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1.
An initiative in which therapy dogs were integrated into a school-wide reading curriculum was analyzed to determine the effect on student reading in the program’s second year. Prior research on the first year of this specific program (Kirnan et al. in Early Child Educ J 44(6):637–651) demonstrated improvement in reading scores only for kindergarten students, while interview data revealed increases in positive attitudes and enthusiasm for reading across all grades. In the current study, a series of independent t-tests were conducted for each grade, comparing the second year of the program to a control group. There was a significant difference for kindergarten in the second year, as reading scores were higher for program students compared to those in the control group. Unlike the first year of the program, in the second year there was also a significant mean difference in first grade. For both grades, an analysis of covariance controlling for reading scores prior to program implementation still resulted in a significant main effect for the reading program. Combining the first 2 years of the program yielded a large enough sample for a comparison of ELL students with non-ELL students in kindergarten. These data showed significantly higher reading scores for students enrolled in the dog program relative to the control for both ELL and non-ELL students, again accounting for earlier reading scores. These findings demonstrate the need to analyze at-risk subgroups as well as the need to apply a longitudinal lens in researching both dog-assisted literacy programs and participant progress. 相似文献
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Maha Ellili-Cherif 《Teacher Development》2014,18(2):211-228
The aim of this study is to explore teachers’ attitudes towards the shift to English as a medium of instruction in Qatari Independent schools. It focuses on the advantages and disadvantages of this approach for teachers and students, and the challenges they face in the process of its implementation. Data for the study were collected by means of a questionnaire and follow-up interviews. Findings point to teachers’ beliefs that while the approach has benefited them and their students, it is a challenging process. The challenges teachers face are organizational in nature relating to ineffective planning for the introduction of the change, lack of teacher preparedness for its implementation, and parents’ resistance to this change. These results have implications for teacher training in the Qatari context and for planning of the introduction of change in English as a Second Language or English as a Foreign Language contexts. 相似文献
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Christine Han 《International Journal of Lifelong Education》2013,32(1):63-76
A number of countries in Europe, including the UK, have adopted language and citizenship tests or courses as a requirement for granting citizenship to immigrants. To acquire citizenship, immigrants to the UK must pass a test on British society and culture, or demonstrate progress in the English language. For those with an insufficient command of the language, there is the option in the UK of taking an English for speakers of other languages (ESOL) with citizenship course. These language and citizenship tests and courses are seen by governments as a way of encouraging immigrants to develop the competences believed necessary for social integration. Equally, these are seen as a means for immigrants to demonstrate their willingness to integrate. However, two types of criticisms have been made against compulsory tests and language programmes. The first questions the need for these. The second focuses on whether they are a genuine contribution to preparation for citizenship or whether these, in effect, constitute a gatekeeping mechanism, or otherwise lead to social injustice; related to this is the question of whether the emphasis on language as defining of nationhood and citizenship is a move away from multiculturalism towards a policy of assimilation. In addition, there are issues relating to funding. This paper presents the results of a study of a ‘skills for life’ ESOL course at a community college in London that is specifically intended to help immigrants seeking to qualify for British citizenship. An interview was carried out with staff involved in ESOL at the college, and a focus group discussion was conducted with a student group. The aim of the paper is to provide an account of the experiences of the students in the light of the criticisms that have made against compulsory tests and language programmes. We also examine the impact of policy changes, including funding cuts, on the college and students. Although we found the language and citizenship class to be a positive experience, we note inconsistencies and contradictions in policies and discourses around language. 相似文献
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John Fien 《Environmental Education Research》2000,6(2):179-192
This article analyses Education for the environment: a critique' (Jickling & Spork, 1998). It illustrates ways in which the critique is a partial analysis of education for the environment. Thus, the article addresses Jickling and Spork's concern that education for the environment is a universalising discourse that seeks to marginalise other approaches. It does this by showing how it may be Jickling and Spork's lack of reflexivity over their own ideology of education which leads them to construct such a partial interpretation of education for the environment. This article also argues that the critical pedagogy of education for the environment provides a professionally-ethical way of teaching which contrasts with the allegations of indoctrination in the critique. The article nevertheless reflects an appreciation of the opportunity to engage constructively with contesting ideas in environmental education and concludes with suggestions for further avenues of inquiry for those wishing to engage in discourse analysis in order to deconstruct and, hopefully, reconstruct, education for and also in/through, with and about the environment. 相似文献
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《Teaching and Teacher Education》2005,21(3):241-256
Teacher researchers in a Professional Development School context identify two important shifts in traditional school cultures in order for teacher inquiry to thrive as a means for teacher development: a shift to community and a shift to uncertainty. PDS teachers in this study spoke about their need for supportive learning communities where they may collaborate and engage in dialogue with colleagues and other professionals. Professional learning communities created opportunities for dialogue which also made it safe to ask questions and work in a community where uncertainty was not only valued, but supported. Professional learning communities for teacher development also need to be analyzed for insights they bring to teacher education, professional development, and educational change. Recognizing and understanding tensions in collaboration and dialogue and their connected shifts to community and uncertainty could enhance learning opportunities for teachers as well as the life of a teacher with an inquiry stance. 相似文献
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Jenny Collins 《Journal of educational administration and history》2005,37(2):157-172
The increased demand for secondary schooling, which took place in New Zealand in the years after 1924, had important consequences for the Catholic educational mission. No longer was it sufficient to provide a comprehensive elementary system of education that transmitted a ‘simple faith to a simple people’, and a secondary schooling for the educational advancement and social mobility of the select few. Justified on the basis of the need to protect the faith of the growing number of pupils going on to secondary school, the expanded educational mission was also grounded in a new Catholic identity as ‘moral’ patriotic citizens committed to Catholic family values and successful participation in New Zealand society. Catholic secondary schools offered a utilitarian secondary education, which focussed on success in state‐mandated examinations, to the children of parents ambitious for their social and economic success in the world. Nevertheless, there were tensions in a Catholic educational mission that worked for the social and educational advancement of Catholic pupils while aiming for their ultimate salvation and the protection Catholic religious and cultural values. 相似文献
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AbstractEntrepreneurship education has experienced four stages of development in Chinese universities, shifting from entrepreneurship show to entrepreneurship education, from teacher training to student education, from classroom teaching to multimodal teaching, and from imparting knowledge to cultivating skills. Currently, the weak links in entrepreneurship education in Chinese universities are primarily reflected in four areas: unsound curriculum design, a lack of qualified teachers for entrepreneurship education, a monotonous model for entrepreneurship education, and imperfect supporting mechanisms for entrepreneurship education. Constructive ideas for the entrepreneurship education system in Chinese universities are: to build a scientific curriculum-based educational system, establish a perfected entrepreneurial practicum system, build up a system for an outstanding corps of qualified teachers, construct a perfected educational model system, and perfect the evaluation system for entrepreneurship education. 相似文献
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Jonathan Kasler Yousef T. Jabareen 《International Journal of Inclusive Education》2017,21(12):1261-1275
Research comparing special education for Jews and for Palestinian Arabs in Israel outlines major inequalities. This situation has remained largely unchanged for decades and there is little evidential reason to believe there will be improvement in the near future. Palestinian children requiring special education are adversely affected by a combination of institutionalised discrimination and neglect and the implications of living in a traditional society that is reluctant to adopt outlooks necessary for modernising education, particularly for children with special needs. To the best of our knowledge, no overview of special education for the Palestinian minority in Israel has been published in English to date. While change is most likely to occur as a result of effective activism within the Palestinian Arab community, high rates of poverty and political marginalisation remain a daunting obstacle. 相似文献
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Kirsi Tirri 《Roeper Review》2017,39(3):210-212
In this response, I emphasize the importance of teacher education for making changes in identifying the gifted. As a European scholar and teacher educator, I reflect on Dr. Sternberg’s ideas. Educating for a growth mindset in learning is crucial for the development of creativity and risk taking. Teachers also need a clear goal for gifted education to give them purpose in educating purposeful gifted students. Purpose is needed for transformational leadership, passion, and skills in ethical thinking. Ethical sensitivity is necessary to be able to combine excellence and creativity with ethics. A hacker ethic with passion is introduced as a suitable approach for high-ability students with a strong inner drive to excel. Teachers are identified as key agents in making the change in identifying and teaching the gifted. Researchers in gifted education should take the leadership in this change and commit to cooperation with schools. 相似文献
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《Scientific Studies of Reading》2013,17(2):117-134
Readers' memories for the physical location and sequence of information in a text were measured to further explore how they are represented in memory and their relation to comprehension. Participants read a biography or an expository essay and were tested on their comprehension of the text, memory for the location of information on a page of text (place on the page), and temporal memory for the sequence of information in a text (text sequencing). Results suggest that (a) readers store a substantial amount of text-sequencing information, (b) memory for text-sequencing information is strongly related to comprehension, (c) memory for place on the page is very weak, and (d) memory for place-on-the-page and text-sequencing information appear to be distinct. Our results indicate that text-sequence information is part of the textbase or situation model, whereas place-on-the-page information is a surface-level memory. 相似文献
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This paper considers components of a framework for relational training for counsellors who work with interpreters. Where counsellors and clients cannot be linguistically matched, they will need to incorporate an interpreter into their therapeutic relationship. Counsellors are often unprepared to work in this way. ‘Mothertongue multi-ethnic counselling service’, a UK counselling agency has developed and piloted an in-house training for counsellors and interpreters. Components of this training in how to work collaboratively with interpreters are considered in this paper. These components address the need for a collaborative relationship between counsellor and interpreter, consideration of dynamics in a triangular relationship and a clear delineation of responsibilities. Recommendations are made for the development of a training curriculum and models of clinical supervision for counsellors and interpreters who want to work together collaboratively. 相似文献
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Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Education in Belgium 总被引：1，自引：0，他引：1
Annelies Gilis Mieke Clement Lies Laga Paul Pauwels 《Research in higher education》2008,49(6):531-554
The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy. 相似文献
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傅霞 《齐齐哈尔师范高等专科学校学报》2014,(3):86-88
祈福求子①风俗,指的是通过向神灵祈祷或借助其他方式,来达到早日得子的风俗习惯。在中国,有生殖崇拜、求神拜佛、食疗法、送物祝子等方式;在日本,也有性崇拜,及参拜神社、石头之说、温泉祈福等。通过采用文献法及对比法,展现了流传于中日民间祈福求子的主要方式,研究了两国民间生育风俗之一——祈福求子风俗的文化韵味及特点、实质目的。 相似文献
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Douglas K. Bardsley 《教育政策杂志》2013,28(5):493-508
The article examines the importance of effective secondary education for all children as Australian society embraces globalization. In a global era, where societal development will rely on the knowledge and skills of the workforce, an effective education will become even more important for socio‐economic engagement and equality. Students from disadvantaged backgrounds are the most vulnerable to globalization as they are less likely to achieve academically or go on to benefit from the restructured neo‐liberal economy. Education policy will need to continue to support the right of each individual to be prepared for life in general, and employment in particular. Opportunities for democratic pedagogy, curriculum and education policy to respond to risk are outlined and critiqued in relation to the ongoing need for justice in education systems. If adequate funding is not provided for secondary education and directed to ensure an effective education is available for all students, obtaining a quality education will increasingly shift from a right to a privilege in Australian society. 相似文献
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Ted Wadsworth 《School Leadership & Management》2013,33(3):315-330
Ted Wadsworth is a professional counsellor, educator and trainer. He has taught and counselled in schools for many years before taking up his present position in 1976, and has had a long‐standing interest in the personal and social development of adolescents, a sympathy for their teachers and headteachers and a concern for the organizational health of secondary schools. He has concerns also for equity in education and a desire to see much greater participation by minority groups in a more empowering form of education. As a counsellor educator he has had many contacts with schools and headteachers and has worked to integrate counselling and pastoral care within schools as organizations. This paper describes the first stage of an investigation into the professional development needs of secondary school heads. The time period is November 1986 to November 1987. The aims of the research are to ascertain what professional development needs the heads have and what strategies might be used to meet them. The style of the investigation is ethnographic and action research. The researcher convened and ran seminars/workshops for the heads, their deputies and sometimes other school leaders twice a term for the year, acted as a consultant to two heads and conducted a school development exercise (in the school of one of the heads to whom he was a consultant). Also 12 heads were interviewed in depth about their professional development needs. Finally, a questionnaire was developed from the total findings and sent to all 60 heads in the Waikato, Bay of Plenty and Central Plateau areas. A two‐year programme for school leaders was developed and has already commenced. 相似文献
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高校大学生创业教育及其体系构建 总被引：1，自引：0，他引：1
周晶 《青海师范大学学报(哲学社会科学版)》2011,33(6):146-149
创业教育是相对就业教育而言的一种教育思想和教育模式,它的目标就是要培养具有创新精神和创新素质的人才。培养大学生的创业素质,提高大学生的创业能力是目前高等教育的重要课题。本文从实施学生创业教育现实必要性分析和当前我国大学生创业教育的现状及存在的问题入手,对高校创业教育体系的构建进行了探析,提出实施创业教育的基本途径。 相似文献
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Faculty-student support groups have the potential to promote strategies for co-mentorship in places of learning. They can also function to facilitate alternative forms of pedagogical practice in the context of lifelong learning. The purpose of this paper is to describe ideas and practices in the innovative development of faculty-student support groups in higher education. The authors provide a context for introducing the model of a co-mentoring support group, for considering institutional dynamics in forming co-mentoring support groups, for illustrating a case study analysis of a university-based support group, for providing a collegial response to the mentoring literature, for considering the need to formalize mentoring programs and outcomes, for exploring challenges to and benefits of the support group effort, and finally for envisioning co-mentoring support groups more generally. The authors argue that more attention needs to be given to studying alternative pedagogical practices that enable mutualistic relationships to endure. This article accordingly offers an original holistic guide for viewing mentoring as interconnected cycles and phases of lifelong learning. 相似文献
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Pauline Joyce 《Action Learning: Research and Practice》2012,9(1):29-36
This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly structured, facilitated team process of reflection and action. The key findings from the evaluation of the students and facilitators’ experiences are reflected on, together with plans for improving the experience for all stakeholders for the next academic year. In sharing this experience, the purpose of the paper is to highlight the most significant learning from the evaluation. Good preparation for action learning is vital to ensure a positive experience for all involved. From the student perspective, an appropriate learning set mix is needed to ensure a balance of support and challenge for the ALS. In addition to a preparatory workshop for action learning facilitators, regular meetings with the action learning facilitators in the form of ALSs could be scheduled as a support especially for those new to the process. Finally, it is hoped that this account will encourage readers to use action learning for supporting and engaging students in organisational change initiatives. 相似文献
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