. On child maltreatment related measures of parenting, population-based studies reported a weighted mean effect size (r) attributable to early home visitation of +.092, in comparison to +.020 for screening-based studies. CONCLUSIONS: The findings indicate that population-based enrollment strategies appear favorable to screening-based ones in early home visitation programs seeking to prevent physical child abuse and neglect. It may be that psychosocial risk screens serve to enroll higher proportions of families for which early home visitation services are less likely to leverage change, and to exacerbate a mismatch between early home visitation service aims and family needs. 相似文献
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Malena Lidar Martin Karlberg Jonas Almqvist Leif Östman Eva Lundqvist 《Scandinavian Journal of Educational Research》2018,62(5):754-768
Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasized by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which are compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching has been changed is in making science more applied than before, where applied not only means the application of science knowledge to practical technical issues, but also to moral and political issues. 相似文献
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