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1.
《理论付诸实践》2012,51(4):305-311
For too long, educators have held diminishing beliefs about Latino students' home life. Such beliefs are irrelevant except for the fact that students do not leave their culture at home; rather, home life is closely intertwined with their learning. Language and culture play a major role in students' learning and parents figure prominently in their children's academic success. In Latino communities, parents often feel disempowered because of their limited English language skills and their limited knowledge of the educational system. This inequality prevents Latino parents from advocating for their children in schools. However, balanced power relations between schools and Latino families are possible. The Carpintería research study reveals the transformation that is possible for parents and students when the family's language, culture, and literacy are acknowledged, appreciated, and utilized to empower students, families, schools, and communities. 相似文献
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G. E. Bookbinder 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):213-218
The effect of higher education upon student attitudes is one of increasing liberality and decreasing authoritarianism. In this study of 345 women students in a college of education similar trends were recorded concerning teacher‐role expectations during a three‐year period of anticipatory professional socialization. The early part of the course is seen as particularly significant in changing attitudes. The nature of the change is complex, for whilst on home‐school relationships, curriculum, organization and motivation students become more ‘open’ in their teacher‐role expectations, a hardening of attitudes was seen towards corporal punishment and teachers’ leisure time involvement with their school children. Some changes may be attributed to the orientation of the college towards certain professional beliefs and practices. The process of professional socialization is marked by increasing differentiation among students at different stages of their course on questions relating to teachers’ instrumental (task‐centred) roles. Further, this college's stress upon primary education may be responsible for only slight differences developing between the role‐concepts of groups training for different levels of school. 相似文献
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James E. Taylor 《Educational gerontology》2013,39(5):423-431
This article describes an online course developed and currently offered at Middle Tennessee State University. Considering the statistics of family caregivers, their needs, and students’ and human service professionals’ education, the author demonstrates the necessity of such courses and their benefits. The author also considers the standards for online Social Work education. Because there are more than 54 million family caregivers providing 80% of all home health care, recommendations for further study into caregiving courses, their content, and usefulness are given. The article includes student testimonials, course objectives, and links to course websites and the WebCT system that provides the course's platform. 相似文献
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James R. Peacock 《Educational gerontology》2013,39(7):583-596
The research education offered by a master's gerontology program should focus on the career and academic goals of the student population as determined by the nature of the particular program. The purpose of this article is to describe how the Master's of Arts (M.A.) gerontology program at UNCC addresses the research methods needs of its students through a two-course series. The basic research educational needs of the students are addressed in a brief discussion of the first course. The primary focus, however, is on this program's inclusion of a second course on evaluation research. Evaluation research is described as an effective way to address the applied research needs of the students of UNCC M.A. gerontology program, through heightening awareness of accountability to investors of services for older adults, linking both the generator and consumer roles of research, and inculcating a philosophy of professionalization essential to the professional development of the students. 相似文献
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This article argues that the instructional scaffolding metaphor may be reconceived as distributed scaffolding when multiple means of influence are provided in a service-learning setting. In the service-learning course described here, the professor's role is largely as designer of activity settings for preservice teacher candidates, through which the students construct their own conceptions of teaching culturally diverse populations. The course involves a set of interrelated settings: a tutoring experience at the city's alternative high school; the reading of books from a menu of texts that cover a range of diversity topics; the discussion of these books in book club meetings independent of the professor's direct influence; and the whole-class discussion of these texts, led by each student book club. The distributed nature of the course scaffolding is illustrated with an excerpt from one book club's discussion. 相似文献
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诗意德育是以促进学生道德素养全面发展为目的,通过诗意言说的方式,让学生在诗意文化的熏陶下,涵养诗意情怀、发展诗性智慧、形成诗意品质、积淀诗意语言的归真、求善、至美的德育。学生积极人格发展召唤诗意德育,诗意德育也发挥着促进学生积极人格发展的功能。实现这种功能的策略是在生活的诗意中历练学生的积极人格;建构家庭、学校、社会三元融合的诗意德育体系;培养学生审美情感和自由精神,促进诗意人格的建构。 相似文献
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Saul Andron 《Journal of Teaching in Social Work》2013,33(3):297-307
This article examines how to set up educational seminars for social work students that expose students, first-hand, to a natural or man-made disaster's physical and human impact on a community. These short, intensive experiential seminars help students appreciate the social work role in addressing extreme cases of trauma and loss that have immediate application to their professional work and studies at home. The study also presents evidence via personal reflections of students and faculty about the value-added benefits of the seminar learning experience in terms of the students' integration of course material, readings, and field placement experiences, and their personal and professional growth and maturation as beginning social workers. 相似文献
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The teacher as researcher, Colburn, and the researcher, Bianchini, investigated Colburn's use of inquiry to teach the nature of science to prospective elementary teachers; we attempted to identify those aspects of the nature of science addressed through inquiry instruction and the varied contexts in which such insights arose. We began by videotaping small group inquiries and whole class deliberations during three units of Colburn's inquiry‐oriented general science course. We then conducted separate qualitative analyses of the resulting 20 h of videotaped data. Colburn, the teacher and informant, adopted an emic perspective and employed examples of explicit and implicit deliberations and demonstrations of the nature of science to construct his case. Bianchini also used an emic perspective, but examined only what teacher and students explicitly identified as examples of and insights into the nature of science. Taken together, our analyses highlight the difficulties in presenting a cogent and comprehensive picture of the nature of science to students, the teacher's pivotal role in initiating discussions of what science is and how scientists work, and the strengths and limitations of using classroom‐based research to investigate nature of science instruction. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 177–209, 2000 相似文献
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This is a personal account of a college English teacher's continual examination of the sacrifices demanded of his students when they enter writing classes. It is an attempt to encourage students to maintain a critical awareness of the loss of their oral culture and see the limitations of the gain from the literary culture that they immersed themselves in when they began their school career. Literary resources are examined, specifically the writings of Franz Kafka, to illustrate the nature of oral and literate cultures and the demands of each. There is an account of the author's first day at public school as an illustration that helps him to devise teaching methods that acknowledge the validity of students' rebellion against school (literacy) while at the same time developing ways for students to be more accomplished writers. 相似文献
10.
Stephen Vassallo 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):501-529
Guardians have been implicated in the development of children's academic self-regulation. In this case study, which involved naturalistic observations and interviews, the everyday practices of a working class family were considered in the context of self-regulated learning development. The family's practices, beliefs, dispositions and home structures were not aligned with conditions recognized as supporting self-regulated learning development. It is suggested that for the family to adapt or adjust home practices in a way that supports their children's self-regulation means adopting a different logic of parenting, valuing and promoting certain kinds of self-knowledge, forming different kinds of social networks, and mediating and controlling affects of occupational conditions. It is suggested that shifting home practices to teach academic self-regulation in the family's home is value-laden and reflects class-based narrowness. 相似文献
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In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies. 相似文献
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Chih-Lun Hung 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):115-125
Background Educational reform is a major challenge facing schools in Taiwan. The new educational reform requires that every primary school must have parental involvement programmes in their school schedules, and to support these new programmes, there is a need for research to examine the extent and nature of parental involvement in primary schools in Taiwan, and to investigate the impact of parental involvement on pupil outcomes. Purpose The purpose of the study was to examine the extent to which parents' involvement in schooling is related to primary pupil outcomes, after taking into account differences in family social status and family structure, and the children's perceptions of their school learning environments. Sample For the analyses data were collected in 2001 from 261 6th-grade Taiwanese students, 128 boys and 133 girls, from four primary schools in the Taichung City school district. The average age of the children was approximately 11 years. Design and methods In the analysis of the research model, a quantitative approach was adopted, in which each student completed two questionnaires and two academic achievement tests. The first questionnaire included questions to assess family social status, family structure and parents' involvement in their children's education. In the second questionnaire there were questions to measure pupils' self-concept and perceptions of their schools' learning environments. The data were analysed using multiple-regression techniques to examine relationships among family social status, family structure, parental involvement, the school learning environment and pupils' school-related outcomes. Results The findings suggested that: (a) children's academic achievement is related to their family social status and perceptions of immediate family learning environments, and (b) children's self-concept is associated with their perceptions of classroom learning environments, parents' aspirations and parents' involvement at home. These propositions indicate the differential nature of the relationships among family and school environments and measures of children's school outcomes. Conclusions In the Taiwanese context, by showing the particularly important association between Taiwanese family environments and children's school outcomes, the present investigation supports the educational reform movement that encourages schools to involve parents more intimately in shared responsibilities. 相似文献
13.
《Teaching and Teacher Education》2001,17(2):227-242
This is an interpretive study of a prospective mathematics teacher's emerging practice during the professional semester. A Vygotskian (Mind in Society, Harvard University, Cambridge, MA, 1978 (Cole et al., Trans.; original work published 1934); Thought and Language, Massachusetts Institute of Technology, Cambridge, MA, 1986 (Kozulin, Trans.; original work published 1934)) perspective was used to examine the nature of classroom discourse and its role in Mary Ann's (pseudonym) development while student teaching. Results indicate that early classroom discourse mediated Mary Ann's teaching toward a traditional paradigm of giving information. Moreover, her subsequent efforts to cultivate dialogic discourse generated conflict that positioned students as mediators of her practice. Ultimately, experiencing the power and diversity of students’ ideas contributed to shifts in Mary Ann's early forms of practice. 相似文献
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This paper examines the development of the two first‐year core units in a teacher education course over the decade of the 1980s in one of Australia's largest teacher education institutions. The two units were interdisciplinary in nature, and involved around 1000 students per year, prompting a major structural and pedagogical reorganisation. The unit development used Basil Bernstein's analytical framework to trace the various aspects of that period of development: the construction, the constraints, the possibilities. Key questions are posed about the constraints, and possibilities for building on this expertise in future course development in teacher education are discussed. It is argued that there is a nexus between pedagogic and social structures and that much of the resistance to interdisciplinary programs comes as a result of resistance to alternative social and organisational structures. 相似文献
15.
Victoria L. Kintner-Duffy Rosemarie Vardell Joanna K. Lower Deborah J. Cassidy 《Journal of Early Childhood Teacher Education》2013,34(3):208-223
The Census Bureau estimates that up to 14 million children under the age of 18 are being raised by lesbian, gay, bisexual, or transgender (LGBT) families. Just as heterosexual families require child care to enable work and want high-quality early childhood education to enhance their children's development, LGBT families experience the same needs and desires for their children. However, similar to other educational institutions, the early childhood field has either held negative beliefs regarding diverse family structures or ignored the unique needs of LGBT families. As part of an effort to address teachers' understandings of equity, faculty at a southeastern university sponsored a course designed to prepare early childhood teacher education students to offer welcoming, inclusive learning environments for LGBT families and their young children. The purpose of this article is to examine the learning process and transformation of students in this course. Findings from quantitative and qualitative data are presented, as is a discussion on how courses on family equity can and should be incorporated into teacher education programs. 相似文献
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B. Lamar Johnson 《College Teaching》2013,61(2):73-76
Although interdisciplinary efforts in teaching and research are promoted as a possible antidote to increasing disciplinary separatism in colleges and universities, evaluations of interdisciplinary efforts in the classroom, particularly those spanning the traditional science-humanities divide, are not frequently documented. This article describes the development, execution, and assessment of a unique effort in interdisciplinary teaching in which four doctoral candidates from widely varying home disciplines collaborated to create and teach a “truly interdisciplinary” course for first-year students centered on the pervasiveness of humankind's quest for immortality. Assessment of the course indicates several desirable student outcomes, including the development of a more mature world view and appreciation for different epistemologies, which recommend the continuation of this and similar interdisciplinary efforts. While students at times found the enormous number of disciplines potentially related to the central topic overwhelming, at the conclusion of the course, they largely identified the exposure to new perspectives as an exciting and worthwhile academic experience. Similar interdisciplinary efforts in the classroom are encouraged, though ample course development time is recommended to maximize success. 相似文献
18.
Home visiting is a primary service delivery approach to promote young children’s development and support families. Early Intervention professionals are expected to partner with families to create effective learning experiences in the daily context of routine family life. Concerns about early childhood (special) educators’ readiness to take on this partnership role have been voiced, suggesting explicit learning opportunities are needed within preservice preparation programs. This study explored the impact of an introductory assignment analyzing a videotaped home visit on preservice Early Childhood Education/Early Childhood Special Education students’ learning about home visiting practices. Implications for scaffolding home visiting experiences in preservice preparation are discussed. 相似文献
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