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1.
闵玲 《海南广播电视大学学报》2011,12(4):118-121
课程教学大纲是确保教学过程顺利进行的重要环节。有效的课程教学大纲应包括教师和课程基本信息;课程目的和目标;教育理念;课程基本内容;课程时间安排和作业时间要求;使用教材;课外阅读;授课方法;学生反馈和学生成绩评定方式;学生的学习工具和学习资料等。以美国纽约市立大学斯坦顿岛学院英语系《社会语言学》教学大纲为例,探讨如何设计课程教学大纲并在教学过程中确保其有效执行。 相似文献
2.
琼·贝兹是20世纪60年代最有成就的诠释性民歌歌唱家和歌曲作家,几乎影响到了流行音乐的方方面面,而她的事业迄今仍势头强劲。1941年1月9日,琼·钱多斯·贝兹出生于纽约的斯塔腾岛。她以极富个性的声线闻名,到目前已经公开演唱了近50年,发行了30多张专辑,并用至少8种语言录制过歌曲。 相似文献
3.
Jeane J. Kirkpatrick 《Academic Questions》1989,2(4):21-29
Jeane J. Kirkpatrick, formerly a United States representative to the United Nations and a member of the Cabinet. She is also
senior research fellow at the American Enterprise Institute for Public Policy Research. This article is adapted from a keynote
address given at the first national conference of the National Association of Scholars, held in New York City from November
11 through November 13, 1988. 相似文献
4.
It's happened to all of us: sleeplessly tossing and turning while the person next door snorts(喷鼻息) his way through the night. Why is it a perfectly normal, healthy person will make such an awful noise? Dr. Neil B. Kavey, director of the Sleep Disorders Center at Columbia-Presbyterian Medical Center in New York City, offers some clues. 相似文献
5.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
| Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
6.
This article presents segments of a number of conversations between Georgia McMurray (above, right), former Commissioner of
the Agency for Child Development of the Human Resources Administration of the City of New York, currently serving as Chairperson
of the Alliance for Children, and Deborah Diamond (above, left), formerly of Teachers College, Columbia University, and the
Teaching Resource Center of the City University of New York's Graduate Center, currently Director of CHROMA/SPECTRUM Instructional
Products, Ltd. The highlights presented here are from their initial discussions concerning the need for a position paper on
day care...the state of the art, and actual directions in the field at the grass roots level. 相似文献
7.
B. J. Richards 《Early Childhood Education Journal》1990,17(3):41-41
B. J. Richards operates a licensed day care home in Logan Square, Chicago, Illinois. She founded and worked in a day care cooperative in New York City for twelve years. 相似文献
8.
Randa Roen Nachbar 《Early Childhood Education Journal》1990,17(3):39-40
Randa Roen Nachbar taught young children in New York City for many years. She is the editor of Day Care and Early Educationand is an advocate for children and early education professionals. 相似文献
9.
Conclusions In this study, support for the CIDS in use in New York State emerged from each of the user groups—principals, counselors, students, and parents. There are, however, two areas of future work that emerged from the results of this study which may be applicable on a broader basis. The first deals with the information content of the CIDS. The second relates to its increased utilization.Counselors did not give overwhelmingly high marks to the content of systems. Although counselors can do their part by letting the developers know what is good and what is not good, the responsibility lies primarily with developers and state providers to incorporate current, locally relevant information at the level of detail most appropriate for the user.Spreading the use of CIDS in a school beyond its provision for individual college and career counseling will not only help in making school more relevant to the students' life-careers, but will also provide increased access to the information and the computer for those students who might not otherwise seek it. School personnel can reexamine practices to see that full use of the CIDS resource is being made. System developers can work on the identification of model programs and the dissemination of information about them to their sites. It is hoped that with the increasing availability of microcomputers in schools, not only in guidance offices, but in laboratories and classrooms, such uses will continue and spread.Deborah Perlmutter Bloch, Ph. D., is an Assistant Professor of Educational Administration, Department of Education, Baruch College, City University of New York.Joyce Ford Kinnison is a consultant in Cary, North Carolina.This study was conducted as part of the project, Evaluating Computerized Career Information Systems for Use with Occupational Education Curricula, sponsored by the New York State Education Department and the New York State Occupational Information Coordinating Committee. Funding was provided by the Carl D. Perkins Vocational Education Act. 相似文献
10.
Zwelling E 《The Journal of perinatal education》2000,9(1):15-21
Elisabeth Bing-physiotherapist, childbirth educator, and cofounder of the American Society for Psychoprophylaxis in Obstetrics (now Lamaze International)-is well known to most childbirth educators in the United States. She has been a true pioneer in the education of parents for pregnancy and birth. Her book, Six Practical Lessons for an Easier Childbirth, served to guide many parents and childbirth educators in the use of the Lamaze Method for labor and birth. She has prepared a countless number of parents for their birth experience in both her hospital classes in the 1950s and 1960s and in her private classes in the "studio" of her New York City apartment building, where she began teaching in the 1960s and continues to teach today. Elisabeth is beloved by all those who have had the opportunity to meet her or work with her. She has created a legacy that will continue for decades to come. 相似文献
11.
《Education, IRE Transactions on》1960,3(2):31-35
The physics syllabus being offered in the academic high schools of New York City has aroused considerable interest as to its value as prerequisite to baccalaureate programs in science and engineering. To gather certain facts, the Engineering Advisory Committee was organized, comprised of members selected from the New York Metropolitan sections of the professional engineering societies. The members visited numerous schools to arrive at a broad appraisal of high-school physics as a pre-engineering preparation. They inspected class schedules, laboratory facilities and libraries. They examined laboratory schedules, textbooks in use, teaching load assignments, and procedures for ordering laboratory equipment. They evaluated the qualifications of teachers and methods for motivating gifted students. Their findings are described in this report which includes a listing of recommendations. 相似文献
12.
随着经济的全球化,全球城市体系出现了新的格局,居于该体系顶端的就是全球城市。跨国公司的总部和生产服务业高度地集中于全球城市中。20世纪80年代以来,由于纽约市跨国公司总部的集中和生产服务业的强势发展,使其成为一个名副其实的全球城市。纽约全球城市地位的确立,为纽约市的发展注入了新的活力。全球城市地位的确立和生产服务业的独大也为纽约市的发展提出了严峻的挑战,能否应对这一挑战将对纽约的发展前景产生深远的影响。 相似文献
13.
Almost five years ago, (November 1974)Day Care and Early Education surveyed the state of family day care in a series of four articles entitled “Family Day Care: Where It's At.” In one of these
articles, Betti Whaley, then Commissioner of the New York City Agency for Child Development, reported on that city's system
for serving working mothers and providing children with the best possible home care. The following article on the present
situation in New York City, and several others to appear in future issues, will provide an update on what has happened in
family day care around the country since 1974, review the pros and cons of this type of day care, and consider prospects for
the future.
Stephen Ruffins is Director of Family Day Care (FDC) for the New York City Agency for Child Development (ACD). Carabelle McNeill
is Director of Social Service/Parent Involvement at ACD From 1972 to 1975, Ms. McNeill, as ACDFDC Liason, coordinated the
transfer and integration of each of the three FDC programs into the administrative aegis of ACD. 相似文献
14.
A seminar, Publishing in the Academy, offered to all full-time faculty of the City University of New York (CUNY), through a program jointly sponsored by the Professional Staff Congress and CUNY, is described by two participants of the course. The authors share their experience, describe the process involved in publishing an article in a scholarly journal, and provide recommendations for setting up a writing group.Judith Entes received her Ph.D. in 1989 from Fordham University, specialization in Reading. She is an Assistant Professor in the Department of Academic Skills at Baruch College, CUNY. Her present research is examining co-authored published research. Rafat Ispahany received her M.A. in 1987 from City College, CUNY. She is an Associate Professor and Head of the Cataloging Division at the Borough of Manhattan Community College, CUNY. She is interested in book conservation for community college libraries. 相似文献
15.
Through this study we explored a community of practice framework applied to faculty professional development at a mid-size
state university in order to examine the issues unique to discipline-specific professional development in higher education.
Through content-focused professional development activities conducted by the authors, several key areas were identified that
point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development,
(b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development,
(d) challenging the “culture of service”, and (e) the need for a language to mediate thinking about practice.
Maria Blanton received a Ph.D. in Mathematics Education from North Carolina State University. She is currently a Senior Executive Research
Associate in the Kaput Center and an Associate Professor in the Science, Technology, Engineering and Mathematics Dept at the
University of Massachusetts Dartmouth. Her research interests focus on applications of sociocultural theory in understanding
teaching and learning mathematics in both elementary grades and higher education.
Despina Stylianou received an Ed.D. in mathematics education from the University of Pittsburgh. She is Associate Professor in the Department
of Secondary Education at the City College of New York. Her research interests are in the area of mathematical cognition;
her work explores the mathematical skills, sensibilities, and habits of mind and action that are critical to doing, learning,
and using mathematics proficiently. 相似文献
16.
In this article, we examine a set of 26 children’s books on HIV/AIDS published between 1989–1999 to identify the ways in which
these texts construct HIV/AIDS and people living with HIV/AIDS. We explore how this marginalized group is depicted in these
books, and how well-meaning teachers may in fact be reproducing dominant discourses about HIV/AIDS in their curricula. In
this article we focus, in particular, on how the discourses connected to public health, medicine, and secrecy (as a discourse
across many institutions) are filtered to children and take part in constructing their beliefs and assumptions about HIV/AIDS.
We illustrate our argument with examples from the books and show why teachers need to know how to analyze texts they select
for their curricula so as to read books about HIV/AIDS critically in the classroom.
Megan Blumenreich is Assistant Professor of Childhood Education at The City College of New York, City University of New York.
Her research interests focus on urban schooling, poststructuralist approaches to qualitative research, and teacher education.
She is the coauthor of The Power of Questions: A Guide to Teacher and Student Research (Heineman, 2005).
Marjorie Siegel is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College, Columbia
University. Her research interests include transmediation and multimodality in literacy education, content area literacies,
and literacies and technologies. She is the coauthor of Reading Counts: Expanding the role of reading in mathematics classrooms (Teachers College, 2000).
M. Himley, “Teaching the rhetoric of AIDS: Blurring the boundaries.” 相似文献
17.
A recent report of the Committee for Economic Development observed that 30% of our children are educationally disadvantaged and face major risks of educational failure and lifelong dependency (CED, 1987). One reason advanced for this observation is that schools have neglected to prepare these children to become active citizens who can contribute to the social and economic uplifting of their neighborhoods.L. C. Taharally is an Assistant Professor, Early Childhood Education, and A. L. Smith is an Assistant Professor, Training and Supervision, in the Department of Curriculum and Teaching at Hunter College of the City University of New York. 相似文献
18.
《Journal of research on educational effectiveness》2013,6(3):334-363
ABSTRACTThis article examines the impacts of Opportunity New York City–Family Rewards, the first holistic conditional cash transfer (CCT) program evaluated in the United States, on parental financial investments in children, and high school students' academic time use, motivations and self-beliefs, and achievement outcomes. Family Rewards, launched by the Center for Economic Opportunity in the Mayor's Office of the City of New York in 2007 and codesigned and evaluated by MDRC, offered cash assistance to low-income families conditioned on family investments in three areas: children's education, family preventive health care, and parents' employment. Results that rely on a random assignment design find that Family Rewards resulted in statistically significant increases in parental spending and saving on education for all students, and increased savings for those students most academically prepared at baseline and for girls, as well as statistically significant increases in academic time use and achievement outcomes for these same academically prepared students. There were no impacts on student motivations and self-beliefs. Implications are discussed for conditional cash transfer programs as well as for interventions targeting high-risk children and families. 相似文献
19.
Dianne E. Berkell 《Journal of Career Development》1987,13(4):14-20
Conclusion The perception of a person's value in society is, in large measure, determined by the individual's earning power and the status of the job which that person holds. Sadly, most autistic and other persons with severe handicaps are not only unemployed but also spend most of their lives in segregated settings, isolated from society's mainstream, and dependent upon others for their care.The employability of persons with severe handicaps, such as autism, is contingent on the adequacy of their career development programs. The READDY Program and other programs for persons with severe handicaps have clearly demonstrated that, with appropriate instruction, these students can become productively employed.Preparation of this article was supported in part by Grant No. G008430082 from the Office of Special Education and Rehabilitative Services, U.S. Department of Education.Dianne E. Berkell, Ph.D. is Associate Professor and Chairperson of the Department of Special Education and Reading, C. W. Post Campus, Long Island University. She is Director of Research for The Nassau Center for the Developmentally Disabled in Woodbury, New York, and is Director of Project READDY (Real Employment Alternatives for Developmentally Disabled Youth). 相似文献
20.
Conclusions Color television is so new that there is little concrete information on the subject. However, it seems logical to doubt that
color will provide any general increased effectiveness to educational TV. In some areas, such as art and medicine, the impact
may be great; but for the greater proportion of educational subjects, it will not contribute a great deal.
In view of this, together with the present high cost of color TV, it would seem foolish for educational TV to delay development
because color television is coming. The transition to color can always be made after the piomeering is done, when costs have
gone down, when color receiver circulation is large enough to make color worth while, and when the numerous problems of color
programming and production have been solved.
What effect will color TV have upon educational TV programs? How expensive will color TV be for educational use? How will
educational TV stations use color TV? What competition will commercial color TV offer to educational black and white TV stations?
These questions are answered and an overview of the implications of color for educational TV is presented. E. G. Sherburne,
Jr., was formerly Television Coordinator at the U. S. Navy Special Devices Center, Port Washington, Long Island, New York. 相似文献